laulima.hawaii.

edu

ITE 329 Performing Arts Expression, Elementary (O)

Elementary and Early Childhood Education Program, Institute for Teacher Education, UHM
Spring 2015, SW Cohort 510
Instructor: Dr. Jennifer Herring
herring@hawaii.edu
Cell Phone: 808-221-7283

I. Descriptive Information
a. Course Description: ITE 329, Performing Arts Expression K-6 (3 credits)
development of communication skills through creative dramatics, rhythmic movement,
related arts (dance, drama, music) Pre-requisite: Admission to the elementary cohort
program. Co-requisite: ITE 317 Field Experience.
b. Focus Designation: (O) Oral Focus
c. Disability StatementKOKUA Program
If you have a disability and related access needs, please contact the KOKUA program
(UH Disabled Student Services Office) at 956-7511 v/text, KOKUA@hawaii.edu, or go
to Room 013 in the Queen Liliuokalani Center for Student Services. Please know that
I will work with you and KOKUA to meet your access needs based on disability
documentation.
d. Professional Dispositions Statement
The professional dispositions shared in this course reflect the standards and
expectations of the College of Education, the Institute for Teacher Education, and the
Elementary and Early Childhood Education Program. Teacher candidates must meet
expectations during all program-related activities (i.e., coursework, field experiences,
meetings, and conferences). Any category marked with does not meet requires a
conference, plan of assistance for improvement, or dismissal. Professional
dispositions can be found on the EECE website.
e. Ethical Behavior
All work you submit as yours must include proper documentation and crediting of
sources. Failure to properly introduce and document paraphrased material or
borrowed ideas is plagiarism. Plagiarism carries serious consequences and possible
dismissal from the program. See the UH General and Graduate Information Catalogue
under Student Regulations and the UH Student Conduct Code for specific
guidelines related to plagiarism.
II. Standards-Based Education and the College of Education Conceptual Framework
During your teacher education program, you will find yourself immersed in standardsbased education. The College of Education (COE) and the Institute for Teacher Education
(ITE) set standards for teacher candidates. The Hawaii Teacher Standards Board (HTSB)
sets standards for Hawaii teachers. The Common Core Standards and the Hawaii
Content and Performance Standards (HCPS III) for K-12 students are set by the Hawaii
Department of Education. In addition, many of your teacher education courses will

integrate standards from professional organizations. (i.e. Consortium of National Arts

Educators, National Standards for Arts Education) Standards describe what teachers
and
students at all levels should know, be able to do, and care about. The College of
Education Conceptual Framework and the Institute for Teacher Education require teacher
candidates to be knowledgeable, effective, and caring. These three standards are a
part of all learning experiences in your teacher education program. Heres an overview
a. Knowledgeable
Teacher candidates are knowledgeable about content, pedagogy, and
professionalism; human growth and development; and the physical, mental,
emotional, and social needs of students with diverse backgrounds and learning
needs.
b. Effective
Teacher candidates have the professional experience and skills to teach so that all
children can learn.
c. Caring
Teacher candidates care about students and their families and communities, teaching
and learning, and their own professional development.
III. Goals, Content, and Objectives of ITE 329
a. GoalThe goal of this course is to assist PK-6 teacher candidates in learning to plan,
teach, assess, and reflect on performing arts content through the integration of dance,
drama and music into content across the PK-6 curriculum. The experiences in this
course are designed to prepare the teacher candidate to develop a quality art
education program for PK-6 students that will
Contribute to lifelong learning, appreciation and participation in the performing
arts as forms of creative expression and communication.
Promote the creative expression of young people as a reflection of their
experiences and values.
Reinforce personal worth and encourage individual achievement in the
performing arts.
Include distant and local artistic forms, styles, themes, and subjects as
expressions of culture, people, time and place
Develop critical thinking skills about the performing arts.
b. ContentThe content focuses on the integration of the Hawaii Fine Arts Standards
that encompass four major topics (1) How the Arts Are Organized, (2) How the Arts
Communicate, (3) How the Arts Shape and Reflect Culture, and (4) How Integrating
the Performing Arts with Other Curricular Content Enriches Teaching and Learning.
Performing Arts Objectives for Early Childhood and Elementary Teacher
Candidates

Advocate for the performing arts as an essential component of the

elementary curriculum.
2

Honor inclusion through a fine arts education program for all students that values
diversity, individuality, special needs and various learning styles.
Recognize the developmental stages of children and apply this understanding to
experiences in the performing arts for elementary students.
Demonstrate literacy in the three distinct art forms that comprise the performing
arts dance, drama and music.
Identify the unique principles, elements, properties, and processes of dance,
drama and music and in the work of others and apply these expressive qualities to
your own work and to elementary curriculum and instruction.
Appreciate multicultural art forms and share this appreciation with elementary
students.
Integrate study and teaching in the performing arts to content in literacy and
language arts, mathematics, science, social studies, health, and the visual arts.
Implement a variety of instructional strategies for teaching the performing arts.
Reinforce the National Standards for Fine Arts Education and The Hawaii Content
and Performance Standards III, Fine Arts, Performing Arts.
Locate and develop resources and materials for the study and teaching of the
performing arts in the elementary classroom.
Utilize community and global resources (human, cultural, institutional, material,
and electronic) for the study and teaching of the performing arts in the elementary
classroom.
Practice classroom management strategies for safe and productive performing arts
experiences.
Create, implement, evaluate and reflect upon developmentally appropriate and
sequential performing arts curriculum and instruction for elementary students
Present a professional website for study and teaching in the performing arts.

IV. Required Text and Reading Resources

Claudia E. Cornett (2011). Creating Meaning through Literature and the Arts: Arts Integration
for Classroom Teachers, Fourth Edition. Pearson Education, Inc. (required purchase)
Hawaii Alliance for Arts Education (2006). An Essential Fine Arts Toolkit for the K-5
Classroom Teacher, Hawaii Fine Arts Grade Level Guide. Honolulu, Hawaii. Retrieved from
http://arts.k12.hi.us/ (required review for current grade level in field placement)
Hawaii State Department of Education, (2005). Hawaii Content and Performance
Standards III: Fine Arts. Honolulu: Hawaii State Department of Education. Retrieved
from http://standardstoolkit.k12.hi.us (required review for current grade level in field
placement).
National Core Arts Standards, (2014). Retrieved from http://nationalartsstandards.org/
(required review for current grade level in field placement). Please note that this website
seems to be under construction as of December 28, 2014 and is available for review.

V. Course Requirements and Instructional Procedures

ITE 329 meets during assigned class times. Class sessions will include inquiry, analysis, discussion,
research, collaboration, lectures, mini-lessons, demonstrations, production, student presentations,
sharing and self-reflection.
Administrative RequirementsOn-time attendance, participation, and on-time completion of
assignments are required. Attendance countsbe in class every session. Absence will result in
the lowering of the course grade. Do not schedule trips, medical or dental appointments, teacher
conferences, airport pick-ups, airline flights, or other meetings during class time. If you have an
illness or family emergency, notify the instructor in advance if you will be late to class or will miss
class, just as you would as a teacher on the job.
Academic RequirementsWe work as individuals and in groups to complete academic
requirements in and out of class. Detailed assignment descriptions and assessment criteria are
shown for each assignment in this syllabus. Participate actively in class discussions, activities and in
laulima.hawaii.edu online postings. Participation in class and on laulima.hawaii.edu will affect your
grade.
Come to class prepared. Refer to the course calendar for assignments and due dates. Complete the
assigned readings before class. You are responsible for the information in the readings even if it is
not covered in class. The purpose of the readings is to promote shared information and
understanding for preparing curriculum and instruction in the performing arts.
Ask for clarification of activities, projects and lectures as needed. It is your responsibility to know
when you need help and to let me know how I can assist you. Please feel free to contact me by
phone, email, or laulima.hawaii.edu as needed.
Make sure you collaborate with your mentor teacher to plan performing arts lessons that are based
on the objectives and content of the curriculum in your classroom.
Each teacher candidate will compile a Professional Website for Study and Teaching in the Fine
Arts, which will include the Course Projects as follows:
Course Requirements
1.
3.

Professional Dispositions for this Course (Rubric)

Who am I as an Artist? How are the Arts a Part of My Life? (PowerPoint)

2.

Reading Responses (3 reading responses with citations 5% each)

4.

Drama Lesson Plan, Video of Teaching, and Instruction Commentary

5.
6.
7.
8.

Dance or Music Lesson Plan and Reflection on Teaching

Review of a Professional Theatrical Performance (Short Essay)
Small Group Original Performance and Reflection (In Class)
Professional Website for Study and Teaching in the Fine Arts Performing Arts

% of
Grade
10
10
15
30
15
10
10
Required to
complete
course

Instructions and scoring rubrics for each project are included in this syllabus. Additional clarification
will also be given in class and online.

VI. Assignments and AssessmentCourse Projects

The scoring system for this course is as follows:
D

Does not meet expectations (is unacceptable and must be resubmitted)

Meets (meets expectations for this course as a teacher candidate)

Exceeds (meets expectations as a professional teacher) professional goal

1. Dispositions for this Course (10%)

Your full participation is important to the success of our class. Consider this class as
important a responsibility as having your own classroom. Use this rubric to score your
attendance, timeliness, attitude and participation. It is important to assess yourself honestly
and accurately. You receive credit for an honest self-assessment, since teachers are
responsible for reflecting on their own professional practice.
Protocol:
At the end of the semester you will complete this rubric, post it in the Assignments section in
laulima.hawaii.edu
Scoring Rubric for Self Assessment of DispositionsCheck your work!
Meets Expectations
Exceeds Expectation
(M)
(E)
__ One or more absence
__ Attended all classes
In addition to Meets
__ Late to class or left
__ On-time to all classes and
Expectations
early
stayed
the
entire
time
__Provide written
__ Late with two or more
__ On-time with all assignments
evidence below of
assignments
how you think you
__Needs reminders to use __ Used class time wisely
class time wisely
__ Completed all course projects
exceeded the
__Needs reminders to
__ Checked written work for
expectations in this
complete course projects
spelling
and
grammar
course.
__ Needs reminders to cite
__ Cites resources used in all
resources used in course
course work
work
__ Needs reminders to
__ Assesses own work for all
check written work for
assignments
spelling and grammar
__Includes name on each
__ Needs reminders to
document posted in Laulima
assess their own work
__Included title of project on each
using the rubrics and
checklists
document posted in Laulima
__Needs reminders to
__Creates documents as .ppt;
place name and title on
.pptx; .doc; or .docx
Does Not Meet
Expectations (D)

course projects
__Needs reminders to
submit work as .ppt
.pptx; .doc, or .docx

The following course projects will become part of your Professional Website for Study and Teaching in the
Fine Arts.

2. WHO AM I AS AN ARTIST AND HOW ARE THE ARTS A PART OF MY LIFE? (10%)
Purpose
The purpose of this project is to help you understand the role of the arts in your life; identify
your strengths as a performing artist, visual artist and, or arts educator; set goals for yourself
as an artist and arts educator; and to select three artifacts that reflect how the arts are a part
of your life. This is also a great way to get to know more about each other. This project, like
most other projects in our course, can be modified for your elementary students and will help
your students begin to view themselves as artists too!
Assessment Tasks
You will create either a slideshow presentation or a word document that contains the
following components
Your name in the file name (JHerringWhoAmI.ppt or JHerringWhoAmI.doc)
A self-analysis that lists
your strengths as a performing artist, a visual artist and, or arts educator
three goals you are setting for yourself as an arts educator in the elementary
classroom
steps you can take to achieve the goals you are setting for yourself.
You will also describe a minimum of three artifacts in the pages or slides that follow. Choose
each artifact to show something important about the performing arts and/or the visual arts in
your life.
Each artifact description will be a written reflection of about to page or a slide with bullet
points. The reflection should indicate
a description of the item
why you chose the item
what the item tells about the arts in your life or about you as an artist
share an image of each artifact on the page or slide where you describe the artifact
Protocol
You will
assess yourself on your work using the teacher-created rubric that you will paste into
your project that includes your name.
post your project in Forums under Who Am I as an attachment for peer review.
reply to three projects prepared by your peers in Forums in laulima.hawaii.edu
post your project and your self-assessment in the Assignment area under Who Am I
As An Artist as an attachment for instructor review and include the name of the three
peers you responded to.
place a copy of your project and the completed rubric on your Website.

NAME:__________________________________________________________________
Scoring Rubric for Self-Assessment For Who Am I As An Artist? Check your work!
Does Not Meet
Expectations (D)

Meets Expectations
(M)

Exceeds Expectations
(E)

Online posting:
__ Candidate needs
reminder to complete
the project to meet
expectations
__ Candidate needs
reminder to proofread
for spelling and
grammar
__ Candidate needs
reminder to assess
their own work using
the rubric
__ Candidate needs
reminder to include the
names of three peers
they responded to in
Forums
__Candidate needs
reminder to place their
name on their work
__Candidate needs
reminder to submit
their work as a .ppt;
or .pptx; .doc; or .docx

Online posting:
__ Include your name on your
project file
__ Attach this rubric and assess
your own work.
__ Proofread your work for
spelling and grammar
Include an analysis that lists
__Your strengths as a performing
artist and/or as a visual artist and
arts educator
__Three goals you are setting for
yourself as an arts educator in the
elementary classroom
__ Steps to meet the goals you
have established
__ Images of three artifacts that:
__ Includes a description
of each artifact
__ Includes why you chose
the item
__ Describes what the item
tells about the arts in your
life or about you as an
artist.
__ Share a statement of
validation to three or more of your
peers that indicates that you have
read his/her entire posting and
that you appreciate something
specific about his/her work. Be
sure your validations refer to
specific statements made by
your peer. Provide substantial
feedback.

In addition to Meets
Expectations
__Provide written
evidence below of how
you think you exceeded
the expectations listed
to produce an extremely
high quality
professional product.

__Name________________
__Name________________
7

3. READING RESPONSES

__Name________________
(3 X 5% = 15%)

Purpose
The purpose of the reading responses is to demonstrate your understanding of course
content. The second purpose is to help you become more familiar resources in the
performing arts which includes the (1) Cornett (2011) text; (2) the Hawaii Content and
Performance Standards III in the Performing Arts (2005); (3) selected Internet resources
stored in Laulima and online; and (4) lesson planning in the performing arts. The third
purpose is to engage in a dialogue with your peers about what you are reading and how you
are thinking about what you are reading and the lessons you are planning for your students.
Assessment Tasks
There are three reading responses required during this course and the due dates appear on
the course calendar that is part of this syllabus. Each reading response will focus on the
specific art form you are reading about and planning a lesson about. Each reading response
will answer the following questions specific to the readings assigned and the lesson you are
planning. You will also submit the rubric to assess yourself on your own work for each
reading response.
Reading Response 1: Drama (5%)
1. What was most relevant or meaningful to you in the reading that connected to the drama
lesson you are planning for your students? Please provide specific examples and use
citations that include the author, date, and page number.
2. What resources did you locate in Laulima in Resources in Drama or from your own
Internet research that contributed to your teacher research for planning for instruction?
Please describe and explain and include an active link to the specific resource.
3. Briefly describe the piece of childrens literature you have selected as a focus for your
lesson and what your students will do specifically in the lesson you are planning and how
this builds on their prior academic knowledge and experiences.
4. What is the enduring understanding you want your students to develop as part of this
lesson?
5. What is the essential question you plan to ask your students as part of this lesson?
6. What HCPS III Content Standard and Benchmark in Theater and Drama will your
students demonstrate they can meet through their work in this lesson?
7. What drama element do you plan to teach to your students to use as part of this lesson?
8. What instructional strategies will you use to engage your students in developing
understandings and skills to scaffold student learning that includes participating in a warmup, focusing event, and practicing the drama element(s) that is (are) part of your lesson?
9. How will you assess the students learning throughout the lesson (formative assessment)
10. How will you provide closure to your lesson that also lets your students demonstrate
what they know, understand and are able to do as performers (summative assessment)?
11. What teaching materials (i.e. charts, graphs, visuals, PowerPoint, questions, rubrics, exit
notes) do you need to develop for this lesson to improve and enhance student learning in
drama and theater?
Reading Response 2: Dance (5%)
1. What was most relevant or meaningful to you in the reading that connected to the dance
lesson you are planning for your students? Please provide specific examples and use
citations that include the author, date, and page number.
8

2. What resources did you locate in Laulima in Resources in Dance or from your own
Internet research that contributed to your teacher research for planning for instruction?
Please describe and explain and include an active link to the specific resource.
3. Briefly describe the piece of childrens literature you have selected as a focus for your
lesson and what your students will do specifically in the lesson you are planning and how
this builds on their prior academic knowledge and experiences.
4. What is the enduring understanding you want your students to develop as part of this
lesson?
5. What is the essential question you plan to ask your students as part of this lesson?
6. What HCPS III Content Standard and Benchmark in dance will your students demonstrate
they can meet through their work in this lesson?
7. What dance element do you plan to teach to your students and use as part of this
lesson?
8. What instructional strategies will you use to engage your students in developing
understandings and skills to scaffold student learning that includes participating in a warmup, focusing event, and practicing the dance element(s) that is (are) part of your lesson?
9. How will you assess the students learning throughout the lesson (formative assessment)
10. How will you provide closure to your lesson that also lets your students demonstrate
what they know, understand and are able to do as dancers (summative assessment)?
11. What teaching materials (i.e. charts, graphs, visuals, PowerPoint, questions, rubrics, exit
notes) do you need to develop for this lesson to improve and enhance student learning in
dance?
Reading Response 3: Music (5%)
1. What was most relevant or meaningful to you in the reading that connected to the music
lesson you are planning for your students? Please provide specific examples and use
citations that include the author, date, and page number.
2. What resources did you locate in Laulima in Resources in Music or from your own Internet
research that contributed to your teacher research for planning for instruction? Please
describe and explain and include an active link to the specific resource.
3. Briefly describe the piece of childrens literature you have selected as a focus for your
lesson and what your students will do specifically in the lesson you are planning and how
this builds on their prior academic knowledge and experiences.
4. What is the enduring understanding you want your students to develop as part of this
lesson?
5. What is the essential question you plan to ask your students as part of this lesson?
6. What HCPS III Content Standard and Benchmark in Music will your students demonstrate
they can meet through their work in this lesson?
7. What music element do you plan to teach to your students and use as part of this lesson?
8. What instructional strategies will you use to engage your students in developing
understandings and skills to scaffold student learning that includes participating in a warmup, focusing event, and practicing the music element(s) that is (are) part of your lesson?
9. How will you assess the students learning throughout the lesson (formative assessment)
10. How will you provide closure to your lesson that also lets your students demonstrate
what they know, understand and are able to do as musicians, singers or composers
(summative assessment)?
11. What teaching materials (i.e. charts, graphs, visuals, PowerPoint, questions, rubrics, exit
notes) do you need to develop for this lesson to improve and enhance student learning in
music?
9

Protocol
Copy the reading response questions and your responses in Forums by the due date on the
calendar.
Choose to respond to two peers who do not have two responses.
Then read the response of two peers and write a reply to each peer.
When you have completed this process assess yourself and post your work and the rubric
below in Assignments for instructor review and assigning points.
Rubric for Self-Assessment of Reading Responses Check your work!
Does Not Meet Expectations (D)
__ Candidate needs reminder to submit
their work in Forums for peer review and
in Assignments for instructor review
__Candidate needs reminder to complete
all components of the project
__ Candidate needs reminder to
proofread for grammar, spelling and
punctuation
__ Candidate needs reminder to assess
their own work using the rubric
__ Candidate needs reminder to submit
their work as a .ppt; .pptx; .doc or .docx
__ Candidate needs reminder to respond
to two peers.

Meets Expectations (M)

___Reading response addresses all
questions 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 in
thoughtful, clear, logical and concise
language and includes the following
___Name is on Paper
___Reading Response # is on Paper
___Title of Course, ITE 329 is on Paper
___Proofread for grammar and spelling
using tools found in Word
___Includes citations in questions 1 and 2
___Cites work correctly using APA style and
conventions.
___Assesses own work and posts in
Assignments
___Uses .doc or .docx file extensions
___Includes references at the end
___Responds to two peers in Forums and
includes names below:
_________________ Include Name
_________________ Include Name

10

11

4. DRAMA LESSON PLAN, IMPLEMENTATION OF T HE LESSON, VIDEO OF T EACHING, AND

INSTRUCTION COMMENTARY (30%)
Purpose
The reading and responding you did for drama was an opportunity for you to engage in
teacher research to prepare for developing a drama lesson plan, to make decisions related
to your plan, and to prepare for completing the instruction commentary. You will want to
discuss your ideas for your drama lesson with your mentor teacher before you select the
content of your drama lesson and create the supporting teaching materials you will need for
your drama lesson. It is also important to complete the Context for Learning Task prior to
developing your lesson to better understand the needs of the students in your classroom and
the specific components of the classroom curriculum.
The drama lesson project serves numerous purposes and is outlined. You will
plan to teach an effective drama lesson in your field placement
base your drama lesson on a literature selection that is appropriate for your students
use the lesson plan format to write a lesson plan
teach a drama lesson designed for the children in your field placement
videotape your work with children in the classroom
review and edit your videotape
reflect on your teaching and your impact on student learning
write the instruction commentary
share all of your work teaching drama with your peers, your mentor teacher, your field
supervisor and your course instructor
learn from your own work and from the work of your peers.
It is also important to provide students the opportunity to observe, describe, interpret and
evaluate mentor texts in drama that may impact their own understanding of the drama
process or specific elements of drama. You will need to locate or develop the resources
needed to effectively teach your students that represent the concepts you are trying to
develop. These resources will also be shared with your peers along with your lesson plan
and instruction commentary.
Assessment Tasks and Protocol
Use the lesson plan format for writing your lesson plan and complete all parts of the
lesson plan.
Make sure your drama lesson is based on a piece of childrens literature that is
appropriate for your students and culturally relevant.
Create the teaching materials and visuals you need to effectively teach your lesson
and include these with your lesson plan.
Include an energizer or warm-up, a focusing event, active and engaging learning
experiences to scaffold student learning, and a closing event for students to reflect on
their learning.
Develop an assessment tool to document and record individual student learning.
Plan a date and time to teach your drama lesson.
Ask a peer to come to your school to videotape your teaching.
Invite your field supervisor to observe you teaching.
12

Review your videotape.

Write the Instruction Commentary.

Assess yourself using the Instruction Commentary rubric.

Submit your completed work with the Instruction Commentary rubric in Forums for
peer review.
Read the work of one peer and write a reply.
Add the name of the peer to your self-assessment.
Submit your work to Assignments for Instructor Review.

Assessment Tools
NAME:__________________________________________________________________
Scoring Rubric for Self-Assessment of your Drama Lesson Plan
Check your work!
Does Not Meet
Expectations
(D)
__ Candidate needs
reminder to post
lesson plan on Forums
and in Assignments
__ Candidate needs
reminder to complete
all components of the
lesson plan
__ Candidate needs
reminder to proofread
for spelling and
grammar
__ Candidate needs
reminder to assess
their own work using
the rubric

Meets Expectations
(M)

Exceeds Expectations
(E)

__Uses the lesson plan format for

writing the lesson plan and
completes all parts of the lesson
plan.
__Bases the drama lesson on a
piece of childrens literature that
is appropriate for your students
and culturally relevant.
__Creates the teaching materials
and visuals needed to effectively
teach your lesson and includes
these with the lesson plan.
__Includes in the instructional
strategies
__energizer or warm-up
__focusing event
__active and engaging
learning experiences to
scaffold student learning
__closing event for
students to reflect on their
learning.
__Develops an assessment tool
to document and record individual
student learning.
__Plans a date and time to teach
the drama lesson.
__Asks a peer to videotape
teaching the lesson.

In addition to Meets
Expectations
__Provide written
evidence below of how
you think you exceeded
the expectations listed
to create a quality
product:

13

__Invites field supervisor to

observe teaching the drama
lesson
__Reviews and edits the
videotape
__Shares the videotape with the
instructor
__Writes the instruction
commentary
__Assesses self using the
Instruction Commentary Rubric
__Submits completed work with
the Instruction Commentary
Rubric in Forums for peer review
__Reads the work of one peer
and writes a reply
__Adds the name of the peer to
the self-assessment rubric
__Name______________
__Submits all of the work to
Assignments for Instructor
Review.

14

5. DANCE LESSON PLAN , TEACHING DANCE LESSON AND REFLECTION

OR
MUSIC LESSON PLAN , TEACHING MUSIC LESSON AND REFLECTION

Purpose
The reading and responding you did for dance and music was an opportunity for you to
engage in teacher research to prepare for developing a lesson plan in each of these content
areas, to make decisions related to your plan, and to prepare for teaching your lesson in
your field placement. You will want to discuss your ideas for your dance and/or music lesson
with your mentor teacher before you select the content of your lesson and create the
supporting teaching materials you will need for your lesson. It is also important to refer to
and update the Context for Learning Task prior to developing your lesson to better
understand the needs of the students in your classroom and the specific components of the
classroom curriculum.
You may choose to teach either a dance lesson or a music lesson. The dance lesson or
music lesson project serves numerous purposes and is outlined below. You will
plan to teach an effective dance or music lesson in your field placement
base your lesson on a literature selection that is appropriate for your students
use the lesson plan format to write a lesson plan in either dance or music
teach a dance or music lesson designed for the children in your field placement
reflect on your teaching and your impact on student learning
write the reflection
share your work teaching dance or music with your peers, your mentor teacher, your
field supervisor and your course instructor
learn from your own work and from the work of your peers.
It is also important to provide students the opportunity to observe, describe, interpret and
evaluate mentor texts in dance or music that may impact their own understanding of the
creative process or specific elements of dance or music. You will need to locate or develop
the resources needed to effectively teach your students that represent the concepts you are
trying to develop. These resources will also be shared with your peers along with your
lesson plan and reflection.
Assessment Tasks and Protocol
Use the lesson plan format for writing your lesson plan and complete all parts of the
lesson plan.
Base the dance or music lesson on a piece of childrens literature that is appropriate
for your students and culturally relevant.
Create the teaching materials and visuals you need to effectively teach your lesson
and include these with your lesson plan.
Include an energizer or warm-up, a focusing event, active and engaging learning
experiences to scaffold student learning, and a closing event for students to reflect on
their learning.
Develop an assessment tool to document and record individual student learning.
Plan a date and time to teach your dance or music lesson.
Invite your field supervisor to observe you teaching if possible.
15

Reflect on your teaching and student learning.

Write the lesson reflection.
Assess yourself using the rubric.
Submit your completed work and reflection in Forums for peer review.

Read the work of one peer and write a reply.

Add the name of the peer to your self-assessment.
Submit your work and your self-assessment to Assignments for Instructor Review.

Assessment Tools
NAME:__________________________________________________________________
Scoring Rubric for Self-Assessment of your Dance or Music Lesson Plan
and Reflection
Check your work!
Does Not Meet
Expectations
(D)
__ Candidate needs
reminder to post lesson
plan on Forums and in
Assignments
__ Candidate needs
reminder to complete all
components of the lesson
plan
__ Candidate needs
reminder to proofread for
spelling and grammar
__ Candidate needs
reminder to assess their
own work using the rubric

Meets Expectations
(M)
__Uses the lesson plan format for writing
your lesson plan and complete all parts
of the lesson plan.
__Bases the lesson on a piece of
childrens literature that is appropriate for
your students and culturally relevant.
__Creates the teaching materials and
visuals needed to effectively teach your
lesson and include these with your
lesson plan.
__Includes in the instructional strategies
__energizer or warm-up
__focusing event
__active and engaging learning
experiences to scaffold student
learning
__closing event for students to
reflect on their learning.
__Develops an assessment tool to
document and record individual student
learning.
__Plans a date and time to teach the
lesson.
__Invites the field supervisor to observe
teaching.
__Reflects on your teaching and student
learning.
__Writes the reflection.
__Assesses self, using this rubric.
__Submits completed work with the
reflection in Forums for peer review.
__Reads the work of one peer and write
a reply.
__Adds the name of the peer to the selfassessment.

Exceeds Expectations
(E)
In addition to Meets
Expectations
__Provide written evidence
below of how you think you
exceed the expectations
listed to create a quality
product:

16

__Name______________
__Submits all of work to Assignments for
Instructor Review.

17

7. ATTEND A PROFESSIONAL THEATRICAL PERFORMANCE (10%)

Purpose
The first purpose of this assignment is to provide an opportunity for you to seek out a
professional theatrical performance in your own community to attend this semester as
someone who appreciates the arts and is becoming an arts educator in the elementary
classroom. The second purpose of this assignment is to write a review of the performance.
The third purpose is to reflect on your personal involvement with the performance as a
member of the audience. The fourth purpose is to connect what you are learning in this
class or understand about this art form to what you experienced throughout the performance.
Assessment Tasks
You will write a one to two-page review of the performance that includes
Title, Location, Date and Cost of the Performance
Brief description of the performance in your own words
Description of your personal involvement with the performance as a member of the
audience
Description of how you can connect this experience to something that you have
learned in our class or understand about this art form.
Protocol
Proofread your work for spelling and grammar
Answer all prompts listed above
Assess your own work using the scoring rubric
Attach the scoring rubric to your work
Place in the Assignments only for instructor review
Place a copy in your Professional Electronic Portfolio for Study and Teaching in the
Performing Arts
Scoring Rubric for Self Assessment for Theatrical PerformanceCheck your work!
Does Not Meet
Meets Expectations
Exceeds Expectations
Expectations (D)
(M)
(E)
__ Candidate needs
reminder to submit their
work to assignments
__ Candidate needs
reminder to include all
components of the
assignment
__Candidate needs
reminder to proofread
writing for spelling and
grammar
__ Candidate needs
reminder to assess their
own work.

__ Proofread for spelling and

grammar.
__ Name included in .doc file
__ Title, Location, Date and Cost of
the Performance
__Brief description of the
performance
__Description of your personal
involvement with the performance as
a member of the audience
__Description of how you can
connect this experience to something
that you have learned in our class or
understand about this art form.

In addition to Meets
Expectations
__Provide written evidence
below of how you think you
exceed the expectations listed
to create a high quality product.

18

8. SMALL GROUP ORIGINAL PERFORMANCE AND REFLECTION (10%)

SMALL GROUP ORIGINAL PERFORMANCE
Purpose of the Performance
The primary purpose of this project is provide you the opportunity to work with your peers to create
and perform an original piece that incorporates either dance, music and/or drama as a
culminating event in our performing arts class. The second purpose of this project is to
gain insight into an artistic process by becoming a performing artist. The performance
should last from 5 - 10 minutes.
Assessment Tasks Related to the Performance
You will work with your group to create, rehearse and perform an original piece of dance, music
and/or drama to present to our class.
We will work together as a class to develop a student created rubric for what makes a good
performance.
When you are a member of the audience you will provide oral feedback to your peers about their
performance.
After your performance you will write a reflection of your experience creating and performing. This
performance and reflection are the final exams for the class.
Protocol Related to the Performance
Students will be placed in groups.
Groups will have time on Friday night and Saturday afternoon to brainstorm, plan and rehearse.
Focus your attention on the group that is performing by being fully present and attentive to their
work.
Assessment Tool for the Performance
We will work together as a class to develop a student created rubric for what makes a good
performance.
When you are a member of the audience you will provide oral feedback to your peers about their
performance.

19

REFLECTION ON SMALL GROUP ORIGINAL PERFORMANCE

Purpose
The primary purpose of this reflection is to provide you the opportunity to think critically about your
personal engagement in the process approach to creating and performing an original work of art in
dance, music and/or drama and to share what you are thinking. The second purpose of this
reflection is to think about how you can apply what you learned to your work with children in the
elementary classroom.
Assessment Tasks
Identify yourself as the author of the paper, the members of your group, the name of your creative
piece. You will
write a one to two page reflection that describes your personal engagement in the creative
process and in performing an original work of art with your peers.
describe how you can apply what you learned through this process to your work with children
in the elementary classroom.
proofread your work for spelling, grammar and punctuation.
use the assessment tool to assess your own work.
Protocol
Place your reflection with rubric in Assignments only for instructor review.
Assessment Tool
NAME______________________________________________________________________
Scoring Rubric for Self-Assessment of Small Group Performance Reflection
Does Not Meet Expectations
Meets Expectations
Exceeds Expectations
(D)
(M)
(E)
___Candidate needs reminder
___Identifies yourself as the
In addition to Meets
to complete the reflection and
author
Expectations
submit online in Assignments
___Includes the names of the
__Provide written evidence
___Candidate needs reminder
members of your group
below of how you think you
to proofread for spelling,
___Includes the title of your
exceed the expectations listed:
grammar and punctuation
performance
___Candidate needs reminder
___Describes your personal
to assess their own work using
engagement in the creative
this rubric
process and in performing an
original work of art with your
peers
___ Describes how you can
apply what you learned through
this process to your work with
children in the elementary
classroom
___Proofread for spelling,
grammar and punctuation
___Includes self-assessment
using this rubric

20

10. PROFESSIONAL WEBSITE FOR STUDY AND TEACHING IN THE ARTS

COURSE REQUIREMENT TO FINISH

Purpose
The purpose of this assignment is for you to compile the course projects into a professional
website that emphasizes your preparation in integrating the performing arts throughout the
curriculum. The professional website is required for you to complete the course.
Professional presentation and organization of your work is important. You may add to this
website throughout our program and place other work in this site as well.
Assessment Tasks Professional Website
Professional Website for Study and Teaching in the Arts will include the following
components:

Home Page (contact information)

Course Projects in the Performing Arts
Course Syllabus
Professional Dispositions (may omit if desired)
Who am I as an Artist? How are the Arts a Part of My Life?
Drama Lesson Plan, Videotape, and Instruction Commentary
Dance or Music Lesson Plan and Reflection
Review of Theatrical Performance
Small Group Performance Reflection
Additional resources that you think are important to include, such as notes, journal
articles, vendors, web sites, and good ideas.

Professional Website Assessment Tool:

NAME:__________________________________________________________________
_____Home Page with Title, Name, Phone Number, Email Address
_____Performing Arts Course Projects
____Course Syllabus, Standards, Handouts
____Professional Dispositions , may omit if desired (10%)
____Who am I as an Artist? How are the Arts a Part of My Life? (10%)
____Reading Responses (15%)
____Drama Lesson Plan, Videotape, Instruction Commentary (30%)
____Dance or Music Lesson Plan (15%)
____Review of Theatrical Performance (10%)
____Small Group Performance and Reflection (10%)
____Additional resources that you think are important to include, such as notes,
journal articles, vendors, web sites, and good ideas. ++++
___Does Not Meet Expectations (Website is required to complete the course)
___Meets Expectations (Website is complete and contains all components)
___Exceeds Expectations (Provide evidence of how you exceeded the expectations)
___Course Grade
21

ITE 329 Self-Assessment

Scoring Rubric for the Professional Website in the Performing Arts
Date

Name
ITE
and HTPS
Standards

Assignment

ITE: E, C
HTPS: 9,10
ITE: K, E
HTPS:
3,4,5,6,7,8
ITE: K,C
HTPS: 1, 2,
3,4,9,10

1. Professional Dispositions

Does Not Meet

Expectations

Meets
Expectations

Exceeds
Expectations

DME

10%

2. Reading Responses - Cornet (2011), HCPS III in the

Performing Arts, Fine Arts Toolkit, Internet Resources

1.Chapters 8-9
2.Chapters 10-11
3.Chapters 12-13

3. Who Am I As An Artist and How are the Arts a Part of

My Life?

15%
10%

ITE: K,E,C
4. Drama Lesson Plan, Videotape, and Instruction
HTPS:1,2,3,
Commentary
4,5,6,7,8
ITE: K,E,C 4. 5. Dance or Music Lesson Plan and Reflection
HTPS:1,2,3, U
4,5,6,7,8
ITE: K, C
6. Review of Theatrical Performance
HTPS:
4,5,6,7
ITE: K,E,C
7. Small Group Creative Performance and Reflection
HTPS:4,5,6,
10
ITE: K,E,C
8. Professional Website for Study and Teaching in the Arts
HTPS: 9,10
Includes all course projects

30%
15%
10%
10%
Required to
complete course

Required
to
complete
course

Key to Assessment Rubric

ITE Standards:
K = Knowledgeable, E = Effective, C = Caring
Hawaii Teacher Performance Standards (HTPS):
1. Learner Development
2. Learner Differences
3. Learning Environments
4. Content Knowledge
5. Application of Content

6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Professional Learning and Ethical Practice
10. Leadership and Collaboration

VII. Course Grading

Detailed instructions for all assignments are provided in this syllabus.

A
B
C
D
F

90 100 % of work meets or exceeds expectations

80 70% of work meets expectations
70 60 % of work meets expectations
50% of work does not meet expectations.
Work is not turned in as a complete portfolio.

22

VIII. Schedule and Syllabus Changes

Some changes in this syllabus may be made in order to coordinate projects with those required by
other instructors, or to coordinate activities with schools schedules, or to take advantage of
professional opportunities as they emerge.
IX. Class Schedule and Due Dates
We will begin each class with a community builder experience to promote care and connecting with each other in a
safe learning environment. Modify these as needed and try these with your own students throughout the semester.
Date/Time/Location
Read In Advance
as Desired

Outline of Agenda or Projects

Read Cornett (2011), Part II:
Drama: Chapters 8 & 9
Read: Syllabus and Ask Questions during
Class

Friday, January 9
Face to Face Session
5:30 pm 8:30 pm
LSP 4A

Welcome and Energizer

It's a Spoon, Its not a spoon it's a _________
Share Educational Theories that Support the Arts
Discuss What is Art and Arts Integration?
Review Course Syllabus
Model Course Project Who Am I As An Artist
And How Are the Arts A Part Of My Life?
Technology Workshop: Videotape with Audio
Download Video to Laptop and Edit
Create Website
Face to Face Session - Drama Workshop
Due in Class: Exit Note
Dr. Jamie Simpson Steele
jamiesim@hawaii.edu
Engage in drama process
Review selected childrens literature
Brainstorm ideas for drama lesson plan
Get Organized for the Semester
Due: In field placement and at home
Read Course Syllabus
Collect Context for Learning Information
Review Jennifers Example Who Am I As An
Share ITE 329 Letter with Mentor Teacher
Artist and How are the Arts a Part of My Life?
Discuss Drama Lesson Plan Ideas w/
Select a Theatrical Performance to Attend
Mentor
Prepare Website
Set up your Fine Arts Website
Work on Who Am I As An Artist?
Write: Who Am I As An Artist and
Due in Forums: January 25, 11:55 pm
How are the Arts a Part of My Life?
Who Am I As An Artist And How Are The
Begin Reading in Cornett (2011)
Arts A Part of My Life?
Due in Assignments: January 28, 11:55
pm
Read and Respond:
Due in Forums: February 1, 11:55 pm
Cornett (2011) Part II:
Reading Response focusing on Drama
Drama: Chapters 8 & 9
Due in Assignments: February 4, 11:55
Review Selected Drama Resources in Laulima
pm
Review HCPSIII in Drama for Grade Level
Review Arts Toolkit Lessons for Grade Level
Write: Drama Lesson Plan
Due in Forums: February 8, 11:55 pm
Drama Lesson Plans
Due in Assignments: February 11, 11:55
pm

Sunday, January 11
Face to Face Session
9:00 am 1:00 pm
LSP 4A and 4B
Module 1
Getting Organized

January 12 18

Module 2
Who Am I As An Artist?

January 19 25
Module 3
Elements of Drama

January 26
February 1
Module 4

Drama Lesson Plans

February 2 8
Module 5

Videotape & Commentary

February 9 15
Module 6

Read: Instruction Commentary and

Making Good Choices (EdTPA Resources)

Elements of Dance, I

Read: Cornett (2011) Dance: Chapters 10 & 11

Review Selected Dance Resources in Laulima

Saturday, February 21

Face to Face Session Dance Workshop

February 16 22

Projects Due in Class, Field and Online

This is the first reading of the semester
that you may choose to read in advance
to prepare for our drama workshop and to
start thinking about the drama lesson you
will teach.
Due in Class: Media Release Form

Reading
Teach Drama Lesson, Edit Videotape, and
Write Instruction Commentary
Open Due Date in Forums and
Assignments when Completed
Reading
Teach Drama Lesson, Edit Videotape, and
Write Instruction Commentary
Open Due Date in Forums and
Assignments when Completed
Wear: Comfortable clothes for dance

23

LSP 4A
Walk to Dance Studio
1:00 pm 5:00 pm

Module 7

workshop and bring water bottle

Amy Schiffner: amyls@hawaii.edu
Engage in dance instructional strategies
Brainstorm ideas for dance lesson

Write: Reading Response on Dance

Due in Forums: March 1, 11:55 pm

Forums and Assignments: Reading
Response focusing on Dance

Read: Reading: Cornett (2011), Part II:

Music: Chapters 12 & 13
Selected Music Resources in Laulima

Reading

Saturday, March 7
Punahou School
1:00 pm 5:00 pm

Face to Face Session Music Workshop

Dr. Karen Drozd: kdrozd@hawaii.edu
Engage in music instructional strategies
Brainstorm ideas for music lesson

Wear: Comfortable clothes for music

workshop and bring water bottle

Module 9

Write: Reading Response in Music

Due in Forums: March 15, 11:55 pm

Reading Response in Music
Due in Assignments: March 18, 11:55 pm
Due in Forums: March 22, 11:55 pm
Dance or Music Lesson Plan
Due in Assignments: March 25, 11:55 pm
Update Website with Course Projects

Elements of Dance, II

February 23 March 1

Module 8
Elements of Music, I

March 2 8

Elements of Music, II

March 9 15
Module 10

Write: Lesson Plan in Either Dance or Music

Music/Drama Lesson Plan DOE SPRING BREAK

March 16 22
Module 11
Spring Break

March 23 March 29
Module 12

UH SPRING BREAK
Complete All Course Projects
Theatrical Performance and Theatrical Review

Update Website with Course Projects

Teach Dance or Music Lesson

Theatrical Performance and Theatrical Review

Due in Assignments: April 12, 11:55 pm

Review of Theatrical Performance
Teach Dance or Music Lesson

Read: Selected articles on Creativity

Due in Forums: April 19, 11:55 pm

Dance or Music Lesson and Reflection
Due in Assignments: April 22

Read: Selected articles on Creativity

Complete all Course Project

Reflections on Teaching in the Performing Arts

Creativity Sharing
Small Group Brainstorming and Rehearsal for
Creative Performance

Complete all Course Projects

Writing a Review

March 30 April 5
Module 13
Creativity, I

April 6 12
Module 14
Creativity, II

April 13 19
Module 15
Complete Website

April 20 26

Friday, April 24
5:30 pm 8:30 pm
LSP 4A
Saturday, April 25
1:00 pm 5:00 pm

Small Group Rehearsal for

Creative Performances
Reflection on Performances
Course Evaluations
Module 16
Complete All Course Projects and Website
Professional Dispositions Assess yourself using the Professional
April 27 May 3
Dispositions Rubric

Due Online: Course Evaluations

Due in Forums and Assignments on May

3, 11:55 pm
All Course Projects in Website
Due in Assignments, May 3, 11:55 pm
Professional Dispositions
Course Evaluations

24

University of Hawaii
College of Education
Institute for Teacher Education
Elementary and Early Childhood Education Program
To:

Mentor Teachers

From:

Jennifer Herring, Ed.D. Associate Specialist and Instructor

ITE 329, Performing Arts Expression, K-6

Subject:

Teaching Performing Arts Lessons, Videotaping and Instruction Commentary

Thank you for your work with our teacher candidates enrolled in the College of Education Teacher
Education Program. I appreciate the major role our mentor teachers assume in the preparing
professional educators for their work with children and their families.
All of our teacher candidates enroll in ITE 329, Performing Arts Expression, K-6, which focuses on
integrating the performing arts (dance, drama and music) throughout the elementary curriculum.
Most of our teacher candidates are working in public school settings where the classroom teacher is
required to provide consistent sequential instruction and experiences in the fine arts. In some
settings our candidates have the opportunity to collaborate with performing arts specialists to
develop arts lessons that are linked to content across the curriculum.
One area that we focus on is integrating the arts across the curriculum to build on and reinforce
concepts that are important in other disciplines. We believe that performing arts experiences provide
tangible evidence of student learning and achievement and are alternative forms of student
assessment that demonstrate what students know, are able to do and care about. This semester our
candidates are focusing their performing arts lessons on a selection of childrens literature that is
developmentally appropriate for their students and is related to the current grade level curriculum.
We practice the artistic processes of creating, performing, and responding. We know that having
experiences in the arts also requires some time to reflect on these experiences in order to create
new connections and new ways of knowing.
The information printed on the back of this page articulates the field component of our course.
The field component requires our teacher candidates to develop and implement a drama
lesson early in the semester and to develop and implement a dance or music lesson later in
the semester.
We also believe that seeing what students are really capable of doing requires them to create all of
the work themselves. This eliminates using any type of adult created script and provides a more
authentic assessment tool that focuses on the child and his/her ability to communicate through the
arts. Our teacher candidates participate in performing arts workshops with specialists in drama,
dance and music to learn how to integrate the arts into the elementary classroom.
It is my expectation that the teacher candidates will discuss their ideas with you and share their
lesson plans with you before implementation of the lesson. Candidates will also arrange for one of
their peers to videotape them teaching the drama lesson and will invite their field supervisor to
observe their teaching. After teaching the lesson and viewing the videotape, candidates will write an
instruction commentary to reflect on their teaching and student learning.
Please contact me if you have any questions or concerns.
Dr. Jennifer Herring

25

herring@hawaii.edu
221-7283

26

Summary of Field Experience Assignment for ITE 329, Performing Arts Expression, K-6
Overview of the Drama Lesson, Implementation, Videotaping, and Instruction Commentary
The purpose of this assignment is to give teacher candidates an opportunity to collaborate with their
mentor teacher to plan, teach, and reflect upon one drama lesson, and one lesson in either dance or
music to will implement in the elementary classroom. The culminating event is a classroom
performance where students offer each other feedback. Candidates use the EECE Program Lesson
Plan Template, which will include the following:

Title of the Lesson, Grade Level, Subject, Duration

Lesson Overview
Central Focus (Enduring Understandings)
Essential Questions
Content Standard(s) and Benchmark(s)
Prior Academic Knowledge and Student Assets
Academic Language Demands
Instructional Strategies and Learning Tasks
Assessment
Differentiation and Accommodations
Materials
Videotaping the Lesson
Reviewing the Videotape
Writing the Instruction Commentary

These lessons and the classroom performance may reinforce themes and objectives that are already
part of the curriculum and are developed in collaboration with the mentor teacher.
These lessons will include opportunities for students to create, perform and respond to experiences
in drama, and experiences in dance or music. The lessons should build on a literacy concept.

27

Media Release Form for Teacher Candidates

To:
Teacher Candidates
From: Jennifer Herring, Ed.D.
I am asking your permission to share your, Drama Lesson Plan, and your Dance
or Music Lesson Plan in an electronic format that may be copied by the members
of our cohort. I am also asking permission to use photographs and work samples
as part of a research project or in documentation about our teacher education
program.
Please sign and return in the space below to indicate your approval or denial of
this request. Thank you for your assistance.
I, _______________________________________________(printed name):
Give my permission
Do not give my permission
Please check the items you are willing to share in this format.
______

Preforming Arts Lesson Plans

______

Performing Arts Instruction Commentary

______

Performing Arts Videotape

For me to be photographed, videotaped, and/or audio recorded at work in his/her

classroom and for his/her examples of his/her work to be used as part of a
research project in teacher education or in documentation about our teacher
education program.
Give my permission
Do not give my permission
Name of Teacher Candidate
(Print)

Signature

Date______________
(Teacher Candidate

28