Lynn,
Here are the lessons for 18 and 22. I am now looking at 24-25 combined; 21-23 combined.
While planning these two lessons, I tried to access the Online Companion website through www.EarlyChildEd.delmar.com (found in the preface), to no avail. Apparently, this is no longer available for this text book. Very frustrating!
Week ?
Chapter 18
Reading Assignment: Chapter 18 – Creative Language Experiences
Discussion Board by midnight on Friday:
Choose 1 of the three assignments below:
1. “When children move freely to activities of their own choice in self-initiated play in a child-centered environment, more language is used with greater richness of speech than when children are in classrooms where formal instruction dominates the program. When children discover they can satisfy needs by speaking, they gain confidence in their abilities to speak and begin to value language” Mayesky, 390-391). Observe in a classroom where young children have free-choice activities and, for five minutes during each activity, record children’s language as they play. During which activity was there the most talking? Why do you think this is so? How would you change the activities to encourage more talking? Explain.
2. Re-read Do Girls Have an Advantage in Kindergarten Literacy? on pg. 398. Write an essay in which you explore this topic. Do you agree with the premise? Have you seen evidence that this is so? After reading this, do you believe preschool teachers should change their approach to better prepare boys for kindergarten? Explain.
3. Re-read They Are Listening…What Do They Hear? On pg. 394. What do these examples tell you about young children’s listening skills? About adults’ use of words? Share some similar stories from your own childhood or from your interactions with young children.
My own story (to post on the discussion board): My son was in love with dinosaurs when he was three years old. We read and talked about dinos all the time. He had a favorite book in which several dinos were depicted, along with some facts about each. I read this to him countless times and he know a lot of facts about these creatures. One day as we looked at the book and casually discussed each dinosaur, I asked him, “what is the name of this dinosaur?”
He replied, “Brontosaurus.”
“And what does he do?”
“Eats plants.”
“Okay, which dinosaur is this one?”
“Terranosaurus.” He replied.
This was his favorite of all the dinosaurs. “And what does he do?”
With a serious look on his face, he solemnly said, “Rex stuff.”
Initial posts for this assignment should be at least 400 words in length, and include at least one idea from the reading assignment (cited, of course).
Discussion Board by midnight Sunday:
Respond to at least three other student’s posts.
Initial post and a minimum of 3 replies: potentially worth 10 points.
Week?
Chapter 22
Reading Assignment: Chapter 22 – Creative Social Studies
Preventing conflicts is the work of politics;
Establishing peace is the work of education.
Maria Montessori
Discussion Board by midnight on Friday:
Research at least three of the following websites:
http://www.nationalgeographic.com -
http://www.odci.gov/cia/publications/factbook/index.html -
http://www.castlesontheweb.com -
http://www.pbs.org/nova -
http://www.un.org/pubs/cyberschoolbus -
http://www.rpcv.org/globaled - Global TeachNet is part of the National Peace Corps Association
http://www.ed.gov/free/ -
http://www.maps.com -
Or use any of the web sites listed on pgs. 535 & 536.
Based on your research, design a social studies activity for the age group with which you work or would like to work. Remember that we are looking at creative ways to help children understand the world around them. Include at least two ideas you encountered in the chapter (cited). Use the following format:
• Websites you researched, and the one you found to be most useful; include a link to your favorite:
• Age or grade level:
• Objective:
• Materials:
• Procedure:
• Guidance:
• Ideas for adapting this activity to meet the needs of various learning styles:
• Ideas for expansion of this activity:
Initial posts for this assignment should be at least 400 words in length, and include at least two ideas from the reading assignment (cited, of course).
Discussion Board by midnight Sunday:
Respond to at least three other student’s posts.
Initial post and a minimum of 3 replies: potentially worth 10 points.
TO-DO LIST: 24-25 combined; 21-23 combined;
Friday, July 31, 2009
Tuesday, July 28, 2009
Lynn,
Here are chapters 12, 13, and 14 combined. Check out how the tasks are broken up over the two week and give me some feedback on it. This is a change for students and I hope it doesn't completely throw them off! I really needed to add chapter 12 to explain 13 and 14, and didn't want to just cram it in on top of discussion board tasks. I think students will welcome the change of pace, but maybe not. Let me know what you think!
Week 12?:
Chapters 12, 13, and 14
Note: There are 2 parts to this week's assignment:
1. Reading Assignment:
Chapter 12: Goals, Set Up, Materials, and Strategies
Chapter 13: Two-Dimensional Art
Chapter 14: Three-Dimensional Art
The assignment strategy changes during week 12 and 13(?) because we are covering three chapters in two weeks. Important: Read the instructions for both assignments right now, and ask questions if you need clarification on anything! Don’t wait until next week. Essentially, you will spend the first week reading the three chapters and planning your activities for the second week, then spend the second week carrying out your activities and writing up your assessment of those activities to share on the discussion board. Follow these directions carefully!
As you read the three chapters, take notes and highlight important elements to use in the following week’s post.
2. The second part of this week’s assignment is to contact teachers of young children and ask to visit their classrooms next week to observe both a two-dimensional art activity and a three-dimensional art activity. You will use the Observation Sheets below to document your observations and to plan your post for next week.
Discussion Board by midnight on Friday:
Submit a post (at least 100 words) to this weeks discussion board in which you tell us about your progress in reading the chapters (have you finished all 3 chapters?), briefly tell us your reactions to the three chapters, and confirm that you have made solid plans to visit classrooms for observations next week.
Note: There is no requirement for replies to peers in this week’s discussion board, but you are welcome to reply if you wish. The focus this week is on reading and understanding the three chapters, and making plans for classroom observations.
Initial post potentially worth 10 points.
Week 13?
No further reading for this week
Discussion Board by midnight on Friday:
Carry out your observations this week and document your observations using the 2 sheets below. You can print these out to take to the classroom, or use your laptop computer to document observations.
Discussion Board by midnight on Friday:
Using the notes you took while reading the chapters and your Observation Sheets, and write an essay (at least 500 words) in which you address all of the following:
• Age/Grade level of children observed:
• Amount of time spent observing:
• Number of children in group:
• Descriptive statements for all of the items on the observation sheet that you observed:
• Your rating of this lesson as to how it ranks in encouraging children’s creativity:
• 1 – Poor
• 2 – Below Average
• 3 – Average
• 4 – Above Average
• 5 – Excellent
• Rationale for rating:
• Suggestions for Improvements (including at least 2 ideas from the reading, cited):
Initial posts for this assignment should be at least 500 words in length, and include at least two ideas from the reading assignment (cited, of course).
Discussion Board by midnight Sunday:
Respond to at least three other student’s posts.
Initial post and a minimum of 3 replies: potentially worth 10 points.
Here are chapters 12, 13, and 14 combined. Check out how the tasks are broken up over the two week and give me some feedback on it. This is a change for students and I hope it doesn't completely throw them off! I really needed to add chapter 12 to explain 13 and 14, and didn't want to just cram it in on top of discussion board tasks. I think students will welcome the change of pace, but maybe not. Let me know what you think!
Week 12?:
Chapters 12, 13, and 14
Note: There are 2 parts to this week's assignment:
1. Reading Assignment:
Chapter 12: Goals, Set Up, Materials, and Strategies
Chapter 13: Two-Dimensional Art
Chapter 14: Three-Dimensional Art
The assignment strategy changes during week 12 and 13(?) because we are covering three chapters in two weeks. Important: Read the instructions for both assignments right now, and ask questions if you need clarification on anything! Don’t wait until next week. Essentially, you will spend the first week reading the three chapters and planning your activities for the second week, then spend the second week carrying out your activities and writing up your assessment of those activities to share on the discussion board. Follow these directions carefully!
As you read the three chapters, take notes and highlight important elements to use in the following week’s post.
2. The second part of this week’s assignment is to contact teachers of young children and ask to visit their classrooms next week to observe both a two-dimensional art activity and a three-dimensional art activity. You will use the Observation Sheets below to document your observations and to plan your post for next week.
Discussion Board by midnight on Friday:
Submit a post (at least 100 words) to this weeks discussion board in which you tell us about your progress in reading the chapters (have you finished all 3 chapters?), briefly tell us your reactions to the three chapters, and confirm that you have made solid plans to visit classrooms for observations next week.
Note: There is no requirement for replies to peers in this week’s discussion board, but you are welcome to reply if you wish. The focus this week is on reading and understanding the three chapters, and making plans for classroom observations.
Initial post potentially worth 10 points.
Week 13?
No further reading for this week
Discussion Board by midnight on Friday:
Carry out your observations this week and document your observations using the 2 sheets below. You can print these out to take to the classroom, or use your laptop computer to document observations.
- Observation Sheet: Two Dimensional Activities (attachment)
- Observation Sheet: Three Dimensional Activities (attachment)
Discussion Board by midnight on Friday:
Using the notes you took while reading the chapters and your Observation Sheets, and write an essay (at least 500 words) in which you address all of the following:
• Age/Grade level of children observed:
• Amount of time spent observing:
• Number of children in group:
• Descriptive statements for all of the items on the observation sheet that you observed:
• Your rating of this lesson as to how it ranks in encouraging children’s creativity:
• 1 – Poor
• 2 – Below Average
• 3 – Average
• 4 – Above Average
• 5 – Excellent
• Rationale for rating:
• Suggestions for Improvements (including at least 2 ideas from the reading, cited):
Initial posts for this assignment should be at least 500 words in length, and include at least two ideas from the reading assignment (cited, of course).
Discussion Board by midnight Sunday:
Respond to at least three other student’s posts.
Initial post and a minimum of 3 replies: potentially worth 10 points.
Lynn,
I am posting assignments for chapters 9 & 10. Chapters 12-13-14 combined are nearly complete and I will post them shortly. I don't yet have the Observation Sheets added, but will wait to hear if we have them on a cd. My next chapters to tackle are 18 & 22.
Week 9?
Reading Assignment:
Chapter 9: Art and Social-Emotional Growth
Discussion Board by midnight on Friday:
(Lynn, Would you like to change the deadlines to 6:00pm on Friday and Monday?)
The starting point of this chapter is to heighten your awareness of your own self-concept and self-awareness. This is a critical understanding if one is expected to help develop these same things in young children.
Who influenced your creative development when you were a child? Did you have a parent, relative, teacher, or other adult with whom you explored creative art projects?
How have you influenced the creative development of a child? Have you had creative experiences with your own children or children in your classroom? Describe some of the activities, methods, materials, and discoveries you have made while spending creative time with children.
As you write this post, keep in mind the various significant relationships discussed in the text: child-to-child, child-to-teacher, and child-to-group relationships. Share any significant relationships that have influenced creative development.
Initial posts should always be at least 400 words in length, and include at least one idea from the reading assignment (cited, of course).
Discussion Board by midnight Sunday:
Respond to at least three other student’s posts.
Initial post and a minimum of 3 replies: potentially worth 10 points.
Week 10?
Chapter 10: Art and Physical-Mental Growth
Reading Assignment: Chapter 10
Discussion Board by midnight on Friday:
Respond to 1 of the 3 choices below:
1. Are you a flexible thinker?
Young children can often be inflexible thinkers, not able to think of things in the context of change. Adults, too, can be inflexible thinkers. Ask yourself the following questions to judge your own flexibility of thought:
2. Consider this quote from Sylvester [1995]. A Celebration of Neurons: An Educators Guide to the Human Brain [pg. 96]:
When objects and events are registered by several senses (e.g., seeing, hearing, touching, tasting), they can be stored in several interrelated memory networks. A memory stored in this way becomes more accessible and powerful than a memory stored in just one sensory area.
How is this quotation related to chapter 10?
How is this quotation related to you personally?
What would you do differently in planning creative activities for young children on the basis of this quote?
3.Review one of the following resources and provide the class with an annotation of the resource, your initial opinion of its usfulness to your work with children, and how you might use it in developing creative activities for the classroom:
Books:
Initial posts should always be at least 400 words in length, and include at least one idea from the reading assignment (cited, of course).
Discussion Board by midnight Sunday:
Respond to at least three other student’s posts.
Initial post and a minimum of 3 replies: potentially worth 10 points.
I am posting assignments for chapters 9 & 10. Chapters 12-13-14 combined are nearly complete and I will post them shortly. I don't yet have the Observation Sheets added, but will wait to hear if we have them on a cd. My next chapters to tackle are 18 & 22.
Week 9?
Reading Assignment:
Chapter 9: Art and Social-Emotional Growth
Discussion Board by midnight on Friday:
(Lynn, Would you like to change the deadlines to 6:00pm on Friday and Monday?)
The starting point of this chapter is to heighten your awareness of your own self-concept and self-awareness. This is a critical understanding if one is expected to help develop these same things in young children.
Who influenced your creative development when you were a child? Did you have a parent, relative, teacher, or other adult with whom you explored creative art projects?
How have you influenced the creative development of a child? Have you had creative experiences with your own children or children in your classroom? Describe some of the activities, methods, materials, and discoveries you have made while spending creative time with children.
As you write this post, keep in mind the various significant relationships discussed in the text: child-to-child, child-to-teacher, and child-to-group relationships. Share any significant relationships that have influenced creative development.
Initial posts should always be at least 400 words in length, and include at least one idea from the reading assignment (cited, of course).
Discussion Board by midnight Sunday:
Respond to at least three other student’s posts.
Initial post and a minimum of 3 replies: potentially worth 10 points.
Week 10?
Chapter 10: Art and Physical-Mental Growth
Reading Assignment: Chapter 10
Discussion Board by midnight on Friday:
Respond to 1 of the 3 choices below:
1. Are you a flexible thinker?
Young children can often be inflexible thinkers, not able to think of things in the context of change. Adults, too, can be inflexible thinkers. Ask yourself the following questions to judge your own flexibility of thought:
- Do I use the same resources and tools for planning all my lessons?
- Do I stick to my lesson plans, no matter what?
- Have I learned a new software program in the last year?
- Have I chosen to read a book with a philosophy or style that differs from my usual preferences?
- Have I chosen to watch a movie lately that differs from my usual preferences?
- Have I tried any new foods lately?
- Have I watched or participated in a new sport or physical activity lately?
- Have I changed anything in my physical appearance in the last year?
- Have I had an adventure (of any kind) lately?
2. Consider this quote from Sylvester [1995]. A Celebration of Neurons: An Educators Guide to the Human Brain [pg. 96]:
When objects and events are registered by several senses (e.g., seeing, hearing, touching, tasting), they can be stored in several interrelated memory networks. A memory stored in this way becomes more accessible and powerful than a memory stored in just one sensory area.
How is this quotation related to chapter 10?
How is this quotation related to you personally?
What would you do differently in planning creative activities for young children on the basis of this quote?
3.Review one of the following resources and provide the class with an annotation of the resource, your initial opinion of its usfulness to your work with children, and how you might use it in developing creative activities for the classroom:
Books:
- The Right Stuff for Children Birth to 8: Selecting Play Materials to Support Development by M.B. Bronson (NAEYC Publication no. 312) Available from Naeyc at http://www.naeyc.org.
- Healthy Children Sourcebook: Basic Consumer Health Information About the Physical and Mental Developmetn of Children Between the Ages of 3 and 10 by Chad T. Kimball, Omnigraphics, Inc, 2003.
- • RecognitionandResponse.org
- • www.BrainConnection.com
Initial posts should always be at least 400 words in length, and include at least one idea from the reading assignment (cited, of course).
Discussion Board by midnight Sunday:
Respond to at least three other student’s posts.
Initial post and a minimum of 3 replies: potentially worth 10 points.
Monday, July 27, 2009
Lynn,
The Internet is really slow this morning, due to a major thunderstorm in the area. I wasn't able to open your email, but will get to it this afternoon. I'm about to head to town for a doctor's appointment for my dad.
Here is a draft of my lesson for chapter 2. I am now working on lessons for chapters 9&10.
Week 2: Promoting Creativity
Reading Assignment:
Chapter 2: Promoting Creativity
(Attachment:) Is there a da Vinci in your classroom?
During the Italian Renaissance, the world population was estimated to be 350 million, a mere 5.3% of today’s 6.5 billion. Yet that number included names like da Vinci, Columbus, Magellan, Michelangelo, Mozart and Shakespeare. All were alive at the same time.
So it figures that there should be about twenty times the number of these types of gifted individuals alive right now. And they’ll be headed into your classroom with their powerful, hungry minds ready to soak up everything you can throw at them. Will they find a place where they can develop, as da Vinci did with his education, or will they find a stagnant, boring place that they wake up dreading?
Now id a good time to think about the influence education had on a young Leonardo da Vinci. Growing up in his father’s Vinci (a region of Italy) home, Leonardo had access to a rare luxury – scholarly texts owned by family and friends. He started school at age five and he had time to freely explore in the countryside where he developed a fascination for living creatures. As a young adult he was fortunate to be apprenticed in an artist’s studio where he worked with a variety of materials. His teachers noted he was impulsive, jumping from one task to another, often jotting thoughts in notebooks. Next time you see one of your students doodling, tell them that one of Leonardo’s doodle-filled notebooks recently fetched $30 million from Bill Gates. These are just some of the things you can learn about da Vinci at www.mos.org/leonardo.
Today we have incredible digital tools that no other generation had. Imagine what da Vinci would have done with Google, or Michelangelo with Adobe Photoshop. Wouldn’t it be fun to match Mozart with GarageBand or Magellan with GPS?
In the digital realm, a creative mind can take back the stroke of a chisel or the dab of paint, enjoying a new creative space. What would happen in the arts and sciences if we had not one, but 20 people like da Vinci searching for new energy sources, or perhaps curing the horrible diseases that exist today like AIDS, MS, and Cancer?
As a teacher the future is in your hands, and the tools all have been invented. It is up to you to figure out the educational technology puzzle and give our stagnating education system a renaissance (Mayesky Manual, 12).
Discussion Board by midnight on Friday:
In an essay of at least 400 words, respond to one of the following questions:
1. Based on your reading in the chapter and the attachment, describe the relationship between creativity and the curriculum. How can curriculum be modified to better support creative thinking?
2. What is your reaction to the concept of differentiated instruction? Did you benefit from this strategy in your own education? Have you used this concept in the classroom with students? Please share examples.
3. Before we can attend to the creative endeavors of the children in our lives, we have to understand its value in our own lives. Examine the current level of creativity in your life and devise a plan for increasing creative experiences. What will you include in your plan, and why?
Initial posts should always be at least 400 words in length, and include at least one idea from the reading assignment (cited, of course).
(Lynn, we should include a thread in which we ask each student to tell us about their access to a classroom for observations. Are they currently working in a classroom? What are the ages of the children in that classroom? If not, can they arrange to do some observations?)
Discussion Board by midnight Sunday:
Respond to at least three other student’s posts.
Initial post and a minimum of 3 replies: potentially worth 10 points.
The Internet is really slow this morning, due to a major thunderstorm in the area. I wasn't able to open your email, but will get to it this afternoon. I'm about to head to town for a doctor's appointment for my dad.
Here is a draft of my lesson for chapter 2. I am now working on lessons for chapters 9&10.
Week 2: Promoting Creativity
Reading Assignment:
Chapter 2: Promoting Creativity
(Attachment:) Is there a da Vinci in your classroom?
During the Italian Renaissance, the world population was estimated to be 350 million, a mere 5.3% of today’s 6.5 billion. Yet that number included names like da Vinci, Columbus, Magellan, Michelangelo, Mozart and Shakespeare. All were alive at the same time.
So it figures that there should be about twenty times the number of these types of gifted individuals alive right now. And they’ll be headed into your classroom with their powerful, hungry minds ready to soak up everything you can throw at them. Will they find a place where they can develop, as da Vinci did with his education, or will they find a stagnant, boring place that they wake up dreading?
Now id a good time to think about the influence education had on a young Leonardo da Vinci. Growing up in his father’s Vinci (a region of Italy) home, Leonardo had access to a rare luxury – scholarly texts owned by family and friends. He started school at age five and he had time to freely explore in the countryside where he developed a fascination for living creatures. As a young adult he was fortunate to be apprenticed in an artist’s studio where he worked with a variety of materials. His teachers noted he was impulsive, jumping from one task to another, often jotting thoughts in notebooks. Next time you see one of your students doodling, tell them that one of Leonardo’s doodle-filled notebooks recently fetched $30 million from Bill Gates. These are just some of the things you can learn about da Vinci at www.mos.org/leonardo.
Today we have incredible digital tools that no other generation had. Imagine what da Vinci would have done with Google, or Michelangelo with Adobe Photoshop. Wouldn’t it be fun to match Mozart with GarageBand or Magellan with GPS?
In the digital realm, a creative mind can take back the stroke of a chisel or the dab of paint, enjoying a new creative space. What would happen in the arts and sciences if we had not one, but 20 people like da Vinci searching for new energy sources, or perhaps curing the horrible diseases that exist today like AIDS, MS, and Cancer?
As a teacher the future is in your hands, and the tools all have been invented. It is up to you to figure out the educational technology puzzle and give our stagnating education system a renaissance (Mayesky Manual, 12).
Discussion Board by midnight on Friday:
In an essay of at least 400 words, respond to one of the following questions:
1. Based on your reading in the chapter and the attachment, describe the relationship between creativity and the curriculum. How can curriculum be modified to better support creative thinking?
2. What is your reaction to the concept of differentiated instruction? Did you benefit from this strategy in your own education? Have you used this concept in the classroom with students? Please share examples.
3. Before we can attend to the creative endeavors of the children in our lives, we have to understand its value in our own lives. Examine the current level of creativity in your life and devise a plan for increasing creative experiences. What will you include in your plan, and why?
Initial posts should always be at least 400 words in length, and include at least one idea from the reading assignment (cited, of course).
(Lynn, we should include a thread in which we ask each student to tell us about their access to a classroom for observations. Are they currently working in a classroom? What are the ages of the children in that classroom? If not, can they arrange to do some observations?)
Discussion Board by midnight Sunday:
Respond to at least three other student’s posts.
Initial post and a minimum of 3 replies: potentially worth 10 points.
Sunday, July 26, 2009
Lynn,
I am finally attending to what I had hoped to do weeks ago. Suffice it to say that I have fallen into my usual depressed state (predictable) upon arrival, and now have to climb out. I will do this by working and maybe it will help me feel better.
First, thanks for working on the course site. It looks great and students have a bit to read there. Hopefully, I will be productive enough to get my lessons ready soon and we can get the discussion board up and running.
I absolutely love your plans for chapters 11 and 5! I have read all of what you wrote for 11 and it is just excellent. When I got to the last section, I wondered what the parameters of this course are - is it to cover a certain age-range? I couldn't find this information in the course description, so I will ask you: will we try to tackle teens and high school, or keep it to preschool and elementary?
I have only skimmed chapter 5 at this point, so I will respond to that more in depth later. It just got me revved up to work on my own chapters so that is what I did. At this point, I have my initial post for chapter 1 ready for you to look at. Feel free to make changes.
I have been thinking about the wonderful self-awareness survey and considered using it in the first assignment. However, the more I look at it, the more I realize it contains some vocabulary that they will not have encountered and it probably makes sense to use it later. I will think about this as I create the lesson for chapter 2. I also want to think about a bridge for chapters 3 and 4 because there is some good stuff there, so maybe it would fit there. Any thoughts on this?
Right now I need to attend to my current classes. Daddy as been sleeping all day and this always worries me; he is prone to depression, despite taking an antidepressant. I will check on him and get to the discussion boards. With any luck at all, I will have a lesson for chapter 2 by tonight.
Suzanne
Week 1: Sept 8
Reading Assignment:
Chapter 1: The Concept of Creativity
The Discussion Board opens on Sept. 8. (This is the opening day of this discussion board (db); please do not post to this db prior to this date.)
Important: The first assignment for this week is to email your current phone #, email address, and mailing address to me at suzpurcell@gmail.com. (Lynn, I always do this because I don’t trust that the addresses CCV has are the most current. What do you think of adding this requirement?)
Welcome to EDU 1250 – Fostering Creative Learning in Children. Lynn and I are ecstatic about being given the chance to explore this realm of education with you, one of the most important and life-affirming elements of learning. We believe this wholeheartedly, yet so many classrooms today are nearly devoid of this concept. Why is that so? We will examine this question at length this semester and find ways to bring genuine creativity into the classroom. You will have to ask yourself some hard questions over the course of this semester, but the results will be that you will better understand the concept of creativity, what it means in your own life, why children (and adults) need more of it, and how to help students tap into this amazing reservoir. We look forward to taking this journey with you!
Discussion Board by midnight Friday:
Your textbook begins with an exploration of the concept of creativity. After reading the chapter, create an introductory post in which you tell us about yourself. Include at least the following:
• Who you are and who you want to become
• What and who are important in your life
• Why you are where you are (taking this course at this point in your life)
• What creative endeavors you are currently involved in? When thinking about creativity, think of the word passion. To what activity would you assign the word Passionate?
• What is your current definition of creativity? You will be developing your own definition of “creativity” throughout the semester, so this is your opportunity to take a snapshot of your current definition. Creativity always involves change of some sort, so expect that your current definition will undergo many changes in the upcoming weeks. Just tell us where you stand on this right now.
• Give us a synopsis of your reaction to the lists on page 13. Where do you fall in this list?
Initial posts should always be at least 400 words in length, which isn’t much when you consider how much we have to talk about this semester! They should also always include at least one idea from the reading assignment (cited, of course). Submit your initial post by clicking on the title of this discussion board (above), and clicking + Thread in the upper left corner. Title your submission (your name)’s Introduction.
Discussion Board by midnight Sunday:
Respond to at least three other student’s posts.
Initial post and a minimum of 3 replies: potentially worth 10 points.
Lynn and I are always available to answer questions or listen to comments. We are here to help you have a successful semester so do not hesitate to contact us.
Enjoy!
Suzanne & Lynn
I am finally attending to what I had hoped to do weeks ago. Suffice it to say that I have fallen into my usual depressed state (predictable) upon arrival, and now have to climb out. I will do this by working and maybe it will help me feel better.
First, thanks for working on the course site. It looks great and students have a bit to read there. Hopefully, I will be productive enough to get my lessons ready soon and we can get the discussion board up and running.
I absolutely love your plans for chapters 11 and 5! I have read all of what you wrote for 11 and it is just excellent. When I got to the last section, I wondered what the parameters of this course are - is it to cover a certain age-range? I couldn't find this information in the course description, so I will ask you: will we try to tackle teens and high school, or keep it to preschool and elementary?
I have only skimmed chapter 5 at this point, so I will respond to that more in depth later. It just got me revved up to work on my own chapters so that is what I did. At this point, I have my initial post for chapter 1 ready for you to look at. Feel free to make changes.
I have been thinking about the wonderful self-awareness survey and considered using it in the first assignment. However, the more I look at it, the more I realize it contains some vocabulary that they will not have encountered and it probably makes sense to use it later. I will think about this as I create the lesson for chapter 2. I also want to think about a bridge for chapters 3 and 4 because there is some good stuff there, so maybe it would fit there. Any thoughts on this?
Right now I need to attend to my current classes. Daddy as been sleeping all day and this always worries me; he is prone to depression, despite taking an antidepressant. I will check on him and get to the discussion boards. With any luck at all, I will have a lesson for chapter 2 by tonight.
Suzanne
Week 1: Sept 8
Reading Assignment:
Chapter 1: The Concept of Creativity
The Discussion Board opens on Sept. 8. (This is the opening day of this discussion board (db); please do not post to this db prior to this date.)
Important: The first assignment for this week is to email your current phone #, email address, and mailing address to me at suzpurcell@gmail.com. (Lynn, I always do this because I don’t trust that the addresses CCV has are the most current. What do you think of adding this requirement?)
Welcome to EDU 1250 – Fostering Creative Learning in Children. Lynn and I are ecstatic about being given the chance to explore this realm of education with you, one of the most important and life-affirming elements of learning. We believe this wholeheartedly, yet so many classrooms today are nearly devoid of this concept. Why is that so? We will examine this question at length this semester and find ways to bring genuine creativity into the classroom. You will have to ask yourself some hard questions over the course of this semester, but the results will be that you will better understand the concept of creativity, what it means in your own life, why children (and adults) need more of it, and how to help students tap into this amazing reservoir. We look forward to taking this journey with you!
Discussion Board by midnight Friday:
Your textbook begins with an exploration of the concept of creativity. After reading the chapter, create an introductory post in which you tell us about yourself. Include at least the following:
• Who you are and who you want to become
• What and who are important in your life
• Why you are where you are (taking this course at this point in your life)
• What creative endeavors you are currently involved in? When thinking about creativity, think of the word passion. To what activity would you assign the word Passionate?
• What is your current definition of creativity? You will be developing your own definition of “creativity” throughout the semester, so this is your opportunity to take a snapshot of your current definition. Creativity always involves change of some sort, so expect that your current definition will undergo many changes in the upcoming weeks. Just tell us where you stand on this right now.
• Give us a synopsis of your reaction to the lists on page 13. Where do you fall in this list?
Initial posts should always be at least 400 words in length, which isn’t much when you consider how much we have to talk about this semester! They should also always include at least one idea from the reading assignment (cited, of course). Submit your initial post by clicking on the title of this discussion board (above), and clicking + Thread in the upper left corner. Title your submission (your name)’s Introduction.
Discussion Board by midnight Sunday:
Respond to at least three other student’s posts.
Initial post and a minimum of 3 replies: potentially worth 10 points.
Lynn and I are always available to answer questions or listen to comments. We are here to help you have a successful semester so do not hesitate to contact us.
Enjoy!
Suzanne & Lynn
Saturday, July 25, 2009
Two more chapters completed
Hi Suzanne!
Here are two more chapters completed. I'm working on the forum a bit a day - I am feeling like we need to get it up and running, so I have been working away at it. Check out these two chapter activities and let me know what you think. Chapter 8 will need to be done outside of their work - they will have to go into a classroom to complete it.......
Chapter 8 Using Technology to Promote Creativity
The goal of this chapter is to have you become familiar with the technology available for use in the early childhood program.
1. The Internet tool Gateway to Educational Materials (GEM) is a site designed so that teachers can type a topic, grade level, and other information into a search screen. GEM then searches more than 14o web sites and retrieves lessons, instructional units, and other free educational materials on that topic for that grade level. Visit any of the following websites then complete the rating questions that follow:
www.ed.gov/free , www.thegateway.org, or a web site of your choice.
a) Ease of access to activities
b) Activities available at site
c) How activities are organized on the web site
d) Age/grade level of activities/information available on site
e) Specific topic(s) on Web site
f) Portals to related areas
g) Your plans to use the Web site in the future
h) Best feature on this Web site
i) Least attractive feature on this web site
2. Using the information in Figure 8-1 in the text on page 144-45, “Technology and Multiple Intelligences,” groups will be assigned learning styles. Each pair or group will prepare a lesson plan including specific software for each of the assigned learning styles. Share your lessons in the forum. A separate folder will be created for all of the lessons so that you can keep them for future use.
3. Age means everything when introducing young children to active television
viewing in comparison to mere passive television viewing.
• Use the following age specific checklist for discussing television with young children
• View at least one hour of television with the child.
• Address each of the items in the checklist below with the child
• Write a short description of the child’s reactions to each of the checklist items in the space provided.
• Report out in the forum.
Ages 3 to 5
1. Point out that the television world is pretend and that the people and animals do not live inside the box.
- child’s reaction:
2. Distinguish between program material and commercials.
_ child’s reaction
3. If watching broadcast network cartoons, explain to the child that the antics and violence are not how real life works.
- child’s reaction
Ages 6 to 8
1. Ask about what the child just viewed and what the child thinks of it.
- child’s reaction
2. Point out when a television character exhibits behavior that is not tolerated in your classroom.
- child’s reaction
3.Talk about whether characters are like or unlike people the child knows.
- child’s reaction
4. Explain stereotyping, and explain how television uses it to keep things simple to reach a mass audience.
- child’s reaction
Ages 9 to 12
1. Talk about good versus evil. How is this conflict portrayed?
- child’s reaction
2. Who are the target of jokes?
- child’s reaction
3. Talk about how television violence differs from the real thing. See if the child understands the fact that there are consequences to violence.
- child’s reactions
4. When watching sitcoms, point out the similar formulas and stock
characters. Make it a game by pointing out the wacky neighbor, for
instance.
- child’s reactions
5. Ask the child to figure out why certain commercials are aired during certain programs.
- child’s reactions
Chapter 11 Developmental Levels and Art
The objectives of this chapter are for you to be able to describe the scribble stage and appropriate materials for use in it; to explain the basic forms stage and appropriate materials for use in it; to discuss the pictorial statge, including appropriate materials for use in it; and, to give examples of appropriate art activities and materials for toddlers, young preschoolers, older preschoolers, kindergartners, and children in grades 1-5. After reading this chapter complete the following:
1. Let’s look at theories of children’s art using cognitive theory, cognitive developmental theory, psychoanalytic theory, perceptual theory, and perceptual delineation theory as described in the chapter. Choose one of the levels below, do the assignment and share your feedback in the forum.
Preschool Level
Collect samples of artwork from a nursery school or preschool group of children. Observe the variety of expression. Try to classify the scribbles according to disordered, controlled, or naming of scribbling stage. Compare the drawings for use of space, control of line, boldness or timidity of motion.
Observe a child who is making his first representational symbols. Keep a verbatim record of his comments for several different fifteen-minute periods. What relationship is there between his verbal and his graphic expression?
Kindergarten Level
Collect drawings from a kindergarten class and list the various methods of portrayal of sensory experiences. Check especially for symbols, sounds and movements.
Observe the activity of a group of kindergarten children during their free play and during organized games. Relate the amount of parallel play to the discussion of the use of space in drawings. What are the differences or similarities between these two activities?
From a collection of paintings by five-year-olds list the objects that are painted with a visually established color-object relationship. List those objects that are painted with no visually established color-object relationship. What might cause some of these color choices of color?
Elementary level
Collect drawings of a man done by a second grade class. Find how many different symbols are use for nose, mouth, body, arms, and so forth. What percentage of these children are using geometric shapes for their expression? Compare these with drawings done by a third grade class, to see if the percentages change.
How many children in a first grade class use the base line in their presentations? Compare the percentage with a second grade class.
For whichever level you observe, keep a list of the different reasons for exaggerations, omissions, or neglect of parts as shown in drawings. Illustrate each from examples of children’s work.
2. Observe a classroom and observe those children who look around, ask questions, and are easily distracted. Compare their art products with those children who are personally involved in portraying their experiences, noting stereotypes, simple objective reports, some inclusion of the self, and complete self-identification with the product. Were there differences? What were they? Do you think this is the same in all classes or specific to the class you observed? Were there similarities? What were they? Do you think this is the same in all classes or specific to the class you observed? Why or why not? What does this observation tell you? What new information do you now have that will help you conduct your own art lessons?
3. Plan an art lesson which includes drawing people; carry it out with kindergarten, second grade, and fourth grade children. Use the same art materials and paper size for all classes. Compare the finished products and note the difference in developmental levels. Discuss your findings in class. How do your findings compare with others?
Here are two more chapters completed. I'm working on the forum a bit a day - I am feeling like we need to get it up and running, so I have been working away at it. Check out these two chapter activities and let me know what you think. Chapter 8 will need to be done outside of their work - they will have to go into a classroom to complete it.......
Chapter 8 Using Technology to Promote Creativity
The goal of this chapter is to have you become familiar with the technology available for use in the early childhood program.
1. The Internet tool Gateway to Educational Materials (GEM) is a site designed so that teachers can type a topic, grade level, and other information into a search screen. GEM then searches more than 14o web sites and retrieves lessons, instructional units, and other free educational materials on that topic for that grade level. Visit any of the following websites then complete the rating questions that follow:
www.ed.gov/free , www.thegateway.org, or a web site of your choice.
a) Ease of access to activities
b) Activities available at site
c) How activities are organized on the web site
d) Age/grade level of activities/information available on site
e) Specific topic(s) on Web site
f) Portals to related areas
g) Your plans to use the Web site in the future
h) Best feature on this Web site
i) Least attractive feature on this web site
2. Using the information in Figure 8-1 in the text on page 144-45, “Technology and Multiple Intelligences,” groups will be assigned learning styles. Each pair or group will prepare a lesson plan including specific software for each of the assigned learning styles. Share your lessons in the forum. A separate folder will be created for all of the lessons so that you can keep them for future use.
3. Age means everything when introducing young children to active television
viewing in comparison to mere passive television viewing.
• Use the following age specific checklist for discussing television with young children
• View at least one hour of television with the child.
• Address each of the items in the checklist below with the child
• Write a short description of the child’s reactions to each of the checklist items in the space provided.
• Report out in the forum.
Ages 3 to 5
1. Point out that the television world is pretend and that the people and animals do not live inside the box.
- child’s reaction:
2. Distinguish between program material and commercials.
_ child’s reaction
3. If watching broadcast network cartoons, explain to the child that the antics and violence are not how real life works.
- child’s reaction
Ages 6 to 8
1. Ask about what the child just viewed and what the child thinks of it.
- child’s reaction
2. Point out when a television character exhibits behavior that is not tolerated in your classroom.
- child’s reaction
3.Talk about whether characters are like or unlike people the child knows.
- child’s reaction
4. Explain stereotyping, and explain how television uses it to keep things simple to reach a mass audience.
- child’s reaction
Ages 9 to 12
1. Talk about good versus evil. How is this conflict portrayed?
- child’s reaction
2. Who are the target of jokes?
- child’s reaction
3. Talk about how television violence differs from the real thing. See if the child understands the fact that there are consequences to violence.
- child’s reactions
4. When watching sitcoms, point out the similar formulas and stock
characters. Make it a game by pointing out the wacky neighbor, for
instance.
- child’s reactions
5. Ask the child to figure out why certain commercials are aired during certain programs.
- child’s reactions
Chapter 11 Developmental Levels and Art
The objectives of this chapter are for you to be able to describe the scribble stage and appropriate materials for use in it; to explain the basic forms stage and appropriate materials for use in it; to discuss the pictorial statge, including appropriate materials for use in it; and, to give examples of appropriate art activities and materials for toddlers, young preschoolers, older preschoolers, kindergartners, and children in grades 1-5. After reading this chapter complete the following:
1. Let’s look at theories of children’s art using cognitive theory, cognitive developmental theory, psychoanalytic theory, perceptual theory, and perceptual delineation theory as described in the chapter. Choose one of the levels below, do the assignment and share your feedback in the forum.
Preschool Level
Collect samples of artwork from a nursery school or preschool group of children. Observe the variety of expression. Try to classify the scribbles according to disordered, controlled, or naming of scribbling stage. Compare the drawings for use of space, control of line, boldness or timidity of motion.
Observe a child who is making his first representational symbols. Keep a verbatim record of his comments for several different fifteen-minute periods. What relationship is there between his verbal and his graphic expression?
Kindergarten Level
Collect drawings from a kindergarten class and list the various methods of portrayal of sensory experiences. Check especially for symbols, sounds and movements.
Observe the activity of a group of kindergarten children during their free play and during organized games. Relate the amount of parallel play to the discussion of the use of space in drawings. What are the differences or similarities between these two activities?
From a collection of paintings by five-year-olds list the objects that are painted with a visually established color-object relationship. List those objects that are painted with no visually established color-object relationship. What might cause some of these color choices of color?
Elementary level
Collect drawings of a man done by a second grade class. Find how many different symbols are use for nose, mouth, body, arms, and so forth. What percentage of these children are using geometric shapes for their expression? Compare these with drawings done by a third grade class, to see if the percentages change.
How many children in a first grade class use the base line in their presentations? Compare the percentage with a second grade class.
For whichever level you observe, keep a list of the different reasons for exaggerations, omissions, or neglect of parts as shown in drawings. Illustrate each from examples of children’s work.
2. Observe a classroom and observe those children who look around, ask questions, and are easily distracted. Compare their art products with those children who are personally involved in portraying their experiences, noting stereotypes, simple objective reports, some inclusion of the self, and complete self-identification with the product. Were there differences? What were they? Do you think this is the same in all classes or specific to the class you observed? Were there similarities? What were they? Do you think this is the same in all classes or specific to the class you observed? Why or why not? What does this observation tell you? What new information do you now have that will help you conduct your own art lessons?
3. Plan an art lesson which includes drawing people; carry it out with kindergarten, second grade, and fourth grade children. Use the same art materials and paper size for all classes. Compare the finished products and note the difference in developmental levels. Discuss your findings in class. How do your findings compare with others?
Monday, July 20, 2009
Worksheets for chapter 7 completed
Here's the worksheets for one activity in chapter 7: It looks like the chart did not paste - I just made a simple chart with the four headings - I'll attach it to an email...
4. Playing with toys is a form of socialization. Toys can encourage children to be active or inactive and can stimulate children to model certain behaviors. For example, a hockey stick encourages a child to run or skate; board games encourage sedentary play. Obviously, each kind of toy has its advantages. Toys are also a means by which sex-typing can occur in the socialization process. For example, toys marketed for boys tend to be complex and encourage more vigorous activity than those marketed for girls. The typical girls’ toy promotes quiet, indoor play, such as “playing house.” Sex-typing through toys is well entrenched in society. Manufacturers often advertise their products along sex-typed strategies. For example, boys are featured on commercials or packaging for racing car sets, and girls are pictured with toy kitchen sets. Use the observation sheets in documents (one for toys, one for television commercials) to help you examine toy-marketing strategies. Use your observations to decide whether these strategies socialize children into traditional gender roles.
Directions: Visit a local toy store or toy section in a department store. Evaluate 20 different children’s toys for a specific-age child. Observe how the toys are packaged. On the observation sheet, enter each toy’s name, it’s category, the key word or phrase used by the manufacturer to market the toy (“just like mom’s”) and whether boys or girls are pictured on the package. Summarize your report in the forum.
Examining Toy Marketing Strategies: Toy Store Visit
Target Age/Grade level of Toy: __________________________________
Name of Toy Toy Category* Key Marketing Phrase Children Pictured
*Examples: construction/building set, sedentary game, make believe domestic role (e.g. kitchen set), make believe action career (e.g. soldier), educational toy/computer, sport equipment.
Which toys would you purchase? Why? Reasons for your purchase…..
Directions for Cartoon Show Commercials worksheet: Watch two children’s programs on television. Choose a time slot popular for children’s viewing rather than family viewing (Saturday morning, for example). Observe the commercials during and immediately after each program. Using the worksheet record the name of every toy advertised, the type, the key marketing terms used, and whether boys or girls are pictured in the commercial. After completing the worksheet, respond to the following questions:
1. Is stereotyping prevalent in cartoon show commercials?
2. What is the main message being sent to children in these commercials?
Cartoon Show Commercials
Name of Toy Toy Category* Key Marketing Phrase Children Pictured
*Examples: construction/building set, sedentary game, make believe domestic role (e.g. kitchen set), make believe action career (e.g. soldier), educational toy/computer, sport equipment.
4. Playing with toys is a form of socialization. Toys can encourage children to be active or inactive and can stimulate children to model certain behaviors. For example, a hockey stick encourages a child to run or skate; board games encourage sedentary play. Obviously, each kind of toy has its advantages. Toys are also a means by which sex-typing can occur in the socialization process. For example, toys marketed for boys tend to be complex and encourage more vigorous activity than those marketed for girls. The typical girls’ toy promotes quiet, indoor play, such as “playing house.” Sex-typing through toys is well entrenched in society. Manufacturers often advertise their products along sex-typed strategies. For example, boys are featured on commercials or packaging for racing car sets, and girls are pictured with toy kitchen sets. Use the observation sheets in documents (one for toys, one for television commercials) to help you examine toy-marketing strategies. Use your observations to decide whether these strategies socialize children into traditional gender roles.
Directions: Visit a local toy store or toy section in a department store. Evaluate 20 different children’s toys for a specific-age child. Observe how the toys are packaged. On the observation sheet, enter each toy’s name, it’s category, the key word or phrase used by the manufacturer to market the toy (“just like mom’s”) and whether boys or girls are pictured on the package. Summarize your report in the forum.
Examining Toy Marketing Strategies: Toy Store Visit
Target Age/Grade level of Toy: __________________________________
Name of Toy Toy Category* Key Marketing Phrase Children Pictured
*Examples: construction/building set, sedentary game, make believe domestic role (e.g. kitchen set), make believe action career (e.g. soldier), educational toy/computer, sport equipment.
Which toys would you purchase? Why? Reasons for your purchase…..
Directions for Cartoon Show Commercials worksheet: Watch two children’s programs on television. Choose a time slot popular for children’s viewing rather than family viewing (Saturday morning, for example). Observe the commercials during and immediately after each program. Using the worksheet record the name of every toy advertised, the type, the key marketing terms used, and whether boys or girls are pictured in the commercial. After completing the worksheet, respond to the following questions:
1. Is stereotyping prevalent in cartoon show commercials?
2. What is the main message being sent to children in these commercials?
Cartoon Show Commercials
Name of Toy Toy Category* Key Marketing Phrase Children Pictured
*Examples: construction/building set, sedentary game, make believe domestic role (e.g. kitchen set), make believe action career (e.g. soldier), educational toy/computer, sport equipment.
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