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PREC125 Creative Arts, Music, and Movement in Early

Childhood Education
Bachelor of Special Needs Specialization in Early Childhood Education (Centro Escolar
University)

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CENTRO ESCOLAR UNIVERSITY

Manila * Makati * Malolos

SYLLABUS ON CREATIVE ARTS, MUSIC, AND MOVEMENT IN EARLY CHILDHOOD EDUCATION

Course No. PREC125 Course Descriptive Title : Creative Arts, Music, and Movement in Early Childhood Education
No. of Units: 3 Units No of Hours : 54 hours
Pre-requisites:PREC120, PREC121

Course Description:This course elaborates on the technological, pedagogical and content knowledge for teaching art, music and movement for infant and
toddler, preschool, and K to Grade 3 learners, based on different theoretical frameworks and current researches. Hands-on activities and projects stimulate
creativity in the teacher to choose, create and integrate developmentally appropriate arts, music and movement across all learning areas. (1.1.1, 1.2.1, 4.5.1)

CILO Course Intended Learning Outcomes :

1 Demonstrate knowledge and understanding of the technological, pedagogical and content knowledge in managing classroom structure that engages learners,
individually or in groups, in meaningful exploration, discovery and hands on activities in the teaching of art, music and movements for 1. Infants and toddlers, 2.
preschoolers, and 3. K to 3. (2.3.1) (cognitive)
2 Demonstrate knowledge of providing timely, accurate and constructive feedback in creative arts, music, and movement activities for the three ECE levels (5.3.1)
(cognitive)
3 Demonstrate familiarity with range of strategies for communicating learner needs, progress and achievement (5.4.1) in creative arts, music, and movement activities
(cognitive)
4 Show skills in the selection and development of original materials in including ICT for the three ECE levels to address learning goals (4.5.1) (psychomotor)
5 Prepare implement, and integrate developmentally sequenced and appropriate creative art, music and movement activities for the three ECE levels (4.1.1)
(psychomotor)
CEU VISION – MISSION STATEMENT CENTRO ESCOLAR EXPECTED EDUCATION PROGRAM OBJECTIVES
GRADUATE ATTRIBUTES (CEEGA)
UNIVERSITY PHILOSPHY LIFELONG LEARNER The education graduates are expected to
 Learns and works independently as well as collaboratively. become:
Ciencia y Virtud (Science and Virtue)  Translates knowledge generated from research and other sources to
improve quality of life. E – Excellent teachers with high regard for
UNIVERSITY VISION  Creates new ideas to better understand society Science and Virtue (PPST Domain 1)
 Evaluates own thinking, behavior and spirituality for self-growth D – Dynamic designers of appropriate
To be the University of First choice REFLECTIVE AND CREATIVE THINKER learning environments (PPST Domain 2)
 Thinks critically and creatively. U – Understanding educator of diverse
UNIVERSITYMISSION  Open-minded. learners (PPST Domain 3)
 Solves problems systematically.
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 Loves art and shows artistic sensibility. C – Creative and critical implementers of
To promote a brighter future for our CARING AND TRUSTWORTHY CITIZEN relevant and responsive curriculum
students, for the Philippines and for the  Values people and acts in unity with others. (PPST Domain 4)
world.  Commits to social justice and principles of sustainability and respect A – Adept in various types of assessment
for diversity. (PPST Domain)
CEU CORE VALUES  Practices good stewardship and accountability. R – Responsible partners of different
 Manifests social responsibility by helping improve conditions of those stakeholders in the community
V - Valuing others, caring for them and who have less in life or circumstance. (PPST Domain 6)
empowering them PROFICIENT COMMUNICATOR E – Enthusiastic and engaged lifelong-
A - Accountability, integrity and trust  Articulates ideas clearly for varied purposes and audiences of Learners (PPST Domain 7)
diverse culture.
worthiness
 Listens attentively, engages in meaningful exchange and shares
L - Lifelong learning as individuals and as
knowledge, values, attitudes and intentions.
an organization
 Utilizes effectively appropriate media and information technologies.
U - Unity, teamwork and loyalty COMPETENT AND PRODUCTIVE PROFESSIONAL
E - Excellence in all endeavors  Initiates, innovates better ways of doing things and accountability.
S - Social responsibility as citizens of the  Promotes quality and productivity.
Filipino nation and of the world

Curriculum Mapping:ALIGNMENT OF PROGRAM OUTCOMES AND COURSE INTENDED LEARNING OUTCOMES

CILO CILO CILO CILO CILO
PROGRAM OUTCOMES
1 2 3 4 5
1 Demonstrate high level of content and pedagogical knowledge / / / / /
2 Demonstrate appreciation for diversity /
3 Manifest collaborative skills
4 Demonstrate innovative thinking / / /
5 Possess critical and problem solving skills / / / /
6 Advocate for children’s rights, equity, community, nationalism, and democratic ideas /
7 Pursue lifelong learning

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Intended Learning Outcomes Content Teaching Learning Activities Time Assessment

Allotment
The students can: A. Creativity 3 hours
 discuss and describe creativity 1. Understanding  discussing definition of creativity, and  quiz on creativity (1.1.1)
as a process or a product (1.1.1) Creativity creativity as a process or a product
 identify obstacles to creativity  listing down obstacles to creativity that  result of the categorizing the
(1.1.1, 1.5.1) the students could think of, and sort out obstacles to creativity (1.1.1,
the listed obstacles to four major 1.5.1)
obstacles; home, school, gender roles,
and society, culture and tradition
 describe ways adults can  observing a teacher’s use of time, space,  observation notes and the list of
facilitate children’s creative and curriculum, as well as his/her recommendations for
expression (1.1.1) teaching behaviors. List specific modification to enhance
recommendations for how each could be creativity (1.1.1, 1.5.1)
modified to enhance creativity
 compare and contrast creativity  making a compare and contrast matrix  Output: Compare and Contrast
with conformity and convergent about creativity and conformity matrix (1.5.1)
thinking (1.5.1)
 discuss the relationship between  discussing the relationship between  Quiz about creativity and
creativity and intelligence (1.1.1) creativity and intelligence intelligences (1.1.1)
 working with a partner, review the  Output: Answer to the questions
multiple intelligences outlined in asked and a scoring rubric
Gardner’s theory and answer the (1.1.1)
following;
1. Which intelligences might be most
important for a teacher of young
children?
2. How do art skills and process match
up with the intelligences?
3. How are multiple intelligences
strengthened through art?
 explain the relationship between  discussing on the relationship between  Quiz on the relationship
creativity and child development creativity and child development between creativity and child
(1.1.1) development (1.1.1)

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Intended Learning Outcomes Content Teaching Learning Activities Time Assessment

Allotment
 discuss creativity as a function of 2. Creative  discussing creativity as a function of the 1.5 hours  quiz on creativity as a function
the brain and give examples of Thinking brain of the brain (1.1.1)
creative thinking (1.1.1)
 describe the environmental  discussing the environmental conditions  quiz on environmental
conditions which support young which support young children’s creative conditions which support young
children’s creative thinking (1.1.1, thinking children’s creative thinking
2.4.1) (1.1.1, 2.4.1)
 identify strategies for facilitating  working in pairs and search and list down  compilation of strategies for
young children’s creative thinking strategies for facilitating young children’s facilitating young children’s
in the curriculum (1.5.1, 3.5.1) creative thinking in the curriculum creative thinking in the
 plan and implement activities to  creating and demonstrating activities to curriculum (1.5.1, 3.5.1)
facilitate young children’s facilitate young children’s creative  Output: Activity plan and
creative thinking (3.1.1, 3.2.1) thinking demonstration of activities to
facilitate young children’s
creative thinking with a scoring
 Conducting classroom activities with rubric (3.1.1, 3.2.1)
appropriate materials (maybe  Performance Based assessment
technology-based) (5.1.1)
 Output: Activity plan and
materials (4.5.1)
 identify modes of creative 3. Creative  discussing the modes of creative 1.5 hours  quiz on modes of creative
expression (1.1.1) Experiences expression expression (1.1.1)
 explain how adults can facilitate  discussing on how adults can facilitate  quiz on how adults can facilitate
children’s creative expression children’s creative expression children’s creative expression
(3.1.1) (1.1.1, 3.1.1)
 engage children in mark-making  providing necessary materials for a  Output: Creative marks (3.2.1,
activities (3.2.1, 4.5.1) mark-making activity 4.5.1)
 Conducting classroom activities with  Performance Based assessment
appropriate materials (maybe (5.1.1)
technology-based)  Output: Activity plan and
materials (4.5.1)

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Intended Learning Outcomes Content Teaching Learning Activities Time Assessment

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 discuss the history of early 3.1. The History of  discussing the history of early childhood 1.5 hours  quiz on the history of early
childhood music education (1.1.1) Early music education childhood music education
 identify the different theories of Childhood (1.1.1)
musical development (1.1.1, Music  discussing the different theories of  quiz on the different theories of
1.5.1) Education musical development musical development (1.5.1)
 recognize children and their 1. Theories of
musical experiences (1.1.1) Musical  observing children in their musical  observation notes and report
Development experiences (1.5.1, 4.5.1)
2. Music  planning developmentally appropriate  planned developmentally
Education musical activities and experiences for appropriate musical activities
3. Children and young children and experiences for young
the Musical children (4.1.1)
and  conducting classroom activities with  Performance Based assessment
Movements appropriate materials (maybe (5.1.1)
Experience technology-based)  Output: Activity plan and
materials (4.5.1)
 describe the role of music and 3.1.1. The Role of  discussing the role of music and 1.5 hours  quiz on the role of music and
movement in children’s Music and movement in children’s development movement in children’s
development (1.1.1) Movement development (1.1.1)
1. How Young  Conducting classroom activities with  Performance Based
Children appropriate materials (maybe assessment (5.1.1)
Grow technology-based)  Output: Activity plan and
Musically materials (4.5.1)
2. The Music-
Movement
Connection
 discuss the developmental 3.1.2. Developmental  discussing the developmental stages of 1.5 hours  quiz on the developmental
stages of musical experiences Stages of musical experiences stages of musical experiences
(1.1.1) Musical (1.1.1)
 identify creative experiences in Experiences  observing children at play. Capture a  Output: observation notes
music for young children (1.1.1, creative episode by writing down what (1.5.1)
1.5.1) transpired
 Conducting classroom activities with
appropriate materials (maybe  Performance Based
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Intended Learning Outcomes Content Teaching Learning Activities Time Assessment

Allotment
technology-based) assessment (5.1.1)
 Output: Activity plan and
materials (4.5.1)

 discuss the characteristics and 3.1.3. Movement  discussing the characteristics and types 1.5 hours  quiz on characteristics and
types of play (1.1.1) Vocabulary of play types of play (1.1.1)
 identify creative experiences in 1. Bilateral  observing children at play. Capture a  Output: observation notes
movement for young children Movements creative episode by writing down what (1.5.1)
(1.1.1, 1.5.1) 2. Unilateral transpired
Movements  Conducting classroom activities with  Performance Based
3. Cross- appropriate materials (maybe assessment (5.1.1)
Lateral technology-based)  Output: Activity plan and
Movements materials (4.5.1)
 demonstrate knowledge of songs 3.1.4. Developmentally  compiling selection of appropriate songs 3 hours  Compilation of appropriate
appropriate for young children Appropriate for young children songs for young children (4.5.1)
(1.1.1, 1.5.1, 4.5.1) Musical
- local folksongs in Mother Activities
Tongue 1. Body
- foreign folksongs Management
Skills
 design developmentally  creating developmentally appropriate  Output: Developmentally
appropriate musical activities - Dynamic
musical activities for the enhancement appropriate musical activities
which will enhance and develop Balance
and development of the gross motor (3.1.1, 4.5.1)
the gross motor skills of - Static
skills of preschool children
Balance
preschool children (3.1.1, 4.5.1)  Conducting classroom activities with  Performance Based assessment
2. Locomotion
appropriate materials (maybe (5.1.1)
Skills
3. Object-
technology-based)  Output: Activity plan and
Control Skill materials (4.5.1)
 identify the teacher’s roles and 3.1.5. Teachers’ Roles  creating a chart on the roles and 1.5 hours  Output: chart on the roles and
responsibilities in the musical and responsibilities of teachers in children’s responsibilities of teachers in
experiences of the preschool Responsibilities music activities children’s music activities (1.5.1)
child (1.1.1) in the Children’s
Music Activities
 Conducting classroom activities with  Performance Based
appropriate materials (maybe assessment (5.1.1)

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Intended Learning Outcomes Content Teaching Learning Activities Time Assessment

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technology-based)  Output: Activity plan and
materials (4.5.1)

 integrate music and movement in 3.1.6. Integration of  observing teachers and identifying 1.5 hours  observation notes and report
the different disciplines and Music and integrated music and movement (1.5.1)
learning experiences (1.5.1, Movement into activities used in the classroom
4.5.1) the Subject  planning integrated music and  planned integrated music and
Areas movement activities movement activities with a
scoring rubric (4.5.1)
 create a progress chart for music  creating a progress chart for music and  output: accomplished progress
and movement of the children movement of the children depending on chart (1.5.1, 4.1.1)
depending on the specific the specific characteristics of
characteristics of development development
(1.5.1, 4.5.1)  Conducting classroom activities with  Performance Based
appropriate materials (maybe assessment (5.1.1)
technology-based)  Output: Activity plan and
materials (4.5.1)
 explain the importance of B. Young Children as  discussing the importance of considering 3 hours  quiz on the importance of
considering individual differences Artists: A individual differences in planning an art considering individual
in planning an art curriculum Developmental curriculum differences in planning an art
(1.5.1, 4.1.1) View curriculum (1.5.1, 4.1.1)
1. Art and the  visiting an early childhood classroom to  reflection paper with a scoring
Developing observe the children. Answer this, how rubric (7.4.1)
Child many expressions of individual
differences do you see and hear? And
discuss those differences and the ways
in which the teacher meets the needs of
individual children.
 describe how the environment  discussing how the environment  quiz on how the environment
provides an interactive context provides an interactive context for child provides an interactive context
for child development (1.1.1, development for child development (1.1.1,
2.1.1, 2.2.1, 2.3.1, 2.4.1, 2.5.1, 2.1.1, 2.6.1)
2.6.1)  conducting an art safety inspection of an  output: accomplished inspection
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Allotment
early childhood art center. Identify items tool on the art center (1.2.1,
that compromise the health and safety of 1.5.1)
children
 exploring different kinds of art materials  output: matrix showing the
 provide opportunities for children and tools description and use of the
to process with art materials and different art materials and tools
tools (3.1.1, 4.5.1) (1.1.1)
 conducting an observation of a young  output: observation notes on a
child actively involved in an art activity. young child actively involved in
Record what the child says and does. an art activity. Record of what
How did this art experience help the the child says and does and
child physically, socially, emotionally, reflection paper about the
cognitively, and creatively connection of art experience to
the child development (1.5.1,
7.4.1)
 Conducting classroom activities with  Performance Based
appropriate materials (maybe assessment (5.1.1)
technology-based)  Output: Activity plan and
materials (4.5.1)
 explain the components of 2. Children’s  discussing the components of children’s 3 hours  quiz on the components of
children’s art, artistic Artistic art, artistic development and the theories children’s art, artistic
development and the theories on Development on children’s artistic development development and the theories
children’s artistic development on children’s artistic
(1.1.1)  collecting several samples of art from development (1.1.1)
one young child over an extended period  output: analysis and explanation
of time. Note patterns or growth over of the patterns or growth in the
time. Attempt to explain the what, why, collected samples of art works
and how of this child’s art using different from young children (1.5.1)
theories of artistic development

 provide children with painting  exploring and creating different paintings  output: paintings made and the
experiences (3.1.1, 4.5.1) and doing an exhibit exhibit (4.5.1)
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 observing a child painting at either an  output: observation notes and
easel or seated at a table. Carefully the explanation on which
record how the materials are used and theories best explain the
describe the results. Refer to the observation (1.5.1, 4.5.1)
theories and identify which theory or
theories best explain what you observed
 Conducting classroom activities with  Performance Based
appropriate materials (maybe assessment (5.1.1)
technology-based)  Output: Activity plan and
materials (4.5.1)
 list and briefly explain the artistic C. Art and Aesthetics  discussing the artistic elements 3 hours  quiz on the artistic elements
elements (1.1.1) 1. The Elements (1.1.1)
of Art  implementing an art activity involving  output: the art activity with
one or more of the artistic elements artistic elements (3.1.1, 4.5.1)
 visiting an art museum or an art museum  output: analysis of the art works
website to look at paintings and prints. using the artistic elements seen
Use the artistic elements to analyze a during the museum visit (1.5.1)
work of art
 help children make prints using  creating different prints  output: accomplished prints
stamps, stencils, spatter, and (3.1.1, 4.5.1)
screen prints (3.1.1, 4.5.1)  demonstrating how to facilitate a  demonstration and a scoring
printmaking experience rubric (3.1.1)
 Conducting classroom activities with  Performance Based
appropriate materials (maybe assessment (5.1.1)
technology-based)  Output: Activity plan and
materials (4.5.1)
 explain aesthetics and why 2. Aesthetics  discussing aesthetics and its importance 3 hours  quiz on aesthetics and its
aesthetics are an important part in children’s development importance in children’s
of children’s development (1.1.1) development (1.1.1)
 describe how children’s
understanding of art changes as  discussing how children’s understanding  quiz on how children’s
they mature (1.1.1) of art changes as they mature understanding of art changes as
 discuss the role of the teacher in they mature (1.1.1)

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Allotment
children’s aesthetic development  discussing the role of the teacher in  quiz on the role of the teacher in
(1.1.1) children’s aesthetic development children’s aesthetic
 explain ways to support development (1.1.1)
children’s development of art  arranging an aesthetic experience  reflection paper on the aesthetic
appreciation (1.1.1) through a simple field trip such as a experience (7.4.1)
nature walk
 researching in a local library or museum  gathered available resources
to discover available resources for (1.1.1)
teacher use in the classroom. Consider
how you might use these resources in
your own classroom
 collecting photos depicting beautiful
learning environments such as pleasing
learning centers and displays. This may
serve as a resource of ideas for your
 provide experiences using own classroom
watercolors and ink (3.1.1, 4.5.1)  creating different watercolor and ink art  output: accomplished watercolor
works and ink art works (4.5.1)
 demonstration and a scoring
 demonstrating how to facilitate a rubric (3.1.1)
watercolor and ink experience  Performance Based
 Conducting classroom activities with assessment (5.1.1)
appropriate materials (maybe  Output: Activity plan and
technology-based) materials (4.5.1)
 discuss the relationship among 3. Sensory  discussing the relationship among 3 hours  quiz on the relationship among
sensing, perceiving, feeling, Experiences sensing, perceiving, feeling, thinking, sensing, perceiving, feeling,
thinking, and concept and concept development thinking, and concept
development (1.1.1) development (1.1.1)

 identify three major learning  discussing the learning styles (visual,

styles and select the one(s) that auditory, and tactile-kinesthetic)  quiz on the learning styles
best describes the way you learn (1.1.1)
(1.1.1)
 develop a multisensory learning  setting up an aesthetically pleasing
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Allotment
activity for young children (1.5.1, display of objects that have sensory  output: aesthetically pleasing
3.1.1, 4.5.1) appeal display of objects with sensory
appeal with a scoring rubric
 planning and implementing a (4.5.1)
multisensory cooking experience  output: plan and implementation
of the multisensory cooking
 demonstrating how to facilitate a experience (4.3.1)
multisensory learning activity for young  demonstration and a scoring
children rubric (3.1.1)
 Conducting classroom activities with
appropriate materials (maybe  Performance Based
technology-based) assessment (5.1.1)
 Output: Activity plan and
materials (4.5.1)
 discuss the importance of art 4. The Complete  discussing the importance of art 3 hours  quiz on the importance of art
education in the early years Early Childhood education in the early years education in the early years
(1.1.1) Art Program (1.1.1)
 explain how national standards  discussing how national standards relate  reflection paper on how national
relate to early childhood art to early childhood art education standards relate to early
education (1.1.1, 1.2.1) childhood art education (7.4.1)
 describe and give an example of  discussing the four components of a  quiz on the four components of
the four components of a complete early childhood art program a complete early childhood art
complete early childhood art ((1) sensory experiences, (2) aesthetic program (1.1.1)
program (1.1.1) experiences, (3) time, space, and
materials for making art, and (4)
introduction to art, artists, and variety of
art forms and styles)
 provide developmentally  drafting a letter to the families of children  output: accomplished letter and
appropriate collage and mosaic asking for recycled items to use in a scoring rubric (1.5.1, 4.5.1)
activities for young children collage and mosaic activities and
(3.5.1, 4.5.1) explaining the value of collage
 creating different collage and mosaic
activities for young children  output: accomplished collage
 demonstrating how to facilitate a collage and mosaic activities (4.5.1)
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Allotment
experience  demonstration and a scoring
 Conducting classroom activities with rubric (3.1.1)
appropriate materials (maybe  Performance Based
technology-based) assessment (5.1.1)
 Output: Activity plan and
materials (4.5.1)
 use the continuum of approaches D. Providing Art  discussing the three different ways to 3 hours  quiz on the three different ways
to describe three different ways Experiences teach art (teacher-directed, guided, and to teach art (1.1.1)
to teach art (1.1.1, 1.5.1) 1. Child-Centered child-centered)
 distinguish child-centered art Art versus
from teacher-directed projects Teacher-  watching videos on art projects and  analysis of the video watched
(1.1.1) Directed identifying if it is child-centered or and the notes on why it is
Projects teacher-directed identified as child-centered or
 plan developmentally appropriate teacher-directed (1.5.1)
art activities (1.5.1, 3.1.1, 4.5.1)  planning of developmentally appropriate  output: accomplished plan of
art activities developmentally appropriate art
 explain the different viewpoints activities with a scoring rubric
on teaching art to children (1.1.1) (4.5.1)
 provide art activities using paper  discussing the different viewpoints on  quiz on the different viewpoints
(3.1.1, 4.5.1) teaching art to children on teaching art to children
(1.1.1)
 creating different art activities using  output: art activities using paper
paper for young children for young children (3.1.1, 4.5.1)
 demonstrating how to facilitate art  demonstration and a scoring
activities using paper for young children rubric (3.1.1)
 Conducting classroom activities with  Performance Based
appropriate materials (maybe assessment (5.1.1)
technology-based)  Output: Activity plan and
materials (4.5.1)
 Set up an exhibit or gallery walk of the  Exhibit or gallery walk with a
artworks scoring rubric (3.1.1, 4..5.1)

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 describe the four types of 2. Planning,  discussing about the four types of 3 hours  quiz on the four types of
learning in which children engage Implementing, learning (knowledge, skills, dispositions, learning (1.1.1)
(1.1.1) and Evaluating and feelings) in which children engage
 compare and contrast strategies Art  discussing on how to integrate art into
for integrating art into the early the early childhood curriculum
childhood curriculum (1.5.1)  planning activities wherein art is  planned integrated art activities
integrated (3.1.1, 4.5.1)
 explain the relationship between  discussing the relationship and difference
intentional teaching and between intentional teaching and
teachable moments (1.1.1) teachable moments
 capturing a teachable moment during  observation notes and report
one of the classroom observations. (1.5.1)
Record the stimulus and how the event
transpired. Did you see any learning take
place? Were the children involved? What
could this tell you about teachable
moments
 make and use clay and play  making play dough and using this in  output: accomplished clay and
dough with young children (3.1.1, creating different clay and play dough play dough for young children
4.5.1) activities for young children (4.5.1)
 demonstrating how to facilitate clay and  demonstration and a scoring
play dough activities for young children rubric (3.1.1)
 Conducting classroom activities with  Performance Based
appropriate materials (maybe assessment (5.1.1)
technology-based)  Output: Activity plan and
materials (4.5.1)
 discuss how art fosters learning 3. Integrating Art  discussing how art fosters learning in 3 hours  quiz on how art fosters learning
in mathematics, science, Across the mathematics, science, language arts, in mathematics, science,
language arts, communication Early Childhood communication and literacy, social language arts, communication
and literacy, social studies, and Curriculum studies, and the expressive arts and literacy, social studies, and
the expressive arts (1.1.1) the expressive arts (1.1.1)
 provide three-dimensional art  creating different three-dimensional art
activities (3.1.1, 4.5.1) activities for young children  output: accomplished three-
 demonstrating how to facilitate a three- dimensional art activities (4.5.1)
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Intended Learning Outcomes Content Teaching Learning Activities Time Assessment

Allotment
dimensional art experience  demonstration and a scoring
 Conducting classroom activities with rubric (3.1.1)
appropriate materials (maybe  Performance Based
technology-based) assessment (5.1.1)
 Output: Activity plan and
materials (4.5.1)
 list and discuss the criteria for 4. The Art Center  discussing the criteria for setting up an 3 hours  quiz on the criteria for setting up
setting up an early childhood art early childhood art center an early childhood art center
center (1.1.1) (1.1.1)
 evaluate the effectiveness of an  observing a successful art center.  observation notes and report
art center/ program (1.5.1, 5.1.1) Describe the teacher’s role (1.5.1)
 designing the art center you would  designed art center with a
create for your classroom and list the scoring rubric (1.5.1, 2.1.1,
materials with which you would stock 2.4.1)
your art center
 make puppets and masks with  creating different puppets and masks for  output: accomplished puppets
young children (3.1.1, 4.5.1) young children and masks for young children
(4.5.1)
 demonstrating how to facilitate puppets  demonstration and a scoring
and masks experience for young rubric (3.1.1)
children
 Conducting classroom activities with  Performance Based
appropriate materials (maybe assessment (5.1.1)
technology-based)  Output: Activity plan and
materials (4.5.1)
 identify ways in which a teacher E. Roles and  practicing being a model and participator 3 hours  report on the practicing being a
can be a creative individual and Strategies as you interact with children making art. model and participator in
art specialist in the center or 1. Roles, Record what transpired as well as your interacting with children making
classroom (1.1.1, 3.1.1) Responses, and reactions art (1.5.1, 3.1.1)
Strategies to  listening and observing a teacher talking  observation notes and report
Support with a child about his/her arts. How did (1.5.1)
Children’s Art the child respond? If necessary, think of
some alternatives that would be more

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Intended Learning Outcomes Content Teaching Learning Activities Time Assessment

Allotment
 brainstorm strategies for effective
troubleshooting children’s art  discussing and brainstorming strategies  list of strategies from the
(3.1.1, 3.2.1, 4.5.1) for troubleshooting children’s art brainstorming activity (3.1.1,
3.2.1, 4.5.1)
 analysing case dilemmas  report on the case dilemmas
 provide sewing and weaving (1.5.1)
activities for young children  creating different sewing and weaving  output: accomplished sewing
(3.1.1, 4.5.1) activities for young children and weaving activities for young
children (4.5.1)
 demonstrating how to facilitate sewing  demonstration and a scoring
and weaving experience for young rubric (3.1.1)
children
 Conducting classroom activities with  Performance Based
appropriate materials (maybe assessment (5.1.1)
technology-based)  Output: Activity plan and
materials (4.5.1)
 discuss the teacher’s role as 2. Art Assessment  discussing the teacher’s role as 3 hours  quiz on the teacher’s role as
observer, recorder, and assessor observer, recorder, and assessor and observer, recorder, and
and how observational data how observational data assist in artistic assessor and how observational
assist in artistic assessment assessment data assist in artistic
(1.1.1) assessment (1.1.1)
 conducting an interview with teachers  interview report (1.5.1, 4.4.1,
about their view on assessment in early 7.3.1)
childhood, how they evaluate young
children, and what they use to evaluate
children’s artistic progress
 explain how children’s art files  discussing how children’s art files and  quiz on how children’s art files
and folders can be used to folders can be used to organize formal and folders can be used to
organize formal and informal and informal assessment organize formal and informal
assessment information (5.1.1, assessment (5.1.1, 5.2.1)
5.2.1)
 discuss the role of assessment in
art (1.1.1, 5.5.1)  discussing the role of assessment in art  quiz on the role of assessment
 provide mobile and stabile in art (1.1.1)
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Intended Learning Outcomes Content Teaching Learning Activities Time Assessment

Allotment
activities for young children  creating different mobile and stabile  output: accomplished mobile
(3.1.1, 4.5.1) activities for young children and stabile activities for young
children (4.5.1)
 demonstrating how to facilitate mobile  demonstration and a scoring
and stabile experience for young rubric (3.1.1)
children
 Conducting classroom activities with  Performance Based
appropriate materials (maybe assessment (5.1.1)
technology-based)  Output: Activity plan and
materials (4.5.1)

Course Requirements:  Quizzes  Chart on the roles and responsibilities  Watercolor and ink art works
 Observation notes and reports of teachers in children’s music  Plan and implementation of
 Compare and contrast matrix activities multisensory cooking experience for
 Compilation of strategies for facilitating  Planned integrated music and young children
young children’s creative thinking in the movement activities  Collage and mosaic activities
curriculum  Accomplished progress chart  Art activities using paper
 Activity plans, materials, and  Reflection papers  Planned integrated art activities
demonstrations  Accomplished inspection tool on the  Accomplished three-dimensional art
 Planned developmentally appropriate art center activities
musical activities and experiences for  Matrix of different materials and tools  Designed art center
young children for young children and its uses  Puppets and masks for young children
 Compilation of appropriate songs for  Different paintings  Report on case dilemmas
young children  Art activities  Sewing and weaving activities
 Developmentally appropriate musical  Analysis of art works  Interview reports
activities  Print making
Grading Scheme: 2/3 Class Participation and 1/3 Periodic Exam
References:
Alumpong, R. M. (2010) The Use of Music in Preschool Routines: Pointers for Teachers. Manila: The Authors
Beaty, J. J. (2014) Preschool Appropriate Practices: Environment, Curriculum, and Development. 4th ed. Belmont, CA: Wadsworth Cengage.

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Brehm, M., Tindell, N. T., (1983) Movement with a Purpose: Perceptual Motor Lesson Plans for Young Children. New York: Parker Publishing Company, Inc.
Fox, R. E., Schirrmacher, R. (2015) Art and Creative Development for Young Children. 8 th ed. Stamford USA: Cengage Learning.
Gelineau, R. Phyllis (2012) Integrating the Arts Across the Elementary School Curriculum. 2nd ed. Australia: Wadsworth/Cengage Learning.
Isenberg, J. P., Mary RenckJalongo (1993). Creative Expression and Play in the Early Childhood Curriculum. New York, MacMillan Publishing Company.
Jasmine, G. (1995). Everyday Activities for Preschool.Westminister, California: Teacher Created Materials, Inc.
Kleiner, F. S. (2010) Gardner's Art through the Ages: The Western Perspective. 13th ed. Australia: Wadsworth
Kostelnik, M. J. and Soderman, A. K. (2011) Developmentally Appropriate Curriculum. 5th Edition. USA: Person Publishing.
Mayesky, M. (2012) Creative Activities for Young Children. 10th ed. Australia: Wadsworth.
SchifferDanoff, V. (1995). The Scholastic Integrated Language Arts Resource Book. New York: Scholastic.
Torbert, M., Schneider, L. B., (1993) Follow Me Too: A Handbook of Movement Activities for Three- to Five-Year-Olds. United States of America: National
Association for the Education of Young Children.
Prepared by: Date: Approved by: Date:

(Sgd.) Maria Theresa V. Roldan, LPT July 15, 2019 (Sgd.) Maria Rita D. Lucas, LPT, Ph.D. July 15, 2019
Faculty, Conservatory of Music Dean, SELAMS

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