PRE-SCHOOL TEACHING
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
ECE3002	Music and Movement	Spring	3	0	3	8

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Departmental Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:
Course Coordinator :	Assoc. Prof. SEDA SARAÇ
Recommended Optional Program Components:	None
Course Objectives:	Students will demonstrate an understanding of the process of teaching music, creative movement, drama, and visual art to young children in preschool and kindergarten. Students will understand the creative process as a way of understanding children’s creations and as a framework for structuring art activities to allow creative growth. Students will become familiar with and employ the state of Ohio Early Learning and Fine Arts Standards, NAEYC, and CEC standards as they apply to the education of young children. Students will make connections between educational theory, developmentally appropriate practice, aesthetics, and inclusive practices in designing and integrating creative learning experiences. Students will demonstrate knowledge of authentic and developmentally appropriate assessments based on the educational development of each learner. Students will demonstrate the ability to develop creative learning opportunities that promote a community of caring artists to enhance social growth.

Learning Outcomes

The students who have succeeded in this course;
At the end of the course students will be able to do the following objectives
Students will demonstrate an understanding of the process of teaching music, creative movement, drama, and visual art to young children in preschool and kindergarten.
Students will understand the creative process as a way of understanding children’s creations and as a framework for structuring art activities to allow creative growth.
Students will become familiar with and employ the state of Ohio Early Learning and Fine Arts Standards, NAEYC, and CEC standards as they apply to the education of young children.
Students will make connections between educational theory, developmentally appropriate practice, aesthetics, and inclusive practices in designing and integrating creative learning experiences.
Students will demonstrate knowledge of authentic and developmentally appropriate assessments based on the educational development of each learner.
Students will demonstrate the ability to develop creative learning opportunities that promote a community of caring artists to enhance social growth.

Course Content

Creative arts activities for young children; teaching drawing and painting, music, dance, and drama to young children; arts and children's literature; integration of arts into math, science, social sciences, language teaching; creativity and development of creative thinking; cultural and social influences on creativity; early childhood arts learning environments; assessment of arts learning

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Intro
2)	Body Play Echo Claps Drum Circle Suzuki
3)	Music Feelings/Books Singing Artists Sing-a-Longs Chants/Rounds
4)	Tinikling Boomwhackers Kazoos Music Vocab. Sound Signals
5)	Line Listening Rhythm Sticks Parachutes Bean Bags Brain Gym
6)	Drawing to Music
7)	Movement with Music
8)	Teahing content with Music
9)	Integrating Music to daily classroom
10)	Puppets and music
11)	Finger plays Guided Imagery Role Play
12)	The Power of Music
13)	Creative Movement and Music
14)	Tying it all together

Sources

Course Notes / Textbooks:	Isenberg, J. & Jalongo, M. R. (2010). Creative thinking and arts-based learning: Preschool through fourth grade. Upper Saddle River, Nj: Merrill
References:	• Edwards, L. (2010). The creative arts: A process approach for teachers and children. New Jersey, NJ:Merrill • Herr, J. (2012). Creative resources for the early childhood classroom. Clifton Park, NY: Thomson Delmar Learning

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Total		%
PERCENTAGE OF SEMESTER WORK		% 0
PERCENTAGE OF FINAL WORK		%
Total		%

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Application	8	10	80
Field Work	3	8	24
Study Hours Out of Class	6	8	48
Presentations / Seminar	1	2	2
Project	1	3	3
Final	1	2	2
Total Workload			201

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Analyze and demonstrate knowledge of concepts, ideas, applications in early childhood education and to be able to evaluate them critically.	4
2)	To understand and know the developmental and learning capacities of 0-66 month old children and to reflect these to their education process.	4
3)	Implementation of the subject matter, pedagogical and professional knowledge necessary for early childhood education.	4
4)	Create teaching potential for 0-66 months old children regarding their multidimensional developmental process including skills and attitudes and behavior applicable to life.	4
5)	To know how to develop, apply and evaluate learning mediums with sıitable education programs, teaching approach and methods and techniques which is flexible for each individual child .	4
6)	To know and apply the necessary measurement and assessmant techniques suitable for early childhood educaton.	2
7)	To develop and apply projects that supports children, families and individuals in the community and contributing positively to their developmental process.	3
8)	To integrate the knowledge and experience of working together with different programs and different age groups.	3
9)	To demonstrate the commitment to early childhood profession, professionalism,life-long learning and professional growth.	3
10)	To cooperate and collaborate with other individuals and community to bring awareness about early childhood education to society.
11)	To be able to recognize problems in early childhood education, to bring scientifically acceptable solutions to these problems and participate effectively in projects leading to such solutions.
12)	Demonstrate knowledge of the laws, regulations and policies related to early childhood education and act accordingly.
13)	To demonstrate commitment to societial,scientific and professional values.
14)	To recognize and respect different cultures and to be sensitive to individual and cultural differences.	3
15)	To demonstrate competence and ethical approach in information and communication technologies.
16)	To demonstrate English profiency in communicating, knowledge sharing and professional development areas of early childhood education.