| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ECE3002 | Music and Movement | Fall | 3 | 0 | 3 | 8 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | |
| Course Coordinator : | Assoc. Prof. SEDA SARAÇ |
| 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. |
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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. |
| 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 |
| 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 | ||
| Course Notes: | 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 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | % 0 | |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | % 0 | |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | % 0 | |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 0 | |
| PERCENTAGE OF SEMESTER WORK | % 0 | |
| PERCENTAGE OF FINAL WORK | % 0 | |
| Total | % 0 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 8 | 10 | 80 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 3 | 8 | 24 |
| Study Hours Out of Class | 6 | 8 | 48 |
| Presentations / Seminar | 1 | 2 | 2 |
| Project | 1 | 3 | 3 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 2 | 2 |
| Total Workload | 201 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |