LTC 4240 - ART FOR CHILDREN

SS2016 - 2 credit hours

University of Missouri, College of Education, Teacher Development Program

Instructor: Michelle Livek mailto:mas522@mail.missouri.edu
Office: 111-F Townsend Hall
Class Times: Tuesdays 9:00 10:50 and Thursdays 10:00 10:50
Class facilitated by: http://artforchildrenlivek16.weebly.com
___________________________________________________________________________
Program Statement: This course focuses on the teaching methods and strategies of art, which are
appropriate for elementary students K-6. Students in this class will explore studio media, materials, and
related art education experiences through readings, reflective thinking, writing, and discussion, and the
issues and concepts in art education that assist in making good professional decisions. This course
examines how art education meets the needs of the 21 st century student and future citizenry. As an
effective and responsive professional, knowledge of the following contexts should be an integral part of a
students practice:
Required Text:
1. Mizzou Media Custom Publishing Booklet for LTC 4240 Art for Children-SS2016 available at
University Bookstore (all documents have been printed with copyright approval).
2. Pink, D. (2005). A whole new mind. New York, NY: Riverhead. ISBN: 1594481717
Recommended:
Selected articles, examples, videos provided during class time or on the LTC 4240 Weebly course
website.
Course Goals:
Course Themes:
1. Practicing Art Studio (FA 1-5)
2. Integration and interdisciplinary learning (FA 1-5)
3. Teaching with Big Ideas (FA 1-5)
4. Using Museums with Teaching - Viewing and Responding to Art (FA 2-5)
5. Analysis in Artistic Development (FA 1-5)
6. Reflection on Art Experience (FA 1-5)
Missouri Teaching Standards (UPDATED)

Performance Expectations: The student will . . . convey the expectations of performance for
professional teachers in Missouri. The standards are based on teaching theory indicating that effective
teachers are caring, reflective practitioners and life-long learners who continuously acquire new
knowledge and skills and are constantly seeking to improve their teaching practice to provide high
academic achievement for all students. Thus these standards recognize that teachers continuously
develop knowledge and skills. Therefore the Missouri Teacher Standards employ a developmental
sequence to define a professional continuum that illustrates how a teachers knowledge and skills mature
and strengthen throughout the career. Teaching professionals are expected to supply good professional
judgment and to use these standards to inform and improve their own practice.

Standard #1 Content knowledge aligned with appropriate instruction.

The teacher understands the central concepts, structures, and tools of inquiry of the discipline(s)
and creates learning experiences that make these aspects of subject matter meaningful and
engaging for all students. [SB 291 Section 160.045.2 (3) The teacher is prepared and knowledgeable of
the content and effectively maintains students on-task behavior.]
Quality Indicator 1: Content knowledge and academic language
Quality Indicator 2: Student engagement in subject matter
Quality Indicator 3: Disciplinary research and inquiry methodologies
Quality Indicator 4: Interdisciplinary instruction
Quality Indicator 5: Diverse social and cultural perspectives
Standard #2 Student Learning, Growth and Development
The teacher understands how students learn, develop and differ in their approaches to learning.
The teacher provides learning opportunities that are adapted to diverse learners and support the
intellectual, social, and personal development of all students. [SB 291 Section 160.045.2 (1) Students
actively participate and are successful in the learning process; (5) The teacher keeps current on
instructional knowledge and seeks and explores changes in teaching behaviors that will improve student
performance.]
Quality Indicator 1: Cognitive, social, emotional and physical development
Quality Indicator 2: Student goals
Quality Indicator 3: Theory of learning
Quality Indicator 4: Differentiated lesson design
Quality Indicator 5: Prior experiences, multiple intelligences, strengths and needs
Quality Indicator 6: Language, culture, family and knowledge of community values
Standard #3 Curriculum Implementation
The teacher recognizes the importance of long-range planning and curriculum development. The
teacher develops, implements, and evaluates curriculum based upon student, district and state
standards data. [SB 291 Section 160.045.2 (1) Students actively participate and are successful in the
learning process; (2) Various forms of assessment are used to monitor and manage student learning; (3)
The teacher is prepared and knowledgeable of the content and effectively maintains students on-task
behavior; (5) The teacher keeps current on instructional knowledge and seeks and explores teaching
behaviors that will improve student performance.]
Quality Indicator 1: Implementation of curriculum standards
Quality Indicator 2: Lessons for diverse learners
Quality Indicator 3: Instructional goals and differentiated instructional strategies

Standard #4 Critical Thinking

The teacher uses a variety of instructional strategies and resources to encourage students critical
thinking, problem solving, and performance skills. [SB 291 Section 160.045.2 (1) Students actively
participate and are successful in the learning process.]
Quality Indicator 1: Instructional strategies leading to student engagement in problem-solving and critical
thinking
Quality Indicator 2: Appropriate use of instructional resources to enhance student learning
Quality Indicator 3: Cooperative, small group and independent learning
Standard #5 Positive Classroom Environment
The teacher uses an understanding of individual/group motivation and behavior to create a
learning environment that encourages active engagement in learning, positive social interaction,
and self-motivation. [SB 291 Section 160.045.2 (3) The teacher is prepared and knowledgeable of the
content and effectively maintains students on-task behavior; (5) The teacher keeps current on
instructional knowledge and seeks and explores changes in teaching behaviors that will improve student
performance.]
Quality Indicator 1: Classroom management techniques
Quality Indicator 2: Management of time, space, transitions, and activities
Quality Indicator 3: Classroom, school and community culture
Standard #6 Effective Communication
The teacher models effective verbal, nonverbal, and media communication techniques with
students, colleagues and families to foster active
inquiry, collaboration, and supportive interaction in the classroom. [SB 291 Section 160.045.2 (4)
The teacher uses professional communication and interaction with the school community; (6) The teacher
acts as a responsible professional in the overall mission of the school.]
Quality Indicator 1: Verbal and nonverbal communication
Quality Indicator 2: Sensitivity to culture, gender, intellectual and physical differences
Quality Indicator 3: Learner expression in speaking, writing and other media
Quality Indicator 4: Technology and media communication tools
Standard #7 Student Assessment and Data Analysis
The teacher understands and uses formative and summative assessment strategies to assess the
learners progress and uses both classroom and standardized assessment data to plan ongoing
instruction. The teacher monitors the performance of each student, and devises instruction to
enable students to grow and develop, making adequate academic progress. [SB 291 Section
160.045.2 (2) Various forms of assessment are used to monitor and manage student learning; (5) The
teacher keeps current on instructional knowledge and seeks and explores changes in teaching behaviors
that will improve student performance.] Quality Indicator 1: Effective use of assessments
Quality Indicator 2: Assessment data to improve learning
Quality Indicator 3: Student-led assessment strategies
Quality Indicator 4: Effect of instruction on individual/class learning

Quality Indicator 5: Communication of student progress and maintaining records Quality Indicator 6:
Collaborative data analysis
Standard #8 Professionalism
The teacher is a reflective practitioner who continually assesses the effects of choices and actions on
others and finds opportunities to grow professionally in order to improve learning for all students.
[SB 291 Section 160.045.2 (2) Various forms of assessment are used to monitor and manage student
learning; (5) The teacher keeps current on instructional knowledge and seeks and explores changes in
teaching behaviors that will improve student performance; (6) The teacher acts as a responsible
professional in the overall mission of the school.]
Quality Indicator 1: Self-assessment and improvement
Quality Indicator 2: Professional learning
Quality Indicator 3: Professional rights, responsibilities and ethical practices
Standard #9 Professional Collaboration
The teacher has effective working relationships with students, parents, school colleagues, and
community members. [SB 291 Section 160.045.2
(4) The teacher uses professional communication and interaction with the school community; (6) The
teacher acts as a responsible professional in the overall mission of the school.]
Quality Indicator 1: Induction and collegial activities
Quality Indicator 2: Collaborating to meet student needs
Quality Indicator 3: Cooperative partnerships in support of student learning

Course Information: Course related announcement, links, resources, and assignment guides are located
at artforchildrenlivek16.weebly.com. Instructor communications and announcements will be
provided as needed via Weebly. Note: Due dates, assignments, and course happenings are subject to
change in order to meet the needs of the entire interdisciplinary block. Any changes in the syllabus will
be announced.
Course Requirements:
1. Art Field Experience
A. Weebly Reflections: Elementary art and classroom observations in assigned field
experience location (outside of class)
B. Common Core Museum Activity: Museum/Gallery field trip during class time
2. Technology
A. Popplet Group Work: Students will work with a small peer group in order to create a
digital graphic organizer to present to classmates, synthesizing one of the four
instructional units.
B. iMovie Project: This activity will be an integrated project in Art, Music, and Literacy.
Explanations and some work time will be provided during class.
C. Weebly Portfolio: Students will use as personal portfolio to hold studio assignments as
well as additional assignments
3. Studio Experiences: Throughout the semester students will participate in studio art activities.
Students will collect these creative expressions and reflections, and connect them to future
teaching. At least 12 media entries (visual examples from in-class studios) should be made

during this semester and can be completed during class time. Works should express creative,
thoughtful, well-crafted adaptations as well as problem solving techniques, concepts, and media
presented by the instructor and classmates. The personal digital portfolio is due by last class
session. Intermittent assessments will take place following the successful completion of a unit.
4. A Childs Drawing Analysis Research Paper: This is a research project on child artistic
development. Please read Art for Children Course Daily Agenda on Weebly for further
instructions, rubrics, and readings.
5. Integrated Lesson Plan: Students will create one lesson plan with elementary learners in mind
that integrates art, literacy, and one additional content area.
6. Attendance, Class Participation, and Professionalism: This course is structured as an active
learning, hands-on class where each students full engagement is essential for success. Therefore,
students are expected to complete all assigned readings and activities before each class period and
to come to class ready to participate fully, knowledgeably, and insightfully.
The student is further advised that the MU attendance policy applies to this course; attendance is
not only valued but expected for every class period and field trip. As a studio course,
collaborative classroom activities and art experiences are extremely difficult to make up.
Unavoidable absences due to illness, family emergency, or MU-sanctioned activities are expected
to be communicated to the course instructor before class time; as a two-credit course, only two
(2) such absences will be accepted. Additional absences will result in point deductions from the
students attendance, class participation, and professionalism grade. Find a classmate in order to
keep each other abreast of activities in the event of an absence, but remember that every week we
will be involved in studio and reflection activities that necessitate attendance. Think in terms of
the professionalism that will be expected as an employed educator.
Finally, respectful conduct and interpersonal relationships are expected in the teaching profession
and valued in this course as well. Students are thus expected to be courteous and attentive
professionals when instructors, guest speakers, or fellow classmates are giving demonstrations or
lecturing. Additionally, personal cell phone use and texting during class time is not acceptable.
Students are expected to keep cell phones put away and silenced during class time unless
otherwise instructed.
Criteria for Evaluation and Course Policies:
1. Willingness to participate with classmates, makes a positive contribution to the group, engages others in
insightful and informed questions/comments, and listens with attentive respect.
2. Preparation for the class (i.e., student has read the material, thought about it, and is always ready for class
work.)
3. Comprehension of content with quality of thought evident in all course assignments and class
participation. Preparation includes careful review of work and assignments before submission.
Student work is assessed as is when submitted on due date/time. Late work will be penalized.
4. Artwork will be evaluated on creative problem solving, craftsmanship, and efforts to achieve the
objectives of the lesson, not talent.
5. Meeting assignments and project deadlines is crucial. Late assignments receive a deduction of 20%
during each 24-hour period beyond the due date. Due dates: submit work by the start of the class on
the date listed in Daily Agenda on Weebly. Please have a back-up plan (e.g., classmate) for
submitting work on time in case of an emergency, illness, bad weather, or personal conflict.
6. Professionalism is essential in peer-to-peer relations and student-to-teacher interaction is expected.
Maintaining high professional standards in class and at all field sites is critical for success in this
course. The LTC 4240 instructor reserves the right to deduct participation points from a student who
does not act as a professional pre-service teacher. Students are expected to demonstrate a
professional attitude and behavior at all times. An educator demonstrates this by being punctual,

attending all class meetings, participating 100% in and contributing to class activities, accepting
responsibility, dressing appropriately, remaining academically honest, and being consistent in the
display of professionalism.
7. All feedback and assessment/evaluation from the instructor will be provided as soon as possible. For
most assignments, expect time of one-week minimum to two-weeks maximum for feedback, all
depending on length of written assignment.
Academic Dishonesty: Academic integrity is fundamental to the activities and principles of a university.
All members of the academic community must be confident that each persons work has been responsibly
and honorably acquired, developed, and presented. The academic community regards breaches of the
academic integrity rules as extremely serious matters. According to UM policy, it is the duty of the
instructor who is aware of an incident of academic dishonesty in his/her course to report the incident to
the Asst. Provosts office and to inform the Dept. Chair of the incident. When in doubt about issues
relating to plagiarism, paraphrasing, quoting, collaboration, or Internet applications, students should
consult the course instructor. Assignments generated by downloading or printing from the Internet
without clear referencing are considered under the auspices of academic dishonesty.
Students with Disabilities:
If you anticipate barriers related to the format or requirements of this course, if you have emergency
medical information to share with me, or if you need to make arrangements in case the building must be
evacuated, please let me know as soon as possible.
If disability related accommodations are necessary (for example, a note taker, extended time on exams,
captioning), please register with the Disability Center (http://disabilitycenter.missouri.edu), S5 Memorial
Union, 573- 882-4696, and then notify me of your eligibility for reasonable accommodations. For other
MU resources for persons with disabilities, click on "Disability Resources" on the MU homepage.

Professional Dispositions Expected of All MU Education Students

Effective Educators who are Reflective and Inquiring Professionals
Teaching requires extensive content knowledge and pedagogical skills. In addition to these vital skills
and knowledge, teachers must also have the attitudes, values, and habits-of-mind that will allow them to
be reflective and inquiring professionals. We believe this entails more than care and empathy. Teachers
must have the ability to develop positive relationships with students, parents, and colleagues and to serve
as models of mature adulthood to the students in their charge. They must be able to work effectively in a
collaborative school environment with students and adults from diverse backgrounds. As an institution
that prepares teachers, we have the responsibility to teach, model, and assess both the knowledge of
academic content and the professional dispositions that will affect potential success.
The College of Education, building on the MU values of respect, responsibility, discovery, and
excellence, affirms five overarching dispositions for the entire College. These include pursuit of the
highest levels of knowledge, the belief that all students can learn, the willingness to reflect on ones
practice and beliefs, the pursuit of research-based practices, and the willingness to engage in professional
collaboration within and across all groups of individuals involved in the field of education. The Teacher
Development Committeea standing committee with responsibility for establishing policy for the
Teacher Development Programcomprised of faculty, students, staff, and administrators, have articulated
and defined these values and dispositions for those candidates seeking teacher certification. These
dispositions are necessary for effective educators who are reflective and inquiring professionals and
include but are not limited to the following:
1. Adherence to professional ethics: demonstrates adherence to standards of ethical conduct
including academic honesty, confidentiality, etc.
2. Collaboration: works effectively with professional colleagues and other adults

3. Commitment to diversity: values and respects multiple aspects of diversity; respects and
demonstrates awareness, knowledge, and skills related to working with children and adults of
various cultural backgrounds, ethnicities, religions, sexual orientations, social classes, abilities,
political beliefs, etc.
4. Commitment to teaching: values the profession of teaching; believes one can make a difference;
enthusiastic attitude regarding schools, teaching, students, and parents
5. Emotional maturity: deals with frustration appropriately; poised and professional demeanor
6. Initiative: demonstrates independence and confidence in self; seeks to increase knowledge base
and pursues professional development; actively seeks solutions to problems
7. Responsibility: demonstrates consistent attendance, promptness; notifies appropriate individuals
in cases of emergency; completes assignments and submits materials on time; demonstrates
reliability when making commitments
8. Responsiveness to professional feedback: values and seeks out professional feedback; is
receptive to alternative ideas and opinions and is responsive to feedback from faculty, instructors,
staff, field supervisors, and partner teachers.
9. Self-reflection: reflects on and evaluates ones own experience and work, is willing and able to
recognize difficulties or deficiencies in ones teaching
10. Student focus: focuses professional decision-making around student needs rather than personal
preference, respects students as valued human beings
These professional dispositions will be continuously evaluated through interactions with faculty,
instructors, staff, field supervisors, and partner teachers.
On rare occasions, a student may demonstrate professional weaknesses in either communication skills or
dispositions that are so severe that the weaknesses must be addressed. In these cases a COE faculty
member, instructor, staff member, field supervisor, or intern supervisor will complete a Significant
Professional Concerns (SPC) form.
This SPC form is completed when significant problems in a students behavior cause a faculty member,
instructor, staff member, field supervisor, intern supervisor, or other professional to seriously question that
students ability to succeed as a professional educator regardless of achievement in course work. In most
circumstances, a SPC form is completed only after the professional has met with the student and attempts
to remedy the problem have failed.
When an individual has completed the SPC form, that individual will meet with the student and other
relevant faculty and/or staff. The SPC form will be placed in the students file in the Advising Office.
Professional concerns that warrant the completion of the SPC from include, but are not limited to, the
following:

Indications of Inappropriate Oral Communication Skills: Indicators in this category include

but are not limited to frequent and persistent use of vulgar or otherwise inappropriate professional
language in professional situations and inability to respond to others in a logical and rational
manner.

Indications of Unprofessional Behavior: Indicators in this category include but are not limited
to frequent and persistent lateness; unwillingness to accept direction or correction and make
suitable adjustments; displays of temper; rude or derogatory comments to instructors, staff, field
supervisors, and K-12 students or parents.

Indications of Poor Performance During Field Experiences or Internship: Indicators in this

category include but are not limited to a poor field or internship evaluation concerning absence
from field placement or internship without appropriate notice, persistent lateness, inappropriate
dress and/or lack of preparation as appropriate to the level of professional development. Specific

requirements related to field experiences and internship can be found in the appropriate
handbooks.

Other: Other indications of weaknesses sufficient to call into question the students ability to
succeed as a teacher despite adequate achievement in course work.

If an individual student receives more than one SPC during the course of their preparation, the student
will meet with the Professional Standards Committee (PSC). This committee consists of two COE faculty
(including a faculty member from the students area of specialization, if determined), the MPER public
school representative assigned to the TDP Committee, the Coordinator of Field Experiences, the Director
of the TDP (ex-officio) and the Director(s) of the MU Partnership for Educational Renewal (ex-officio).
This committee will determine appropriate action and/or a plan for remediation. This can include, but is
not limited to:
1
2
3
4

Additional field hours

Suspension from the program for a length of time specified by the Professional Standards
Committee
Professional probation
Repeating a course

Serious professional concerns may warrant a meeting of the PSC. These very serious circumstances
include, but are not limited, to the following.
1 Removal from field or internship site at the request of the school
2 Breach of Professional Ethics: Indicators in this category include but are not limited to
compromising the safety of K-12 students or schools, plagiarism, or other forms of academic
dishonesty such as forging signatures on field attendance cards, unprofessional discussion of K12 teachers or students, frequent and persistent comments regarding K-12 teachers, students, or
groups of students, and breaches of confidentiality.
If a student receives 3 SPCs, the student will be automatically dismissed from the Teacher Development
Program. However, depending on the seriousness of the circumstances, the PSC may meet following the
initial incident; a student may be immediately dismissed from the program. The student can appeal any of
these decisions to the COE Special Cases Committee. Approved revisions: May 4, 2000
Assignment Points:
1. Weebly Reflections (two posts of two field observations)
2. Common Core Museum Activity
3. Popplet/Mind Map Group Work
4. iMovie Project
5. Weebly Portfolio
6. A Childs Drawing Analysis Research Paper
7. Lesson Plan
8. Attendance, Class Participation, Professionalism

40 pts.
20 pts.
25 pts.
50 pts.
100 pts.
60 pts.
135 pts.
70 pts.

Total = 500 points

Grading Scale:
A+ = 100-99%
A = 98-94%
A- = 93-90%

B+ = 89-87%
B = 86-83%
B- = 82-80%

C+ = 79-77%
C = 76-74%
C- = 73-72%

D+ = 71-70%
D = 69-68%
D- = 67-65%
F = Below 65%
8