School of Education

THE CITY COLLEGE of NEW YORK

The City University of New York

The School of Education prepares knowledgeable, reflective and caring educator who are
qualified and committed to teaching and leading in diverse communities.

Spring 25
EDCE 4100C – 001 (33779) Teaching Arts and Crafts in Childhood Education
EDCE 4300C – 001 (33758) Art in Early Childhood Education
Thursday 5pm – 7:30pm
Room 3/225
Randy Brozen
rbrozen@ccny.cuny.edu

(Please use subject heading EDCE 4100C /4300C when emailing me.)
Office hours Tuesday, 12:00 – 1:30pm and by appointment!
My office is in NAC room 5/208A

Teaching Arts and Crafts in Childhood Education EDCE 4100C: This graduate level course
for teachers of childhood education focuses on art principles, practices and materials appropriate
to the teaching of arts and crafts and integrating arts and crafts into content areas of elementary
education. Strategies include guided firsthand approaches to the artist’s purpose and methods in
conjunction with directly sharing creative experiences.

Art in Early Childhood Education EDCE 4300C: Interpretation and use of creative activities for
the diverse learning needs of young children as they explore and develop personal skills and
interests in various art media.

There are no prerequisites.

Co-requisites: 15 hours of fieldwork

Taskstream is not required for this course, however the use of technology is embedded in
the requirements of this course.

Place of course in curriculum R e q u i r e d X Elective _

Working Themes within the Conceptual Framework of the School of Education

 Developing In-depth Knowledge about the World
 Becoming Skillful, Reflective Practitioners
 Educating for and About Diversity
 Nurturing Leadership for Learning
 Building Caring Communities

Course Details:
How these will be addressed in this course.
Developing In-depth knowledge of the world – through assigned reading,
discussion, on- line research, looking and writing about cultural differences and ways of
viewing art.
 Becoming Skillful, Reflective Practitioners – through assignments and in-class
discussions about individual artistic expression and enrichment, creative problem
solving and social integration, and reflections on creative process and creating
artwork.

Education for and about Diversity - through discussions and implementation of

multicultural art projects.

Nurturing Leadership for Learning – by creating lesson plans that provide favorable
conditions for creative, aesthetic experiences and implementing them in their classroom
as well as by sharing ideas and working in small groups.

Building Caring Communities – will be modeled within our own course experience as
we learn to communicate and discuss art ideas with each other, support and motivate
each other to provide diverse cultural experiences for elementary school students.

Student outcomes expected upon completion of course:

Upon successful completion of the course the student will evidence beginning, developing, or
proficient competence in the following:

Candidate as investigator Candidates will demonstrate understanding of children’s art

processes by designing and implementing `creative learning experiences for the
classroom. Candidates will be able to present sequential procedures for doing particular
art activities, and be able to communicate in (visual arts) language appropriate to each
activity.

Candidate as practitioner Candidates will create their own body of artwork based on
classroom and homework assignments that will demonstrate their ability to use different
art materials and media. They will gain experience in on-line research and tools to
enhance creative and innovative thinking. They will be able to provide encouragement to
their students based upon their own art experiences.

Candidate as innovator Candidates will be able to motivate students by providing

activities that involve dimensional thinking, creative problem solving, self-expression and
decision making through art experiences, including digital resources to enhance artistic
expression.

Candidate as curriculum designer Candidates will plan appropriate, contemporary,

standard- based learning experiences for grades K-6 that are based on national and New
York State learning standards (Blueprints for the Arts), focusing on art activities
appropriate to children in a diverse urban classroom and community. They will design,
develop and articulate authentic visual arts learning experiences incorporating use of
technology and digital resources for their classrooms.

Instructional Methods implemented in the course

Emphasis on hands-on art experiences included in individual, small group work and creative
decision making, development of visual literacy and on formative instruction and teacher-driven
feedback.

Reflection through discussion and presentation of artwork; power point and other digital means.
Classroom observation and teaching and reporting. Use of media and understanding of
technology specifically related to artmaking and instruction. Formative instructor feedback in
written and spoken form.

Presentations by students on field work experiences/learning service placement.

Creation, implementation and presentation of art based lesson plan (unit plan.)

Methods of assessing Candidates

You will be evaluated and graded on the quality of work produced, class participation and
overall effort. Timely completion of assignments is essential

25% Class Participation: Actively engaging in sharing information, asking

questions, being prepared, completing art assignments and engaging with
materials inside and outside of class.
25% Written Responses including reflections and reports
25% Presentation of art-based lesson plans and accompanying samples of
children’s work, homework completed in a timely manner.
25% Field Assignments: Written tasks e.g., field reflections, reports, observations...

Explanation of Assessment Criteria:

All students are expected to actively participate in work and class dialogue. Your grade is based
on attendance, punctuality, wholehearted participation in class discussions and class projects.
While showing up on time for class is part of your grade, to earn the maximum class participation
grade, you need to deeply listen to your peers and respond thoughtfully in discussions and during
project presentations. At home, the student is expected to extend and develop the class
experience while utilizing ideas and concepts from the classroom. During class hours, time will be
allotted for discussion and reflection of the work, as well as organization and use of materials.
Assignments may be adjusted throughout the semester to allow for greater exploration of
materials. Bringing required materials or finished projects to each class is also part of your grade.
Participating in Classroom observations and discussions, teaching and reporting; reflections, field
observations and presentations of art-based unit/lesson plans and accompanying artifacts. Each
lesson you present will include technology either as a PowerPoint, Canva, Presi Presentation,
short video or an on-line activity as a crucial example of student-generated understanding of
technology as a component for childhood arts education.

Grading Scale:
A+ 98-100 B- 80-83
A 94-97 C+ 78-80
A- 90-93 C 74-77
B+ 88-90 C- 70-73
B 84-87 F 69 and below

Required Text: ***

Beal, Nancy, The Art of Teaching Art to Children, Farrar, Strauss and Giroux, NY 2001.
ISBN: 0-374-52770-9
Try either of these:
https://archive.org/details/artofteachingart00nanc

https://archive.org/details/artofteachingart00nanc/page/n5/mode/2up

NOTE: also available online for under $5!

These 2 (below) are suggested. I will provide pdf’s.

Althouse, R, Johnson, M, & Mitchell, S, The Colors of Learning, Teachers College, NY 2003.
ISBN: 0-80077-4272-0 (pdf will be supplied)

Christine Mulcahey, The Story in the Picture: Inquiry and Artmaking with Young Children,
Techers College, NY, & NAEA, 2009 ISBN: 978-0-8077-5007-0 ( pdf will be supplied)

A. Supplemental Course Readings/Other Resources

Various other Readings assigned over the semester as per instructor, including: “The
Importance of Art in Childhood Development”; “The Elements and Principles of Art”; and more.
Links to pdfs will be provided!

On-line teacher resources (this is just a sample of the myriad online resources for art
teaching; feel free to share your findings with us!)
http://www.metmuseum.org/toah
http://www.internet4classrooms.com/lesson.htm
http://www.getty.edu
http://www.sharemylesson.com
http://www.csustan.edu/sites/default/files/honors/documents/journals/elements/Flory.pdf

COURSE POLICY/REQUIREMENTS
1. Submission of Work – All assignments are due on the day the assignment is due. FYI on
technical difficulties: I suggest periodically saving your working copy of an assignment at least
every 5 minutes (if not more) and do so in duplication. For example, save your working file on
your hard drive and on another hard- or flash drive. Generally, you should always email yourself
the last saved version (this will negate forgetting, losing, or having your flash or external hard
drive or laptop stolen). If you do so, you remove the likelihood of not being able to access a file
and increase your chances of submitting an assignment on time due to undocumented or
unexpected technical difficulties. Therefore, the above supports the importance of completing
assignments ASAP.

2. Attendance and Class Participation

All absences and lateness to class must be made-up. Candidates with more than two
absences – or the equivalent (arriving late for class counts as half an absence) – will not
receive a passing grade. Candidates who do not satisfactorily complete all assigned work will
not receive a passing grade. Every absence or lateness affects your grade.

3. Required Statement on Academic Integrity https://www.ccny.cuny.edu/about/integrity

The CUNY Policy on plagiarism says the following about plagiarism (the CUNY Policy can be
found in Appendix B.3 of the CCNY Undergraduate Bulletin 2007 -2009):
"Plagiarism is the act of presenting another person’s ideas, research or writings as your own.
The following are some examples of plagiarism, but by no means is it an exhaustive list:
1. Copying another person’s actual words without the use of quotation marks and footnotes
attributing the words to their source.
2. Presenting another person’s ideas or theories in your own words without acknowledging the
source.
3. Using information that is not common knowledge without acknowledging the source.
4. Failing to acknowledge collaborators on homework and laboratory assignments.
5. Internet
plagiarism includes submitting downloaded term papers or parts of term papers,
paraphrasing or copying information from the internet without citing the source, and “cutting
and pasting” from various sources without proper attribution. The City College Faculty
Senate
approved a procedure for addressing violations of academic integrity, which can also be found in
Appendix B.3 of the CCNY Undergraduate Bulletin.

4 . Disabilities and Accommodations:

https://www.ccny.cuny.edu/accessibility
Differentiation: If you have registered with the Office of Disability and Student Services, please
inform me at the end of the first class. In this way, I can make appropriate accommodations. If
you have a disability and have not yet registered, please make arrangements to do so.

5. Withdrawal from Course:

Please speak with me before you withdraw, perhaps we can find a solution.

6. A grade of Incomplete is not available for this course.

NOTES
CUNY Portal/Brightspace

Electronic Devices and technological tools:

Smartphones, laptops, and tablets are accepted means of transmitting information and
data to the class, however personal phone use is allowed Only in emergencies. Text
messaging during class is NOT allowed.
Use of citymail account required.

Multimedia Center:
Use of computers (access to Internet and software used for courses), support for TTP and ability
to borrow equipment for recording https://www.ccny.cuny.edu/mmcenter/

Learning Technology Resource Center:

Support: https://www.ccny.cuny.edu/ltrcenter/

College Library:
The Cohen Library and Archives is an excellent resource for Children's Books, articles and other
texts.
http://library.ccny.cuny.edu/main/

Writing Center:
https://www.ccny.cuny.edu/writing

Other Information:
Candidates are invited to share resources that connect to our studies.

“For every difference that makes us unique, there is common thread which connects us
all. We share the need for home and community, for love and respect. May these
common threads form a beautiful world in which all people and all cultures are honored.”
- Anonymous
 THINK LIKE AN ARTIST

HOW THIS COURSE WORKS:

We will meet each Thursday as a group over the course of the semester, however you will
work independently on your projects, bringing them to class for group discussions. If you
need more assistance, please let me know. If there is another media you are interested in
learning about or practicing, please let me know and we will try to fit it in, if possible, or
develop resources and how-to's.
Discussion about Art, materials, motivations for excellence in teaching practices.

Your Capstone Assignment will be a visit a museum or gallery, you will choose an
exemplary artwork/artist and design an Art Lesson plan (or unit plan) that you will
teach to children, and bring your results to us! (To be discussed at length!)

READING ASSIGNMENTS:
There are assigned readings which require a thoughtful reflective response, 1-2 pages,
due as noted in our syllabus.

Week 1 January 30: F I R S T Class!!!!

INTRODUCTIONS - GETING TO KNOW EACH OTHER
Detailed explanations of materials list, coursework expectations including fieldwork requirements
and homework assignments.
Setting up a space to do artwork at home and within your classroom.
Creating developmentally appropriate art lesson plans, integrating multicultural art activities into
the classroom; ways to incorporate quality art experiences for an integrated curriculum.
Review: 10 Lessons Arts Teach

Fieldwork, placements...How to secure a placement…

Read – A – Loud:

The Dot by Peter H. Reynolds

Literacy as inspiration
Exemplary Artists as inspiration for children

HW – for February 6th

TALKING HEADS COLLAGE
Look at Giuseppe Arcimboldo for inspiration:
https://www.giuseppe-arcimboldo.org/
https://en.wikipedia.org/wiki/Giuseppe_Arcimboldo
Create a “Visual Poem of Yourself” using collage.
Create a Silhouette (side view) of your profile and fill in with images that describe you!
Minimum dimensions are 18 x 24. No white spaces!!!! Discussion/presentation on
February 6th.

Readings:
1. Mulcahey: Why Teach Through Art?, pp 1 -14 (pdf)
2. Beal: Collage, pp 25 – 46 (pdf)
3. Althouse: Beginning Investigations in Art, pp 41 - 53 (pdf)

Week 2 February 6th

TALKING HEADS COLLAGE
BRING YOUR ARTWORK TO CLASS!!! Discussion/presentation of HW

Using collage in your classroom, Pre - Pre-K – 6th grade

Collage artists: Arcimboldo, Romare Bearden, Nancy Spero…
 Fieldwork – placements and progress – paperwork!

HW – for February 13th

Readings:
1. Beal: Drawing: pp 47 – 75 (link)
2. Review the Elements and Principles of Art and Design:
http://www.makart.com/resources/artclass/EPlist.html

Week 3 February 13th YOU CAN DRAW ANYTHING!!

Using shapes from the biggest to the smallest detail...

Planning a developmentally appropriate drawing lesson...

Understanding Art as a Visual Language: the elements and principles of art and design.

How can you use drawing in your classroom?

HW – for February 20th

Reading:
Beal, Painting: pp 77 – 112

Week 4 F e b r u a r y 2 0 t h
Painting with color
Materials: Q-Tips, sponges, plastic forks, et al, and one or two brushes in assorted sizes and
small containers of paint: primary colors (red, blue, and yellow) AND white and black paint for
work at home. (Wear a smock if you want to keep yourself neat.)

FW Check-in! Everyone in a classroom by now!!

HW – for February 27th

Select a variety (4 or more) images of either under the sea life OR outer space, galaxies,
stars, comets etc... If you can't decide, bring in both types of images!

Week 5 February 27th

MURALS – SEALIFE or DEEP SPACE with a twist
Bring in oil pastels and your selected images for visual references. Working in class!

Fieldwork Check-in! Where are you – How is your

classroom set -up – Is there space for children to make
art?

NO CLASS THURSDAY MARCH 6th – WEDNESDAY SCHEDULE

Week 6 M a r c h 1 3 t h
WOMEN MAKE ART 20205 RECEPTION AND ART SHOW
***Write a short response to this exhibit; choose 2 artworks - compare/contrast.
Due March 20th

**NOTE: Due MARCH 27TH

REFLECTIVE READING RESPONSE: Please read the following articles (review 10
Lessons Arts Teach). Write a 1-2 page review and be prepared to discuss in class.

The Importance of Art in Childhood Development

https://www.earlylearningcoalitionsarasota.org/pdf/2015/The%20Importance%20of%20Art
%20in%20Child%20Development-May%202015.pdf

Art for Our Sake School Art Classes Matter More Than Ever - But - But Not for the Reasons You
Think; Ellen Winner, Lois Hetland
PDF distributed by instructor.
HW for week 7 –March 20th
WMA 20205 Response due

Read Nancy Beal: Printmaking pp.141-160.

Please research printmaking around the world and bring in your digital/visual research for
discussion.
Bring to class: newspapers and 2 or 3 small objects to use as stampers.

Week 7 March 20th

WMA Review/discussion

Simple printmaking and stamping techniques - multiples!

Bring to class: newspapers and 2 or 3 small objects to use as stampers.
***** What lessons can you use/create using this technique?

NOTE: Brainstorm Art lesson/Unit plan ideas for Final Presentations!

Which museum did you visit and what artwork/artist did you select?
Please think about the Art lesson/Unit you would like to teach – include references and
inspirational materials (such as website/online research tools, digital media, a storybook
or photograph) to share with the class. How does it integrate into your curriculum?

HW for Week 8: March 27th

Due: REFLECTIVE READING RESPONSE

Week 8 March 27th

REFLECTIVE READING RESPONSE discussion

Making Simple Books in class: Pop-Ups and accordion books

HW for week 9: April 3rd

PLEASE WATCH: YouTube video: Alexander Calder’s “Le Cirque” online.
https://www.youtube.com/watch?v=GS2q-8dFyiw

PUPPETRY AND STORYTELLING

Newspaper People; Lesson planning: Working with Narrative: Bring to class: a few sheets of
newspaper, masking tape, yarn, bits of fabric, odd and interesting artifacts, et al. for decorating
puppets.

Week 9 April 3rd

Newspaper People, puppets and beyond...
Work in class to make “newspaper people”

HW for week 10: Making Masks

Research masks from various cultures and be prepared to discuss these multi-cultural
connections. Bring in your selection, the url from a website you have researched AND a
good quality visual image of a mask that 'speaks' to you for DISCUSSION IN CLASS!!!

Week 10 April 10th

Mask making in Class

NO CLASSES APRIL 12 – 20TH SPRNG BREAK

HW for week 11:

3-D DESIGN/PAPIER MACHE/ASSEMBLAGE
Read Beal: Construction, pp. 162 – 188
Bring in small boxes, artifacts, junk etc..
Fieldwork Check-In

Week 11 April 24th

3-D DESIGN/PAPIER MACHE/ASSEMBLAGE...
Week 12 May 1st
3-D Continued

TIME SHEETS DUE** Fieldwork final paperwork

Week 13 May 8th

Capstone Presentations: Unit/Lesson Presentations - Please include a copy for each
student as well as instructor; include urls/research, documentation of children’s work and
visual reference! If you are reading a storybook, or using a website showing artwork,
BRING IT WITH YOU!!

Week 14 May 15th

Unit/Lesson Presentations continued…

FINAL CLASS Final Unit/Lesson presentation

NOTES: