quantitative and qualitative effects of revised selection

ED 041 853

AUTHORTITLE

INSTITUTIONSPONS AGENCY

BUREAU NOPUB DATEGRANTNOTE

EDRS PRICEDESCRIPTORS

DOCUMENT RESUME

24 SP 004 111

Bowman, David L.; And OthersQuantitative and Qualitative Effects of RevisedSelection and T:,aining Procedures in the Educationof Teachers of the Culturally Disadvantaged. VolumeTI. Final Report. Appendixes A-D.Wisconsin State Univ., Oshkosh.Office of Education (DHEW) , Washington, D.C. Bureauof Research.BR-9-0007Jun 70OEG-0-8-077946-1734147p.

EDRS Price MF-$G.75 HC-$7.45American Culture, Anthropology, *Art Education,Changing Attitudes, Cultural Differences, CurriculumGuides, Economics, Education Courses, EffectiveTeaching, Geography, History, Minority Groups,*Music Education, Political Science, *SocialSciences, Sociology, Teacher Education, *TeacherEducation Curriculum, Teaching Techniques

ABSTRACTAppendix A is a sample spread of the Experimental

Teachers Education Program Proposal for the summer sessions,sophomore year, junior year, and senior year. Appendix P is astructured curriculum for a teacher education course entitled "SocialScience Semester," including anthropology, economics, sociology,history, geography, education, and political science, with thefollowing sub-topics: 1) nature and diversity of culture; 2) natureand diversity within American Culture; 3) minority groups; 4)individual and society; 5) poverty; 6) perspectives on change.Appendix C is a structured curriculum for a preservice courseentitled "Elementary Music Practicum," designed to identifybehavioral objectives in terms of the learner's musical abilities tohear, sing, play, read, create, and verbalize, and to identify thetypes of musical experiences to be used to achieve each behavioralobjective, by singing, playing, listening,, moving, creating, andreading. Appendix D is an elementary teacher lecture and studiopracticum in art, including suggestions for the development of avisual resource center, a current library listing of all arteducation books, a current inventory of all materials related to artwhich are available through the University's Educational MaterialsCenter, a local communities resource directory, and a curriculumdesign and guide. (See also SP 004 109, SP 004 110 and SP 004 112).(MBM)

CA_ (-) 0 D

prN

LriN OsAco

-Fd

FINAL REPORT

O VOLUME II

Project No. 9-0007Contract No. 0EG-0-8-077946-1734

QUANTITATIVE AND QUALITATIVE EFFECTS OF REVISED SELECTIONAND TRAINING PROCEDURES IN THE EDUCATION OF TEACHERS

OF THE CULTURALLY DISADVANTAGEDU.S DEPARTMENT OF HEALTH, EDUCATION

10+14100111.

& WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON ORORGANIZATION ORIGINATING IT. POINTS OFVIEW OR OPINIONS STATED DO NOT NECES-SARILY REPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY.

David L. Bowman, DeanSchool of Education

Wisconsin State University - OshkoshOshkosh, Wisconsin

June - 1970

, 0011/The research reported herein was performed pursuant to a con-tract with the Office of Education, U.S. Department of Health,Education, and Welfare. Contractors undertaking such projectsunder Government sponsorship are encouraged to express freelytheir professional judgment in the conduct of the project.Points of view or opinions stated do not, therefore, necessarilyrepresent official Office of Education position or pblicy.

U.S. DEPARTMENT OFHEALTH, EDUCATION AND WELFARE

Office of EducationBureau of Research

S S

APPENDIX A

SAMPLE SPREAD OF THE EXPERIMENTAL TEACHERS EDUCATION PROGRAMPROPOSAL

Revised, August 1968

I

Research Project:

Teachers for the Disadvantaged

Revised, Aug. 1968

SAME SPREAD OF THE EXPERIMENTAL TEACHER EDUCATION PROGRAM

(This spread assumes completion of the equivalent of one year in the present elementary education program)

(For consideration by Subcommittees of University-Wide committee)

Summer Session Prior to the So homore Year

(Gen. Ed.) 86 301 Gen. Psych. (Spec.

Experimental Sect.)

3 cr.

*Seminar (scheduled as 3 cr.)

0 cr.

(credit for 11 101, Orient. to Public Ed., of student

has not already completed the

course)

Skill Development (Arrangement).0 Cr.

Learning Center (Arrangements)

0 cr.

lefe

*irk

(Gen. Ed.)

(Prof. Ed.

(Gen. Ed.)

(Gen. Ed.)

(Gen. Ed.)

Sophomore Year

Semester I

22-328 Exploration of Materials

& Design

..2 Cr.

)22-555 Art Methods

2 Cr.

22-105 Understanding the Arts, or

37-309 Nis. Appreciation (or

replacement)

2 Cr.

80-101 Physical Science

4 er.

38-313 Am. Lit. or specially de-

signed World Lit. replacement

3 Cr.

Prof. Ed. Paid Work Exper

0 cr.

Seminar (Sched. as 3 cr. course) 0 cr.

Learning Center (arrangement)

00 cr.

TOTAL

13 Cr.

Semester II

(Gen. Ed.) 57

Soc. Sci. Foundations - Poverty in

50

American Society ....

12 cr.

36

(New course replacing 6 cr. Am. Hist.,

84

3 cr. Cult. Geog. & 3 cr. Intro. to

92

Soc. An interdisciplinary approach

involving Mist,_ Geog., Econ., Pol.

Sci., Scciol. & Anthropology, An

examination of the disciplines as

they provide foundational but relevant

material to poverty in this nation

and to the "disadvantaged.")

(Prof. 13-517

Soc. Studies Methods

2 cr.

Ed.)

Personal Devel.

Seminar (err.)

0 cr.

Prof. Ed. Paid Work Exp. (arr.)

0 cr.

Learning Center (arr.)........

0 cr.

TOTAL.....********14 Cr.

viim

71.1

1111

1111

1.0-

*Seminar -- This will serve as the hub or center of operation for the students and staff in the

program.

It will have a guidance and counseling orientation and will be designed to include (among other

goals and activities) helping students: understand themselves, build a positive self image, set their

goals, develop various skills including "schoolsmanship", and keep channels of communication

open between

themselves and faculty members.

**Skill Development -- This is designed toprepare each student in a relatively short time to

become some type of educational technician of value and

use in classrooms, with children, or with

-

educational equipment.

Students can then be paid (as student assistants) forproviding important

technical professional services throughout their

college years as a result of this experience.

***Learning Center -- In addition to the present Reading Clinic and Speech Clinic a

Xearning

Center will be established in

Science, Bath., Social Science, and Humanities.

Activities.and.materials

of a review, remedial, reinforcement

nature will be developed to

go along with each required course

in the curriculum.

-(Gen. Ed..) 38314

Summer Sessicn Prior to

the Junior Year

Seminar (Scheduled as a

2 cr. course)

0 cr.

Up to 8 cr. of repeat courses

(F's before entering Project) orrequired courses not

taken as freshmen (for transfers

from letters and Science,

Business Administration

or Secondary)

Learning Center (arrange-

ment)

0 Cr.

Prof. Ed. Paid Work

Experience

0 cr.

Junior Year

Semester I

Am. Lit. (or replacement

by special course in

semantics & linguistics for

teachers of the disadvant-

3 cr.

Fund. of Arith...

3 cr.

Modern Soc. Probleos

(or-equiv.)

3

Hygiene of the Elem. School

Child or

Health Problems of High

School .(or replacement)

2 cr.

Phys. Ed. Mdthods

...2 cr.

Personal Revel. Seminar

(arr.)

0 cr.

Prof. Ed. Paid Work Exp

0 cr.

Learning Center (arr.).... 0 cr.

TOTAL

13 cr.

ed)

-(Gen.-Ed-.) 674031

(minor),.

92-252

(minor)

55-501

--

-55-505

-(Prof.--Ed.)77-524

(minor)

(minor)

(minor)

Cr.

(Prof.)

(Prof.)

Semester II

92-643 Soc. of the Family (or equiv.)....3 cr.

92-656 Min.-Groups Sc-Race.-11-01:(or

-equiv.)

.3 cr.

95-667 Intro. to Soc. Work (or equiv.-)

3 cr.

(The above 3 courses might be handled as

a Special 9credit-bloCk-ia-sodiology

to facilitatea field

experience)

18-575 Basic Ed. Psych. (Learn. Theory)

2 cr.

18-371 Child Growth & Develop. or

18-373 Adol. Psych

2 cr.

(These 2 courses might be combined as a

4 credit course or closely related in

terms of laboratory.

This laboratory

should involve micro-teaching exper-

iences)

Personal Revel. Seminar (Arr.)....

0 cr.

Prof. Ed. Paid Work Exp. (Arr.) . ....

0 cr.

Learning Center (arr.)

0 cr.

TOTAL

13 cr.

Semester

(minor) 96-355.

(minor) 16-551

(minor) 18-585

(minor) 38-321

Summer Session Prior to Senior Year

(if necessary)

Seminar (scheduled as 2 cr.

course)

0 cr.

Up to 8 cr. of repeat courses (1's before entering Project) or requirements not

taken as freshmen.

Learning Center (rr.)

0 cr.

Prof. Ed. Paid Work Exp

0 Cr.

Senior year

I

Intro. to Speech & Nearing.

Therapy (or equiv;)

3Intro. to Ed. of Exceptional

Children (or equiv.)

3Mental Hygiene (or equiv.)

3(These 3 courses might be

developed in some sort of

block plan or with special

relationships to provide for

direct experiences)

Lit. for Child

3 cr.

Personal-Devel. Seminar

Semester II

(Methodology Semester)

(Prof.) 73-515

Lower Elem. Music Methods or

cr.

73-516

Upper Elem. Music

Methods

2 cr.

cr.

(Prof.) 13-511

Language Arts Methods

2 cr.

cr.

(Prof.) 67-603

Mathematics Methods

2 cr.

(arr )

...............0 cr.

Prof. Ed. Paid Work Exp. "..0 cr.

Learning Center (arr.)

0 cr.

TOTAL

12 cr.

(Prof.) 13-513

11-529

(minor)

13co

Kindergarten Techniques or

Jr. High Curr. & Teaching...2 cr.

(This semester's content makes

possible the establishment of

block plans, coord. lab,

experiences or a living exp. in

urban or rural areas of dis-

advantagement.

Sched. should

be planned so as to avoid

duplication, make best use of

lab. exp. and include some micro-

teaching exp.)

Individual. Instruction

2 cr.

(minor)

13

Teaching

Personal

(arr.)..

Prof. Ed

Learning

of Reading. ........3 cr.

Devel. Seminar

0 cr.

Paid Work exp

0 cr.

Center (arr.)

0:cr.

TOTAL

15 Cr.

Optional Summer Session Prior to Senior Year

or 5th Year

(St. Req.)

57-541

Wis. Hist. (or equiv.)......2

cr.

(St. Req.)

26-547

Conservation (or equiv.)..:.2

cr.

Prof. Ed. Paid WorkExperience - in connection with Upward Bound

Program. .University

students will travelthroughout the state along with Upward Bound

pupils.

In

addition to a study of WisconsinHist. and conservation students will have

counseling

and tutoring responsibilities for

the Upward Bound pupils.

TOTAL

Cr.

Paid Intern - Residency Year

(5th. Year)

Intern Semesteraak pay)

(Prof.)

18

Eval. Sem. (replace T.

ZeNfeas.).2cr.

(Prof.)

11-505 Prob. in St.

Teach.(Disadv.

emp.)...........................2 cr.

(Prof.)13 700-701 Student

Teaching (in rural or

urban depressed area)

..8 cr.

TOTAL

12 Cr.

1111

1111

1111

1114

war

siiN

g

Resident Semester II (full pay)

(Prof.)

Social Foundations

2 cr.

(minor) 1 3 Ed. of the Disadvantaged

2

(Supervision provided by University)

TOTAL....1.4 Cr.

APPENDIX B

FINAL REPORT

Süppieniéiftary toRESEARCH PROJECT

'TEACHERS FOR 'THE CULTURALLY DISADVANTAGED

A Structured Curriculum for a Course Entitled"Social Science Semester"

Glenn L. Kinzie

- 76 -

SOCIAL SCIENCE SEMESTER

In 1967 a group of persons representing each of the socialscience disciplines along with persons from the professional educationbegan to study the required social science course offerings forelementary teachers. The existing course requirements consisted ofsix (6) hours of Americau history, three (3) hours of culturalgeography, three (3) hours of sociology, and a two (2) hour methodscourse in the teaching of the social studies.

The relevancy and appropriateness of such requirements forprospective elementary teachers was seriously questioned by themembers of the committee. The American history requirement inparticular, was challenged since most large schools in Wisconsinpresently require a two-year survey of United States history of allgraduates. The importance and value of another survey course inthe same area following so closely the high school requirement wasseriously questioned.

Thus, this Committees under the auspices ofa grant from theU.S. Office of Education, which was received by the Dean of theSchool of Education, set about to study and revise the curriculumfor these teachers.

After extensive meetings of the Committee, it was decidedthat a social science semester should be developed, as a pilotprogram, to provide more meaningful experiences for their prospectiveelementary teachers. The rationale for such a decision is includedin subsequent pages.

It was further believed that the course content could bemade more relevant by focusing the course on certain key issuesand organizing it arc.rnd major social science concepts.

Key issues and objectives have been suggested for eachunit in the course. These are only suggestions, since it is hopedthat each student, with counseling from the social science team,will develop his own issues for individual study and his personalobjectives for the unit under study.

The development of educational materials and curriculaalso are an integral part of the course. These materials will beutilized in actual teaching situations in the University sponsoredHead Start Program and nearby Indian Reservatic,As as well as theinner-city core of Milwaukee.

The skeletal outline of the social science semester,see Appendix , suggests the focus of the course. Curriculumguides, media center materials, and course objectives and plans are

-77-


currently being developed by the Committee. At the end of thecurrent semester, these guides will be ready for implementation.

In addition to these curriculum guides, tests are beingprepared by the Committee which are designed to test not only the'students' cognitive knowledge of the semester, but his attitudetoward college and college faculty as well. These testis; are being

constructed and validated in cooperation with the University'stesting personnel.

To develop a rationale for the course, several meetingswere held in which the objectives and content of he requiredcourses were identified. Consideration was given to the changingdirection in the social science area. A number of assumptions werenecessary before the co4rse could be designed.

A decision has still to be reached in the argumentbetween the concept of stating behavioral objectives for a particularcourse or the evolution of objectives through interaction betweenteacher, learner, and learning set. Some learning theorists speakof learning as change in behavior (Thorndike, Skinner,ct al) , whileothers speak of learning as changes in understanding, i.e. fromsimple to more complicated concepts (Piaget, Suchman, etal) . Utilizing'behavioral analysis, objectives, and testing threatens to destroy thebasic aims of education by changing our emphasis to that of tryingto train people to behave in certain ways.

Benjamin Bloom in his new book, Formative, and SummativeEvaluation of Student Learning said, "This set of expectations,which fixes the academic goals of teachers and students, is themost wasteful and destructive aspect of the present educationalsystem. It reduces the aspirations of both teachers and students;it reduces motivation for learning in students; and it systematicallyAestroys the ego and self-concept of a sizable group of students".Many authorities think social scientists and educators must proceedcautiously so as not to Bisect people and learning to the extentthat understanding is destroyed. By focusing on broader andcnmprehensive objectives, these arguments are not as meaningful.

Secondly, behavioral objectives in the social sciences arebroader in nature because of the content of the discipline. Whilethe music educator and mathematician may speak of skills andmeasurements of their respective disciplines, the skill of the socialscientist would be in understanding the method of research forexamining content. The basic premise underlying the social sciencesis understanding and comprehension.

-78-


Thirdly, although all areas of the curriculum are concernedwith the cognitive domain, the social sciences are equally concernedwith the affective domain. Development of an appreciation for thediscipline and how research is done within the discipline is anecessary adjunct to each course.

The social studies are also becoming more concerned withconcept development, understanding and application of generalizationsar, they relate to and are built on factual data. The latest thinking'in terms of behavior indicates that the desired learning behaviorfor the social sciences be in the form of generalizations oruniversals explaining human behavior. The subcommittee membersindicated they felt teaching should reflect and develop variouskinds of understanding of a particular concept or generalization.

Based on the nature of the content, the program of thestudents and the philosophy of the program,the consultants made thefollowing recommendations for a social science semester:

1. The discipline included in the social science semestercan, and should be integrated. Due to the nature of the contentsuggested and the underlying philosophy of the program, thesedisciplines should be integrated into a interdisciplinary approach.A more integrated or unified approach to the teaching of socialstudies is commonly called the "interdisciplinary approach". Thosewho support this method claim that there are certain key socialconcepts which the student may use to analyze man's social behavior.These may be called "organizing concepts", for they are workingprinciples employed by the scholar to give perspective to his work.Whether or not things are, in fact, related to each other is lessimportant than is the scholar's perception of their relatedness.Such a perception is the modus operandi of the social scientist.As each 0,ocial studies student becomes more sophisticated in thesocial sciences, he will adopt his own organizing concepts, and,thus, scholarship becomes very individual. Concepts are not taught;they are chosen and/or developed. This is as it should be, forchoice is the very essence of a democracy. However, it is not tosay that all organizing concepts and methods of inquiry are of equalvalue or validity; each approach must be subject to validation inrelation to its given purpose. After all it is argued, when oursociety deals with a social problem, it does not adopt a multidisciplinaryapproach; but, instead, it calls on all disciplines to work as anintegrated unit.

Teaching

pology.

2. The Academic Disciplines Should Be Organized Into aTeam.

The team leader should represent the discipline of anthro-It was believed by this group that this discipline would

-79-


best serve as the integrator and organizer of the semester block.The team leader should be given some released time in order tocarefully plan and to organize the program. This would help toprevent a situation developing in which many of the social scienceconcepts or generalizations are not logically related.

3. The curriculum should be organized around certainpowerful concepts and around key problems of the disadvantaged inour society.

4. Department chairmen of the disciplines representedwould make every effort to schedule the team members so that theteam personnel will have common hours for planning and coordination.

5. =a team teachers would have sufficient free time forsmall group and individual work with the students of the program.Such individual counseling is mandatory if the program is tosucceed. The students will have extensive blocks of free timeso as to be able to utilize the available instructor's services andthe materials in the media center.

6. A media center is being developed which will include:

A. video and sound tapes of important lectures inthe social science block.

B. appropriate resource materials from each of thesocial t3cience disciplines included in the integratedcourses.

C. commercially prepared film loops, 16mm. soundfilms, and filmst'ips that are appropriate for the project.

D. books, periodicals,'and national projects whichare relevant to the problems of the course.

E. tutoring areas where graduate assistants andinstructors can meet with students desiring additionalwork in areas of difficulty.

BACKGROUND

The social science subcommittee was appointed in October,1968. The members of the committee were:

Dr. Glenn L. KinzieDr. George Willis -

Dr. George Connor -

Mt. Michael Wireman

- Secondary Education (Chairman)Political Science.History-Anthropology

-80-


Consultants to the project were Dr. Glorianne Leek -

Elementary Education and Dr. Larry Anderson - Geography.

PROGRESS

The committee met several times during the semester

to relate progress and to coordinate the materials of the program.

The primary task of the committee was to construct a

fourteen credit semester course. It had been earlier decided that

the committee would develop a semester plan which integrated the

several disciplines of the semester. This semester replaced the

separate courses of:

U.S. History - 6 creditsCultural Geography - 3 creditsIntroduction to Sociology - 3 creditsMethods of Teaching Social Science - 2 credits

A content outline for the new integrated course is

part of an earlier report and is included as Appendix in this

report.

The primary task of this committee was to develop objectives,

content and materials and bibliography for the content outline,

(Appendix B1) . Since the course was problem oriented, developing for

!specific unit materials proved to be difficult. The unit materials

that have been developed are presented in Appendix .

Dr. Larry Campbell, Project Director, arranged for a

consultant visit by Mr. Tony Magliore, an experienced counselor

of disadvantaged students. His assistance proved to be most

valuable in subsequent planning.

Several bibliographies were developed by the consultant

team (see Appendix ). It was hoped that many of the texts suggested

could be purchased and become part of the materials center for the

project.

SPECIAL PROBLEMS ENCOUNTERED

The major problem encountered was the development of

significant learning experience for students who would be enrolled

in the social science semester. As the semester was problem

oriented it was difficult to anticipate the problems which students

would find'relevant and important for their understanding of

contemporary society generally and of poverty specifically.

- 81 -


Secondly, the committee had some difficulty trying tointegrate the content for the teaching team, .as each disciplineneeded' some common bond with the others in order to develop atruly integrated program.

To solve both of these problems the committee developeda comprehensive rationale which was to guide the thinking ofcommittee members as they developed curriculum materials. Therationale is included below.

PERSPECTIVES ON POVERTY

An Int!ItEJaiAMERPitla

The widening gap ,between the need for social understandingin our dynamic world and the actuality of what takes place inthe elementary classroom is one of the greatest problems we face.today. The most important element in closing this gap is animprovement in the education of elementary teachers.

Natural scientists and social scientists have become awareof this ever-increasing gap in the last 15 years, as they havevisited elementary classrooms and observed.the unused potentialitiesof the children and the helplessness of teachers to capitalizeon that potential. And if this situation breeds frustration incommunities of average means, the degrees of frustration are onlymagnified in economically depressed areas.

The child of poverty is aware of his environment. He knowsabout social realities; He is aware of discrimination, neighborhoodriots, unemployment, the war in Vietnam, air and water pollutionand congestion and blight in the cities. And once these eventsbecome a part of the child's experience, it is the obligationof the elementary classroom teacher to help him understand anddeal with them. Finding a design which underlies this seeminglychaotic world and showing man as a'problem solving being are importantobjectives of education in a democratic society.

Most present programs of teacher-training institutions donot give potential teachers the qualifications they need to dealwith the above stated issues. It is usual, for example, forelementary teachers to graduate from most colleges and universitieswithout taking course work in the social sciences which would helpbetter prepare them to deal with social issues. Even wherethe teachers do take one or two courses in each of the socialsciences, they take general introductory, courses which are onlyremotely related to the classroom needs of prospective teachers.

-82 -


In the hope of off-setting these deficiencies in teacher

education, particularly for prospective teachers who have expressed

an interest in teaching culturally distinct and/or economically

deprived students, this pre-service social science program

which combines the various social science disciplines into a

comprehensive semester is offered.

This program reflects the position that any hoped-for

revolution in social science education can have only limited

success so long as teachers are not adequately trained to do

their share in narrowing the gap between social theory and

classroom needs. Therefore, the achievement of adequate prepar-

ation for elementary teachers will require designs that are

radically different from those that now prevail.

Harold Rugg, in 1947, published The Foundations of American

Education in which he claimed that a series of basic concepts from

the social sciences and philosophy when known and accepted by

teachers would help them build a "great school". Rugg's vision

that "a sound theory of society, of the nature, behavior, and

expression of men, as foundations of education will turn teacher-

education institutions into centers of ideas" has never really

come to pass. Perhaps our failure can be equated to our desire

for academic specialization to the point, where,today, we have

alienated ourselves from society to such a degree that the term

"irrelevant" seems relevant.

This program, then, is dedicated to change. It is directed

toward the goal of producing teachers who can prepare children to

live intellectually in the futvn. More specifically, the program

objectives are to develop the p%ility of prospective teachers to:

1. Be able to take social problems which concern children

and show them how to analyze the scope and cause of such problems;

2. Be able to show children the contribution of individ-

uals, in private groups, and of the government of solving social

problems;

3. Become acquainted with the analytic tools of the social

sciences;

4. Become knowledgeable and effective in developing and

clarifying such behavioral goals as;

-recognition and the worth and dignity of each individual,

-recognition and understanding of the interdependence of

man in society,

-83-


-the use of intelligence to improve human livingthroughout the world,

- the intelligent use of the forces of nature andthe resources of nature to benefit all mankind,

- the acceptance for responsibility of helping to achievedemocratic social actions for the benefit of all,-increasing the effectiveness of the family as a basicand social institution,- cooperation in the interest of peace and welfare forall.

This social science semester is not conceived as a panaceafor all societal ills. It is, however, offered as a best effortin light of the latest' research in education and the social sciences.More, the program itself will be carefully scrutinized to the endthat if positive movement toward the stated objectives is realized,the conceptual model of this program may very well find its wayinto other teacher training programs.

r.

00

THE SOCIAL SCIENCE SEMESTER

POVERTY IN AMERICAN SOCIET'

14 Semester Hours

Developed by

The College of Liberal Arts and The Collegeof Education

Wisconsin State University-Oshkosh,Wisconsin

Appendix B

Week 1

Period

14nday

Tuesday,

1

UNIT I

- TWOWEEKS

NATURE AND DIVERSITY

OF CULTURE

SUGGESTED STUDENT PROJECT - Zech studentwill deVelop his own theory of

2Panel - Introduc-

tion Discipline

(Anthro., Lac., P.S.

Sociology, Hist.,

Geog., Educ.)

3

Keynote- -

(Anthropology)

5

society Mednsdaz

Geog.

Nature and Culture:

,The Cultural Land-

scape

(Small groups)

Sociology

6Lab-Campus Orien-

tation

Media Center Equipment

7

Anthropology

The concept of

culture:

definitions and

delimitations

Geography

Nature and

Culture:

The

Cultural Land-

scape

Thursday

Pol. Sci.

Government-Mhn's

response to his

needs to deal with

public problems of

society (small

groups)

History

The Watershed:

When the soul was

the center of life

Lab-Teacher as cur-

riculum person choos-

ing:fOcus of the

culture as it relates

to social sciences we

are going to

study

11ti

Fridag

Economics

Anthropology

The concept

of culture:

definitions and

delimitations

UNIT I

- TWOWEEKS

NATURE ANDDIVERSITYOF CULTURE

SUGGESTED STUDENT PROJECT -Each student willdeel:m his own theory of

society

Week 1 - Continued

Period

Monday

Tuesdax

Wednesday

Thursday

Friday

8Lab-Campus Orien-

Lab-Teacher as a

tat ion

curriculum person

Media Center Equipment

choosing focus of

1the culture as it

00

.41

relates to social

1

sciences we are going

to study

9I

I

Week 2

Period

Monday

1 2Anthro. Culture

As a system of

shared value

orientations

3 4History

The Watershed:

When the soul was

the center of life

5

UNIT I

- TWO WEEKS

Tuesday

Sociology

(small group)

History

The Watersbei:

When the soul was

the center of life

6Lab.-Priorities

of the Social

Studies Curriculum

(local, state, natil)

7 8 9

Wednesday

Geog.

Origins and

diffusion

Use along with

Simulation Video

,

Tapes

Geography

Origitls and

.diffusion.

H.S.G.P. diffusion

material

Lab.-Priorities of

the Social Studies

Curriculum (local,

State, Nat

'

l)

1111

11

11

11fi

1111

szi4

1.11*-

MO MID

Thursday,

Anthro.

Culture as a

system of

shared value

orientations

(small group)

Pol. Sci.

Classification of

governments-

Democratic

Authoritarian

Friday

Sociology

Social-Founda-

tions School-

ing as passing

on of culture

& developing

culture

I 00 0

UNIT II

- FOUR WEEKS

THE NATURE AND DIVERSITY

WITHIN AMERICAN .:CULTURE

Week 3

SUGGESTED ISSUES:

(1)

Does each group need to find their past?

(2)

The importance of personal and

natiwal history.

(3)

How does man communicate in diverse culture?

(4)

How can

communication be improved?

SUGGESTED PROJECT:- Social sciencemethodology

- surveying - interviewing - sampling

Period

1,raLdsz

1 2Keynote-

History

3 4History

Cultural Trans-

plants in a New

World:

The new

world rings

some

changes

5 6Lab.-The purpose of

social science educ.

neal

lxWednesday

Thursday

Friday

Geography

Geography

Sociology

Economics

Cultural diversity:

Cultural diversity:

Ideologies and the

Ideologies and the

Political Order

Political Order

(small groups)

(small groups)

Panel

Sociology

Sociology

Pol. Sci.

Functions &

organizations of

Amer. Gov't

-

Social Foun-

dations

The nature

of public

Federalism, Unity,

and Diversity

Schooling

Lab.-The purpose

of social science

education

.Week

Period

Mada

UtUIT II- FOUR WEEKS

Tuesday

Wednedsz

Thursday

7Lab.-The purpose

Lab.-The purpose of

of social science

social science educa-

education

tion

8II

111t

11

9

0

Friday

Week 4

Period

Monde

1 2 3 4v:3

5 6 7 8 9

Anthro.

Anthro. as a study

of social organ-

ization

Economics

UNIT II

- FOUR

WEEKS

Tuesday

Geog.

Cultural Diversity:

The Mosaic of

Languages

(Small groups)

Panel

Anthro.

Anthro. & the

study of complex

societies

Lab.-Decision making

in the social studies

1111

Wednesday

Geog.

Cultural Diversity:

The Mosaic of

Languages

Hist.

How Americans were

made

Lab.-Decision making

in the social studies

11

11

Thursday

Hist.

Borg to be free

(Small groups)

Panel

Pol. Sci.

Functions &

organization of

Amer. Govn.

Local

Friday

Hist.

Born to be free

Foundations

George Counts

"On School

Boards"

1

1

%C

o

ts3

Week 5

Period

Monday

1 2 3

Sociology

4Anthro.

Anthro. & the

study of complex

societies

5

UNIT II

- FOUR

WEEKS

Tuesday

Geog.

Cultural Diversity:

Religions-Origins &

dispersals

(Small groups)

Pol. Science

Functions & organ-

izations of Amer.

govit-State

6Lab-child development

Learning Theory as related

to social studies

7 8 9

ii

it

Wednesday

Sociology

Pol. Science

Functions & organ-

izations of Amer.

govn.- National

6104

awl N

M N

M N

M M

Ilift

Thursday

Friday

Geog.

Economics

Cultural Diversity:

Religions-Origins

& dispersals

(Small groups)

Anthro.

Theoretical &

Methodological

Insights of Anthro.

Lab-child development

Learning Theory as related

to social studies

it

1111

Hist.

How much govn.

-confederation

& constitution

Week 6

Period

Monday

1 2 3

UNIT

II- FOUR

Tuesday

Foundations

Anthro.

The Supreme

Urban Anthro.

Court & Educ.

4Hist.

How much gov't-

Confederation &

Constitution

5

(Small groups)

Sociology

6Lab.-Objectives:

Taxonomy of Educa-

tional objectives

Criteria for selection of

objectives

Levels of questioning and

thinking

7 8 9

'I

Wednesday_

WEEKS

Anthro.

Urban Anthro.

Thursday

Friday

Geog.

Geog.

Cultural Diversity: Cultural

Diversity:

Race

Race

(Small groups)

Economics

Economics

Lab.-Objectives:

Taxonomy of Educational

objectives

Criteria for selection of

objectives

Levels of questing and

thinking

11ti

Foundations

What is the role

of schooling in

a country possess-

ing such great

cultural diver-

sity?

UNIT III - THREE

MEEKS

MINORITY GROU-S'S

SUGGESTED ISSUES:

What is nature of prejudice?

How are ethnological groups

inculturated?

What is

nature of communication?

How can we improve communication

between groups?

SUGGESTED PROJECT: Develop curriculum unit on

issue of your choice.

Week 7

Period

Monday

Tuesday

Wednesday

1

Keynote-

t Sociology

History of

American History

History of

American Negro

Thursd

Friday

History of

American Negro

4Geography

Guestlecture

Guest Lecture

Guest Lecture

Cultural Diversity: (Focus-Amer. Indian) (Focus-Amer.

Negro)

(Focus-Spanish

Cultural realms

American

5 6Lab.-Social studies

and approaches to

content

7 8 9

11 11

11 11

Lab.-Social studies

and approaches to

content

Week 8

Period

Monday

1 2Geog.

Pop.Change

"Internal Migra-

tions of the Amer.

Negro"

3 4Anthropology

Economic

Exclusion

5

UNIT III - THREE WEEKS

Tuesday

Pol. Science

Sources of power

influence

in

decision making

(Small groups)

Economics

6Lab.-Curriculum scope

& sequence

7 9

It ItIt

Wednesday

Sociology

&The nature of

prejudice

Anthropology

Economic

Exclusion

Lab.-Curriculum

scope & sequence

Thursday

Case Study

Amish

Social Foundations

Plights of minority

groups &

education

Friday

Week 9

Period

Monday

1 2 3

UNIT III - THREE

WEEKS

Tuesday,

Wednesday

History-Civil War

History- Reconstruc-

Pol. Science

tion

Theories of

decision making

4Anthro.

Urban Ethnography:

An anthropological

approach to the

study of minority

groups.

5 6Lab.-Criteria for

selection of con-

tent

7 8 9

(Small groups)

Anthro.

Urban Ethnography:

An anthropological

approach to the

study of minority

groups

Anthro.

Social & ethnic

exclusion

Lab. - Criteria for

selection of content

tt tf

Thursday

Friday

Pol. Science

1.4

Decision making pro-

cesses & patterns

(Small groups)

C u> r4

Sociology

;61

Culture and values

0 ti $

UN

IT I

II-T

HR

EE

WE

EK

S

FIE

LD

TR

IPR

elat

edto Individual Projects

1 Oth. Week

INDIVIDUAL AND SOCIETY

(TWO WEEKS)

SUGGESTED ISSUES:

Is society becoming more abstract?

Is the individual becoming more

and more

lonely?

Is man becoming less free in urban society?

What changes in man's

relationship to society realities from automation

and urbanization?

SUGGESTED PROJECT:

Fine arts - niusic, literature - do these communicatewith individual and group?

Week 11

Period

Monday

Tuesday

Wednesday

Thursday

1

Friday

2Keynote

Anthro.:

Anthro.

Pol..Science

Anthro.

..,

(Social-Psychologists). The individual in

The.individual in

11.4n as a citizen

Individualism

total context

total context

'on Alienation

(Small groups)

(Small groups)

Panel

4Sociology

5 6Lab.-DiscoveyrTeach-

ing

Inductive-deductive

U

8 9

Sociology

Sociology

Economics

Lab.-DiscoverTeaching

Inductive-deductive If

INDIVIDUAL AND SOCIETY (TWO

WEEKS)

Week 12

Period

limaal

1 2Pol. Science

Politicel sociali-

zation and behavior

3 4History

The individual dis-

appers-Business

takes over

5 6Lab.-Discovery

Teaching-

inductive-deductive

7 8 9

11

Tuesday

Economics

(Small groups)

History

The individual dis-

appears-Business

takes over

SUGGESTED PROJECTS:

Simulation Games-Conflict

Wednesday

Geog.

=

The occupancy of

the individual-a

simulation probl:z.m

History

International Ind-

ness-W.W.I

Lab.-Discovery

Teaching-

inductive-deductive

Thursday

Friday

Geog.

Foundations

The movement of

The individual

flow of the

& society

individual in

the cultural main-

stream and in the

Yazoo streams

(Small groups)

History

History

International mad- Internation-

ness-WeW.1

al madness-

W.W.I.

I

POVERTY - (THREE WEEKS)

SUGGESTED ISSUES:

The negative income tax - a possible answer? What makes people poor?

Is poverty

a necessary condition?

What is poverty?

Are people poor because they are not

future oriented?

Are we becoming a meritocracy?

SUGGESTED PROJECT: Develop instrument to develop degree of future orientation.

Wednesday

Week 13

Period

Monday

Tuesday

1 2Keynote

Pol. Science

(Economics)

Poverty-failure of

14 0 0democracy

(Small groups)

4Anthro.

Histoiy

Economics of

poverty

When land specul-

ators destroyed

community

Geog.

Poverty regions in

the United States

History

When cities grow

too fast

Thursday.

Geog.

Settlement:

Emerging urban

patterns

(Small groups)

Friday

Pol. Science

Poverty and

Government

Pol. Science

Economics

Poverty & politics (supply &

demand)

5 6 7 8 9

Lab.-Discovery teaching-

inductive-deductive

It 11

Lab.-Discovery teaching-

deductive-inductive

1111

11

Week 14

Period mom

1 2Anthro.

Economics of

Poverty

3 4Sociology

6Lab.-The depth

study; unit plans

7 8 9

11 It

INDIVIDUAL AND

SOCIETY

(TWO WEEKS)-

Tuesday

Foundations

Educa. as an

equalizer of

economic opportunity

(Small groups)

Geog.

Settlement:

farm &

village; towns &

cities

Wednesday

Anthro.

Social structure

& poverty

Sociology

Lab.-The depth

study; unit

plans

Thursday

History

(Background

of Welfare

state)

(Small groups)

panel

History

(Philanthropy &

relief)

Friday

Anthro.

Social

structures

& poverty

Sociology

1-1 0 ty

Week 15

Period

Nbnday

1 2Education-

Federal aid to

education

3 4Education-

Teacher as a social

engineer

5 6 7 8 9

Lab.-Lesson Plans

tt ve

ee It

INDIVIDUAL AND SOCIETY

(TWO WEEKS)

Tuesday

Anthro.

Poverty as a value

system

(Small groups)

Sociology

Wednesday

Anthro.

Poverty as a value

system

Sociology

Lab.-Lesson plans

ee

el

tlV

I

Thursday

Anthro.

Poverty as a

value system

(Small groups)

Panel-student

Economics

Frid

ay

Geog.

Settlement:

Farms &

villages; cities

& towns

Guest lecture

(American

Lieterature)

PERSPECTIVES ON CHANGE

-(TWO WEEK S)

Week 16

Period

Monday

1 2Keynote

(History)

Tuesday

History

Partial achievement

of economic & polit-

ical democracy in

Amer. Rev.

3(Small groups)

F.+

-o

4Geog.

Geog.

Pop. change: "popu-

lation movements"

Pop. change: "Popu-

lation movements"

5 6Lab.-Resources in

Social studies curr.

guides-Educational

media

7It

11

811

9

Wednesday

History

Completion of

political demo-

cracy & beginning

of democracy in

educ.

Geog.

Pop. change:

Differential growth

of population

Lab.-Resources in

Social studies curr.

guides-Educational

media

11

It 11

Thursday

mis

ts!

History

History

Progressives

Democracy's

& New dealers-

new horizons

search for economic,

social, & cultural

democracy

(Small groups)

Gerg.

Pop. change:

Differential

growth of popu-

lation

Pol. Science

A new feder-

alism for the

U.S. and the

World

0

Week 17

Period

1 2 3

PERSPECTIVES

ON CHANGE -

(TWO WEEKS)

Monday

Anthro.

The cultural

dynamics of

technological

change

4Geog.

Pop. change:

Nutri-

tion & diseases

5 6Lab.-Evaluation in

7 8 9

Tuesday

Anthro.

The cultural

dynamics of

of technological

change

Pol. Science

Science & bureau-

cracy

Wednesday

Anthro.

Civilization

orPost-Civilization

Economics

Lab.-Evaluation in

the social studies

the social

studies

Pi

iP

PI

Thursday

Sociology

Socidogy

Frid

al

Foundations

The school as

subject to &

agent of change

(Small groups)

Panel

///7

I/ History

Sociology

APPENDIX

-"...41411141111Anthropology414N,

\\I's

TEAM

Geography

PoliticalScience

Economics Education

SOCIETY

f/.e

STUDENTS

.\\\

DirectorLearningCenter

MediaSpecialist

- 105 -

\\\ISSVES

eg...ww/11101.

GraduateAssistants

41111=q111011111.01111111

SOCIAL SCIENCE SEMESTER APPENDIX Bl

I. Week oneA. Anthropology - (keynote lecture)

1. Objectives - Students should have an understanding of:a. nature and meaning of interdisciplinary studiesb. major integrating concepts in the social sciencesc. structure of anthropology as an integrating discipline2. Concepts Dr generalizationsa. the structure of social scienceb. the methods and aims of social sciencec. the relationships between anthropology

other social sciencesd. the relationships between anthropology

biological and physical sciences3. Content

a.

b.

d

and the

and the

background information on development of socialsciencesstatic versus dynamic models of social systems"holistic" versus atonistic approaches to the studyof of social systemsthe concept structure and function in the socialsciences

e. the model versus empirical realitiesf. the interrelationships between biological and culturalevolutiong. ecology and social systems

4. Skillsa. interrelating concepts and data versus memory and

feedbackb. gathering and analysis of data versus interpretating

and explanation of process of change

5. Activities - reada. "The Transition to Humanity" by C. Gertz in Horizons

of Anthropologyb. Societies: Evolutionary and Comparative

Foundations of Modern Sociology Series by T. Parsons,Chapters 1 and 2

B.. Anthropology - (the concept of culture)1. Objectives

a. the student should learn the concept of culture1) definitions2) delimitations3) characterizations

2. Concepts or generalizationsa. typology of definitions

1) descriptive2) historical

- 106-

SOCIAL SCIENCE SEMESTER APPENDIX B1

3) normative4) psychological5) structural6) genetic

b. "Culture" versus "A Culture"c. formal characterizations verses informal character-

izations

3. Contenta. definitionsb. delimitation of a culture

1) temporal verses spatial dimensions2) local cultures and sub -cults res

3) cultural area and core area4) cultural dynamics

c. characterizations1) technological and institutional versus values,

spirit, etc.2) concept of dominance and inclusiveness3) culture conceived of as an event or an individual4) world view

4. Activities - reada. "The Concept of Culture" in EmimaTIALEEK by

Alan Dundesb. Skin: Culture by A.L. Kroeben and C. Kluckhohm, Part IIc. The Primitive World and Iis Transformations by Robert

Redfield Chapter IV

C. Economics1. Objectives

a. to understand the basic reasons for the study ofeconomics and to examine the various forms ofeconomic organization

2. Concepts or generalizationsa. what are the economic goals or objectives of our

current economic organizations3. Content

a. waterb. goods and servicesc. scarcityd. economic problems-What? How? For Whom?e. resourcesf. economic organizations

4. Activitiesa. read Paul A. Samuelson, Economics 7th. Ed., pages

1-17, 39-56

107-

1

SOCIAL SCIENCES SEMESTER

b. write a a page typewritten double-spaced essayentitled "The goals of our economic organizations,"this would be due at the end of the second week

D. Geography1. Objectives

a. students should understand the relationship ofman to the physical environment

2. Concepts or generalizationsa. concept of area organization - principles of

1) locality2) Locality3) area4) interconnections5) area organization6) hierarchy7) material resources8) culture origin and spread9) creative imagination10) unity11) continuity

3. Contenta. geographic study - its dynamic nature

1) area organization2) material resources3) culture

4. Activitiesa. students will read chapter one "Geographic Thought

and Practice", aglsaphylimassat=noillalLritby Gan O. EL Broek, Charles E. Merrill Books, Inc.,Columbus, Ohio, 1965

5. Resourcesa. overhead transparencies on Geographic study

(perhaps transparencies'and handouts of "Manin the Region") see attached handout

E. History1. Objectives

a. the how and why of saying the soul is number 12. Concepts or generalizations

a. overview of build-up of great civilisations ofGreece, Rome, Hebrews1) crushing of Hebrew political world-residue-

religion2) crushing of Greek political world-residue-

philosophy and arts3) crushing of Roman political world-residue-

the church

- 108 -


3. Contenta. brief descriptions of three great world civilizations,

their development to a zenith, their days of glory,

their disintegration, and the residue in each case

b. the residue: the church with a viable product

safe from disintegration, heaven for the soul

4. Resourcesa. films

1) The Greek Stones Speak2) The Roman Stones Speak

F. Political Science1. Objectives

a. explain the essential characteristics of public

government2. Concepts or generalizations

a. public government is growing rapidly as the needs

of the public increase

3. Contenta. examination of the public causes giving rise to

government and how and why government has continued

to enlarge its scope of activities in the U.S. and

elsewhere

4. Activitiesa. read appropriate assignment and list the major functions

of U.S. national government

5. Resourcesa. 94atment,lePeole by Burns and Peltason

b. U.S. Government Oraaaization Manual, 1968

G. Sociology1. Objectives

a. to understand the discipline of sociology and its

relationship to other social sciences

2. Concepts or generalizationsa. the aim of sociology is to discover the baaic structure

of human society, the forces affecting group behavior

and what transforms social life

3. Contenta. examination of the basic methods and approaches and

subject matter of sociology

4. Resourcesa. text materials

ti - 109-


Geographic Study

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

localityfocalityarea

interconnectionsarea organizationhierarchymaterial resourcesculturearigin and spreadcreative imaginationunitycontinuity

'.0

atmosphere

litho-hydrasphere

concepts &

AREAinstruments,71

Political Orde\executivelegislativejudicial \ ways of dot

Economic Order thingsresource prod'acticinfabrication - distribution

Social Orderyecreationeh gion eduition

ORGANIU r n&

.....1:

works ofman

- 110 -


II. Week twoA. Anthropology

1. Objectivesa. the students should learn to distinguish between

the different str4ta of society and how actionscross-cut these strata

b. how actions are regular, patterned and predictablec. to relate the above concepts to a specific pre-

literate society2. Concepts or generalizations

a. models of social systemsb. structure of social actions

3. Contenta. levels of abstractions of cultural system

1) ideology2) sociology3) technology4) ecology

b. introduction to social anthropology1) social relations versus sociel structure

versus social organization2) proximity of relations and cooperation3) closed versus open social system4) subsystems: Economy, kinship, associations

and value systems4. Activities

a. Anthropology: an by Roebel, Chapters22, 23-25

b. The Cheyennes by E. A. HoebelB. Geography

1. Objectivesa. students should have understanding of the diffusion

conceptb. students should have an appreciation for how ideas,

population, etc. diffuse over the landscape2. Concepts or generalizations

a. diffusionb. simulationc. near neighbor concept

3. Contenta. source areas of manb. man's movements into new regionsc. case example - man moving to the new worldd. man and his relationship to the physical environmente. how an idea spreadsf. man the innovatorg. from here - where?

4. Skillsa. the use of simulation techniquesb. development of maps showing the low of man


5. Activitiesa. students will observe video tape, which has been

prepared;this should be handled in a lab experienceb. "Instructions for the Simulation of the Growth

Pattern for a Hypothetical Area"6. Resources

a. transparencies of source area of populationb. H.S.G.P. diffusion transparenciesc. handouts prepared by myself (Dr. Kinzie)d. transparencies diffusion of man from Europe to

the Anglo American regionC. History

1. Objectivesa. that the student may grasp what it means to be

guided by such an idea, living in and by such anidea

2. Concepts or generalizationsa. the great highway of the Empire, closed; the highway

to heaveri wide open; the seven sacraments; subsistenceliving or.anyway you can

b. poverty a good thingc. the modus vivendi in economics and politics

3. Contenta. the development of the medieval church and its

sacraments as the highway to heavenb. all. other areas of life, of both mind and body

made to subserve the soulc. what this meant to the family, economics, travel,

politics, communications and values4. Resources

a. pictures of the medieval church towering over all-with its finger spire pointing out man's destiny-heaven

D. Political Science1. Objectives

a. compare and contrast Democratic Authoritarian andTotalitarian patterns of Government

Concepts or generalizationsa. a nation's present pattern of government reflects

different conditions present in the nation beingstudia4

3. Contenta. examination of the essentials of Democratic govern-

ment in the U.S. as compared with patterns of Totali-tarian government

4. Activitiesa. read appropriate assignment - clip articles from a

newspaper to show the many different opinions expressed

-112-

,

E. Social Foundations

1. Objectivesa. to get students to think about the role of formal

compulsory education in relation to the concept of

culture as a system of shared values2. Concepts' or generalizations

a. is America a cultural melting pot or is America

an umbrella protecting many diverse cultural

groups?b. is schooling a tool for change or is schooling a

method of control and perpetuation?Contenta. attempt to organize a description of a culture common

to all those people called Americansb. reduce to question: "How do you decide what the

dominant cultural traits are?"c. reference to the project: we are teaching about

"the culture of poverty".d. is the purpose of this project to get you to pass on

and preserve the culture of poverty, change it, or

to integrate it with affluent middle income culture?

e. if culture is described as a shared set of values then

we must examine whether income affects values or

whether values affect incomef. what values are shared by low income and middle income

people?

g. is it the role of educators to teach about values?

h. whose values do you teach?i. if you teach your own values then are you trying to

change your studenes,values?j. what are the predominant economic values and must

they be shared?k. is the school primarily responsible to local or

national values?

4. Activitiesa. have students write a position paper in answer to

the questions raised in the lecture

5. Resourcesa. George Counts: "Dare the School Build a New Social

Order?"b. Culture and Education in America by Harold Rugg

F. Sociology1. Objectives

a. to understand how persons and groups relate to each

other: the group impact on thr.1 individual

2. Concepts or generalizationsa. social phenomena reveal many consistent patterns

of interaction and situations of interdependence

- 113 -


3. Contenta. examination of social organizations, the levels

of social organizations and the relationship ofthe individual to social, organizations

4. Activitiesa. enumerate and discuss the class group as a social

organization5. Resources

a. text materials

III. Week threeA. Economics

1. Objectivesa. to understand the philosophy and value judgements

that give the basic rationale for our specificeconomic organization

2. Contenta. mercantilismsb. laissez-faire

1) Adam Smithc. laissez-faire in the 19th. century in U.S.d. quet4t for economic securitye. modifications of laissez-faire-movement to socialismsf. the current setting

3. Activitiesa. read Robert L. Heilbroners,

Rev. Ed. especially introduction, Chapters I, II, III,X, XI

B. History1. Objectives

a. to show what happens when a switch is made in life'sgoals

b. the watershedc. the mc;i'.eival versus the modern worldd. the versus comes in when man joins the optimistic

club2. Concepts or generalizations

a. the breakout from the medieval world:1) economics2) communications3) science4) politics5) religion6) values

3. Contenta. economics - a switch from "in kind" to coin and

checking1) subsistence gives way to variety and luxury2) three field, system yields to fences

- 114 -


b. communications - there is a larger world out there

The Crusadesc. Ptolemy versus Copernicus

d. the Holy Roman Empire shouldered aside by nation

states

e. values: the Optimists' Club-the Enlightenment

Lies2.112.11.4211112212.-man is the measure of all

things

4. Resourcesa. film strips on one or more of these subjects

b. film: Martin Luther

C. Political Science1. Objectives

a. explain characteristics of Federalism in the U.S.

2. Concepts or generalizationsa. the federal system of government has had to be

adapted to meet changing conditions and needs

3. Contenta. examine the basic institutions of the American system

of government

4 Activitiesa. read the U.S. Constitution and appropriate

assignments

5. Resourcesa. assigned text and U.S. Constitution

D. Social Foundations1. Objectives

a. give student an overview with which to see place

of specialized education for poverty and minority

groups within overall educational enterprize

2. Concepts or generalizationsa. education is a vague catch-all word used to categorize

great and diverse approaches and kinds of schooling

3. Contenta. utilize notions of parochial or private schooling

versus public schooling to show the obvious assumptions

which have been made on the basis of describing value

conflicts as religious conflicts

1) expand this notion of values so artificiality of

this division is seen

b. give an overview of divisions in schooling and how

they are now categorized in terms of objections,

e.g. childhood education, early childhood education,

professional training, adult vocational training,

special education, Title I and III programs, etc.

Resourcesa. Raymond Callahan: Education and the Cult of Efficiency

b. Lawrence Cremin: The Transformation of the School

c. Robert H. Beck: A Social History of Education

d. Daniel Selakovich: Schools and

- 115-


E. Sociology1. Objectives

a. to understand the sociological approach to thestudy, meaning, and influences of culture insociety

2. Concepts or generalizationsa. social heritage, a culture, is a product peculiar

to man3. Content

a. examine the meaning of culture, cultural values andnorms, and relationship of culture to social organiza-tions

4. Activitiesa. conduct a class survey on cultural attitudes of students

in the class5. Resources

a. text material

IV. Week fourA. Anthroptitogy

1. Objectivesa. to get students to understand social organizations

as viewed by anthropologists2. Concepts or generalizations

a. mtn lives in social organizations and needs to befully understood in his relationshipsto his socialorganizations

3. Contenta. examine the meaning of social organizations and man

as a social animalActivitiesa. list the types of social organizations people commonly

belong to5. Resources

a. text materialsB. Anthropology

1. Objectivesa. to have the students understand how complex societies

and social organizations are studied by an anthropolo-gist

2. Concepts or generalizationsa. man today lives among complex social organizations and

societies3. Content

a. examine the meaning of society and the complexityof different social organizations today

4. Activitiesa. list the characteristics of complex society


-116-



a. to examine the changes that have been made in oureconomic organization, why they were made and by whom

2. Contenta. two care studies-agriculture and education

D. Political Science1. Obje,T.tives

a. learn tha essential functions and role of the variousunits of local government in the U.S.

2. Concepts or generalizationsa. local government in the U.S. is undergoing great

changes as needs of society change3. Content

a. examine the structure, legal authority and functionsof local government in the U.S.

4. Activitiesa. examine an organization chart and budget of local

government unitb. read assigned text material

5. Resourcesa. local government documents,b. text material

E. Social Foundation1. Objectives

a. to get student to feel conflicts between local andnational goals in et ucation

2. Concepts or genctralizatiouGa. local, national, and world goals conflict in choice

of subject matter for schools3. Content

a. review of results of students' position papers fromsecond week assignment

b. local control of education with pressures of Federalcontrol

c. do you teach local culture or national culture?d. the role of school boards in determining teachers'teake. couch discussion in relation to current struggles

for community control of schools; have students roleplay school board meetings

f. utilize groups of ten - give all groups same problem tosolve e.g. Fox River VIlley-should Oshkosh publicschools offer courses in local history of Fox RiverValley in place of world history.

g. gather results and show conflicts4. Skills

a. role playing5. Activities

a. read George Counts: On School Boards and read aboutcommunity control arguments-pro and con

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SOC IAI SCIENCE SEMESTER

6. Resourcesa.. George Counts: Onb. Daniel Selakovic:C. navid Rogers: 110

School BoardsThe Schools and AmericanLivingston Street

Society

V. Week fiveA. Anthropology

1. Objectivesa. to enable students to see how anthropology can help

understand the growth of complex technologicallydeveloped societles today

2. Concepts or Generalizationsa. anthropology can provide insights into the

of social organizations meeting the impacttechnology

3. Contenta. examine the approaches and

'to social problems today :,4. Activities

a. discuss the impact of thesociety

5. Resourcesa. text material

B. Anthropology1. Objectives

a. to!understand the theoretical and

problemsof

relevance of anthropology

automobile ou the American

insights of anthropology2. Concepts or generalization

a. anthropology views man from manypoints today

3. Contenta. to examine how anthropology

standing of man4. Resources

a. text materialC. Economics

1. Objectivesa. to examine the functioning of the private sector in

our economy2. Content

a. the private sector - allocations of1) market

` 2) prices3) maximizations of satisfactions4) critiques of the private sector

3. Activitiesa. list five books written in the last twelve years

that deal with a critique of our ecovomic organizationb. read at least one of these and write a critique of the

book-to be handed in the last day of class

methodological

different view-

helps in a better under-

resources

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.I


D. History - Cultural Transplants in a New World: The New World brings

1. Objectives some changes

a. to show the twin influences of heredity and environment

b.. heredity - the colonies were transplants of Europe

c. environment - European-American, there have been some

changes made2. Concepts or generalizations

a. heredity1) religion2) politics3) economics4) education5) communications6) values

b. environment1) religion2) etc.

3. Contenta. heredity

1) religion -European belief that State and Church

must be.united for effective social control

2) exclusivism in religion3) economics -4) education -5) communications -6) values - class society

b. environment1) separation of State and Church2) development of denominational ideas3) economics -4) education -5) communications6) values - social mobility

4. Resourcesa. film strips of colonial life

E. Political science

1. Objectivesa. learn the essential functions and role of the U.S.

national government2. Concepts or generalizations

a. rising public demands and international tensionsare increasing the scope of national government

activities3. Content

a. examine the functions, structure, and legal authority

of the U.S. government4. Activities

a. examine a recent budget of the U.S. governmentb. read assigned material

5. Resourcesa. U.S. Budget in Briefbl. text material

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a. learn the essential functions and role of stategovernments in the U.S.

2. Concepts or generalizationsa. the increased functions of state government reflect

rising public demands3. Content

a. examine the structure, legal authority and functionsof statelovernment in the (U.S.

Activities-a. examine an organization chart and budget of the state

of Wisconsinb. read assigned text materials

5. Resourcesa. state government documentsb. text material

G. Sociology1. Objectives

a. to understand cultural universals and the diversitieswithin and among cultures

2. Concepts or generalizationsa. despite manifest and rampant diversity, there is

striking cultural uniformity3. Content

r

a. examine the reasons for cultural uniformity andcultural diversities

4. Resourcesa. test materials

VI. Week sixA. Anthropology

1. Objectivesa. to examine the methods of anthropology as applied to

urban society of today2. Concepts or general4ations"

a. anthropology is now being applied to the currentproblems of urban society in the U.S.

3. Contenta. see how anthropology has changed its emphasis to

include the study of man in urban society4. Activities

a. discuss the influences of urban society on man5. Resources

a. text materialB. Economics

1. Objectivesa. to examine the functioning of the public sectors in

our economy

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2. Contenta. the public sector

1) public government servieesa) lack of market decision-makingb),,non-exculsion principlesc) prefeTence determLnation

2) decision-making in the public sector3) welfare maximization4) voting techniques

3. f4ctivities

a. read Paul A. Samuelson, Economics, 7th. Edition,page 139-169


a. to examine the methodology used in the development ofeconomic theory and to compare it to the methodologyemployed in the other social sciences

2. Contenta. research methodology

1) Puritives versus Normattves Economics2) development of theory

a) assumptionsb) deductive logicc) implicationd) empirical testinge) evaluations of theory

3) economics - The Exact Social Science3. Activities

a. read - Lipreyt Steiners, Economics, pages 12-25D. Social Foundations

1. Objectives4. to get students to consider the defect° culture

segregations in urban, suburban rural and ethnicgroupings in residential (school district areas)

2. Concepts or generalizationsa. is America a melting pot of cultures or it is a

political-economic arrangement which can bothhandle, preserve and tolerate great cultural diversity?

3. Contenta. I would focus on the current moral concern for

tolerance and acceptance-question whether acceptanceand tolerance is not just another trick to get everyone to hold the same values so they will blend

b. who determines the directions of social reform andwho handles the job of implementing social reform

4. Activitiesa. The Common School by Horace Mann

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b. Max Weber: The Protestant Ethic and The Spiritof Capitalism

E. Social Foundations1. Objectives

a. to give. student a feeling for the role of the

courts in mediation or solution in educationalconflict

2. Concepts or generalizationa. educationalAecisions are subject to constitu

tional guidelines especially as related to civilrights and the welfare of minors

3. Contenta. lecturer should review 2 3 historically

significant cases and then relate current casesbeing brought before supreme court1) dress codes2) I.Q. testing

4. Activ esa

til iliOgititteadgtEi

a. review not memorize material in David PenmanThe atatmsastApisiasttic2a

5. Resourcesa. Sam Duker The Public Schools and Religion1). David Fellman ......mStet)iqSourtandEcicationTi

F. Sociology1. Objectives

a. to understand ethnocentrism and cultural relativism

2. Concepts or generalizationsa. each group considers its way.of life the natural

and the best way3. Content

a. examination of the reasons for and impact ofethnocentrism as related to the United States

4, Activitiesa. discuss examples of and reflections of ethnocentrism


VII. Week sevenA. History -,Born to be Free

1. Objectivesa. to show that although England had 30 colonies only 13

sang Born to be Free.V. how facts of life in British,Empfre produced change in

heart and mind from"I'm an Engliehman"to"I'm an

American"Concepts or generalizationsa. conditions in England in 17th. and lath. centuriesb. colonial responses to conditions in England

c. the development of American attitudes and solutionsd. the American Evolution rather than American Revolution

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SOCtAL SCIENCE SEMESTER

.

COneenta. conditions

1) the Reformation2) the Puritan movement3) the Civil War and Protectorate4) Restoration and Revolution of 16885) the supremacy of Parliament and German livings

b. colonial responses1) the Puritan Exodus2) salutary neglect3) shared, representative government

c. the development of American attitudes and solutions1) cooperative evasion2) colonial versus federal status3) American economy and institutions

B. Sociology1. Objectives

a. to understand the structure and meaning of the"American Culture" and subculture

2. Concepts or generalizationsa. complex societies like the U.S. have not a homogeneous

culture but a multitude of subculturesContenta. examination of current ideas about "American Culture"

and the sources and impact of subculture in the U.S.with particular accent on the subculture of those inthe poverty group

4. Activitiesa. discuss the different cultural values of the rich

and the poor in the U.S.5. Resources

a. text materials

ry

VIII: 'Week eightA. Anthropology

1. Objectivesa. to understand how ancient and modern societies

distribute the economic resources and benefits ofsociety, and the wayin which some people in societyare commonly excluded from receiving much in the wayof economic benefits of society

Concepts or generalizationsa. human societies commonly structure the divisbn of

labor and distribute the economic benefits accordinglywith some groups reccAving more economic benefitsand wealth than other groups in society

3. Contenta. examine ancient and modern Societies as to the division

of labor and the distribution of .economic benefits

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4. Activitiesa. visit a rich and poor area of an urban center


B. Economics1. Objectives

a. to examine the practical elements,that enter intothe formulation of economic. policy

2. Contenta. political economy - rule by minority?

1) this is a short flexible lecture depending onwhat is current at the time .'

3. Activitiesa. survey current newspaper and periodicals to develop

a listing of economic policy curiently being debatedin the political, sphere and then identify who issupporting this policy and why


a. 'leain the nature and sources of public policy2. Concepts or generalizations

a. decision making concerning public policy involves"politics" in a democracy

3. Contenta. examine the broad range of pnblieyolicy questions and

.04 meaning and methods of politics in a democracy4. Activities

a. see a film on political party campaigningb, read appropriate text material

5. Resourcesa. edUciational filmb; text material


a. to get students to recognize that education is a"national institution" which hae'bien distinctlyshaped and controlled by U.S. Congress and SupremeCourt

2. Concepts or generalizationsa. the plight of minority groups is related to a

national or federal pressure on local systems ofeducation

3. Contenta. discuss parochial education as education that is to

teach values of a particular group. If group hasvalue which says that schooling is bad-he is not allowedto institute that value,1) if group wants to educate locally and in a unique

way, they are often hampered by national standard.2) talk about finances, accreditation and licensing as

federal controis of education

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4 Resourcesa. Horace Mann - Common Schoolb. Sam Duker - The Publts.Sclo_.21.....isat:IldReliiot....12c. David Rogers - 110 Livingston Streetd. the Oregon Case Decision


a. to understand the sources of prejudice in the U.S.with particular accent on racial prejudice basedon different economic standing of groups

2. Concepts or generalizationsa: racial prejudice is a product of certain conditions

in the U.S.3. Content

a. examine the ways the U.S. culture has encouragedprejudice of whites toward non-whites


IX. Week nineA. Anthropology

1. Objectivesa. to understand what is meant by social and ethnic

exclusion in society2. Concepts or generalizations

a. usually complex human organizations.provide for away of differentiating among members of kthe organi-zation on the basis of social and ethnic background.

3. Contenta. examine the common social basis for society's differen-

tiating among people within a particular society4. Activities

a. discuss the function of race au a means of socialexclusion


B. Anthropology1. ObjectivGd

a. to understand the meaning and application ofethnography to problems and culture of minoritygroups in an urban culture

2. Concepts or generalizationsa. human cultures vary with time and social setting as can

be seen with the culture of minority people livingin urban society today

3. Contenta. compare minority groups in ancient urban centers

with the black people in urban centers today

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lop


4. Activitiesa. discuss the urban cultural impact on minority groups

in the U.S.5. Resources

rtext,macerialC. Political Science

1. Objectives'

learn the sources of public policy and the means andinstitutions for resolving public conflict in the U.S.

2. Concepts or generalizationsthere are many sources of public policy and manydecision making centers in government

3. Contenta. examination of the roles of political parties,

interest groups, and governmental officials as eachis related to public decision making

4. Activitiesa. interview a non-elected governmental officialb. read appropriate text material


D. Political Science1. Objectives

a. 'learn the function and importance of elected orficials2. Concepts or generalizations

a. one of the most important ways democratic citizenscontrol government is through elections of publicofficials

3. Contenta. examine the various offices filled by election

in the U.S. and the significance of elections4. Activities

a. interview an elected officialb. read appropriate text material

5. Resourcesa. text .material


a. to understand how the individual is socialized andtakes.on the values of the culture in which he lives

2. Concepts or generalizationsa. a society develops its own cultural values and has

ways of passing on these values to people in thesociety

3. Contenta. examination of common significant cultural values in

the U.S. and the forces causing change in culturalvalues

4. Activitiesa. have a class discussion on attitudes and values toward

libiteand non-white people

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SOCIAL SCIENCE SiMWER

5. Resourcea4. text material

X. Week elevenA. Anthropology

1. Objectivesa. to understand the impact of modern society and culture

on the individuals particularly with a view to difficultythe individual faces in adapting to society

2. Concepts or gaperalizationsa. complex society imposes many demands on the individualContenta. examine the relatiorship of society to the individual

and the ways in which the individual tries to main-tain his balance and individualism.

b. examine the meaning and causes of alienation4. Activities

a. discuss the impact of technology and bureaucracyon the individual



a. to develop the economic man concept and then applythis to a 20th. century urban society

2. Contenta. the economic man

1) definitions2) behaviors3) goals

b.. 20th. century economic man1) private and public sector2) maximizations of individual satisfaction in an

urban society3. Activities

a. no specific reading at this time - lectrime willfit in well with their reading assignment. onindividual and society

Political Science1. Objectives

a. learn the function and significance of a citizenin the U.S.

2. Concepts or generalizationsa. democratic government demands many active citizens

to control and direct government3. Content

a. examine the way citizenship a public role is relatedto democratic government and proper policy makingActivitiesa. list the vers people become citizensb. read appropriate text material

-127-


5.: Resourcesa. 'U.S. Constitutionb..

,

Immigration LawC.. text material

D. Sociology1. Objectives

a. to understand how the individual from childhoodthrough adulthood is socialized wf.O.accent onthe individual and his relationship tc primarygroups and the total culture

Concepts or generalizations.

a. 'the more homogeneous the culture, ache, more likelyit is to produce a characteristic type of personwho reflects the dominant ethos, or cultural theme

3. ecintent

e. examine methods of socializing the individual intothi culture and the problem of conflict between theindividual values and the ralues of the dominantcultural

4. ActiiVitiesa. discuss student attitudes concerning Authority

je,the University5. Resoufces

a. text material

XI. Week twelveA. Economics

1. Objectivesa. to explore the students to the bieic theory of

,"game theory" and to the problems inherit indecision -- meting in a democratic structure

2. Contenta. conflict resolutions

1) development of game theory techniques2) emOloyment of game theory

b. voting matrix1) wa,tority rule2) ordinal ordering3) cardinal ordering

c. what next?3. Activities

a. none - reference will be 'made available for thosestudents who desire WINursue the topic in greaterdetail

B. Political Science1. Objectives

a. learn the ways citizens become politically socialized2. Concepts or generali;ations

a. 'a complex,.urban society makes it difficult for thecitizen to meaningfully participate in politics

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3. Contenta. examine the sources and range of political

attitudes and methods and means of politicalparticipation

4. Activitiesa. conduct a political attitudes survey of 10

studentsb. read assigned text material


Social Foundations1. Objectives

a. to expose students to the underlying pragmaticgoal of group education and socialization

2. Concepts or generalizationsa. to recognize that educational goals as established

by institutions are not for the glory of the individ-ual but are rather shaped by social and economic andpolitical pressures

3. Contenta. use example to show how and why we put students in

"classe0 and try to get them all to learn the samething

b. talk about a dominant political, economic, or socialpressure which shapes educational techniques andgoals1) example - Callahaes notion of efficiency

c. skills training as an economic need, etc.d. Sputnik - competitive technology

4. Activitiesa. read Raumond Callahan's - The Cult of Efficienc

XII. Week ThirteenA. Anthropology

1. Objectivesa. to understand the causes and impact of poverty in

a society2. Concepts or generalizations

a. economic poverty commonly exists in complex societies3. Content

a. examine the reasons for economic Overty and thecultural and sociol impact of poverty

4. Activitiesa. discuss the economic levels of blacks `as compared

with whites5. Resources


1. Objectivesa'. to develop the historical perceptions and the current

perception of economic poverty in the U.S. and the world

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2. Cntenta. poverty - what it is

1) relative nature2). concrete and measurer',3) enumerations

b. can acmething be done?3. Activities

a. :read Adam B. Batchelder's The Economics of, ntra,,Chapters 1, 2, 3, 4

C. EconoMics1. Objectives

a. to examine the causes of poverty in the U.S.2. Content

a. poverty - why does it exist?3. Activities

a. read Adam B. Batchelder's - Economics of Poverity.4

Chapters 5, 6, 7, 8D. Political Science

1. Objectivesa. learn the relationship of democratic government to

the distribution of benefits in U.S. society2. Concepts or generalizations

a. democratic government is judged by its capabilityin distributing the economics and other benefitsamong the citizens

3. Contepta. examine the extent of poverty in the U.S. and the

conflicts produced by the uneven Ilistribution ofeconomic benefits in the U.S.

4. Activitiesa. interview head of County Welfare Departmentb. read assigned text oaterial

5. Resourcesa. local welfare budgetb. text material

E. Political Science1. Objectives

a. learn the structure of poverty and the impact ofthe poverty group upon traditional politica

2. Concepts or generalizationsa. poor people are increasingly impatient with the slow

pace of traditional politics in the U.S.3. Content

a. examine the new tactics and strategies used in thepolitical process by those interested in improvingthe position of the poverty stricken

b. examine the nature and source of poverty in the U.S.Activitiesa. visit a poverty area - interview an official who deals

with poverty groups5. Resources

a. text material

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a. learn the functions of the economic' system and thegovernmental system in distributing the economicbenefits of society

2. Concepts or generalizationsa. the governmental system is guiding, the economic system

so as to insure a better distribution of economicbenefits in society

Contenta, examine the roverty group and their job skills and

educational levelsb. examine the functions Of government aimed at lifting

the poverty group, to higher economic levelsActivitiesa. show the levels of income of white and black peopleb. assigned reading material


XIII. Weep: fOurteenA. Anthropology

1. Objectivesa. to understand the interrelationship of economics and

poverty and the impact of poverty en the individualand groups in society in the U.S.

2. Concepts or generalizationsa. poverty produces a pattern of culture peculiar to

those in the poverty class3. Content

a. examination of those in poverty, reasons for poverty,and the cultural and social impact of poverty

4. Activitiesa. define and discuss poverty and the social structure

of poverty5. Resources

a. text materialB. Social Foundations

1. Objectivesa. to show the relationship of educational levels to

economic standing of peopleConcepts or generalizationsa. the distribution of economic benefits is now tied to

the educational levels achieved by people in the U.S.3. Content

a. discuss the income levels of people and relate theselevels to the educational achievements of people inthe U.S.

4. Resourcesa. recent Journals and Government Documents

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C. Sociology1. -ObjeCtii7as' ,

ib'uOderstand the sources of gocial stratification,And.Ahe impact of stratification in a society

ConcePta or generalizationsa. nothing is more likely to influence the individual

the-social history of a nation than the systemof social stratification

3. Contentao examine the meaning and impact of social stratification

and the major dimensions of stratification,' such aspower, prestige and wealth

4. Activitiesa. discuss wealth as a dimension of social stratificationResourcesa. text material

XIV. Week FifteenA. Anthropology

1. Objectives'a. to understand poverty as a value system

2. Concepts or generalizationsa. the structure of poverty in a society is the result

of the impact of social and economic values andactivities

3. Contenta. examine the attitudes sine vi use of various groups

as to their views of poverty and its causes4. Activities

a. discuss poverty as a value system5. Resources


1. Objectivesa. to examine policies to alleviate poverty

2. Contenta. poverty-prognosis and the future

1) guaranteed annual income via the negative incometax

Activitiesa. :tread Adam B. Batchelder, Economic. of PasEtx, chapters

9, 10, 11C. Social Foundations

1. Objectivesa.' to expose students to both the importance and the

hindrance of federal monies in education2. Concepts or generalizations

a. education has become an expensive item and localschools are often left to the mercy of the federalgovernment for aid

132 -


3. Contenta. discuss the plight of the parochial schools -

necessity of federal aid for financial support1) indicate the importance of federal aidin

establishing high standards related to technology2) relation of federal funding to economic' stability)- note.amount ,of federal spending which IA used

in education4. Resources

recent Journals and Federal Dc *umentsD. Social Foundations

1. Objectivesa. students! to have discussion of Dewey's questions

regarding role of teacher and education in ademocracy

2. Concepts or generalizationsa. schools may bring about or merely react to change

in a democracy3. Content

Co. lead discussion of appropriate parts of this book -get students to think about the role of teacher asan engineer of social change, or as aZervant of socialchange

b. .have student write statement of their position fornext meeting - seventeenth week

4. Activities

a. read andintroduce discussion of Jrhn Dewey's

PemocraSLATIAWALL29.b. have students write a statement of their position

for next meeting5. Resources

a. John Dewey's DtmEssaAndlducationb. esp. chapters 3, 6, 7, 9


a. to understand the relationship of stratificationto economic income and wealth in the U.S. with

.particular emphasis upon income, education and race2. Concepts or generalizations

a. although in the US society as a whole there is wide-spread affluence, these are still 8 million familieswith incomes below $3,000

3. Contenta. examination of the economic structure of poverty

in the U.S. and the stratification resulting fromsuch a poverty structure

4. Resourcesa.. text material

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f


XV. Week Sixteen.A.Political Science

1. Objectivesa. learn about the functions and structure of the

United Nations.2. Concepts or generalizations

a. greater national and international integration throughgovernment is needed for man tol,e'able to control hisenvironment and plan his future

3. Contenta. examine the reasons for greater centralization within the

U.S. governmental systemb. relate this pattern of centralization to the development

of the United Nations4. Activities

a. compare the United Nations Charter to the U.S. Constitutionb. read assigned material

5. Resourcesa. text material and government documents

XVI. Week SeventeenA. Antleapelody

1. Objectivesa. to explore the cultural impact of tadhaolosy

on society and the changes caused by technology in

society today2. Concepts or generalizations

a. technology threatens to depersonalize society androb the individual and society of means of controll-ing the future

3. Contenta. examine thetey technological change elements and

the current concept that states that civilizationis now characterized as being called a "Civilizationbeyond technology"

4. Activitiesa. discuss the meaning of technology and civilization



a. to examine the probable economic change that lies

in the future2. Content

a. economic goals for society their recognition andpursuit

3. Activitiesa. none


a.g learn about the impact of science, t)chnology, andbureaucracy on the system of representative democracy

- 134 -


2. Concepts or generalizationsa..'graVe'doilbis exist as to whether represedtative,;

government can continue in the face of the rapidgrowtkof technology,science and bureaucracy

Content'a. examine the natue, role and growth ok bUreaucracy in

the U.S.b. examine the impact of science and technology on

government and society in the U.S.4. Activities

a. compare and contrast the budget and activities ofthe present U.S. Defense Department with the U.S.Army and Navy budget and functions of 1860

Resourcesa. Government Documentsb. text material


a. get students to debate with each other on the issue2. Concepts or generalizations

a. school and teachers may be seen in either or bothwhYs.

3. Contenta. make large passive group into active group -:may have

Oxford debate or discussion4. Activities

a.' get students involved in discussion or debate ofthis issue

5. Resourcesa. J. Dewey'S Democracy and Education, chapters 3, 6, 7, 9

B. Sociology1. Objectives

a. to understand the meaning and possibilities ofsocial revolutions in the U.S and elsewhere

2. Concepts or generalizationsa. to a large extent the expansion of democracy and

equality has been a gradual plcocess, but today.theattacks on the present and older order may, be accompaniedby great social upheaals


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APPENDIX C

FINAL REPORT

Supplementary toRESEARCH PROJECT

TEACHERS FOR THE CULTURALLY DISADVANTAGED

A Structured Curriculum for a Course Entitled

"Elementary Music PracticumP

Stanley LintonJanice Klemish

Wisconsin State University at Oshkosh

- 136 -

ELEMENTARY MUSIC PRACTICUMStanley LintonJanice Kiemish

INTRODUCAT ION

Background

The music subdivision of the Teachers for the academicallyDisadvantaged Project approached the problem of improvingcurriculum and instruction in music education for the preparatoryelementary classroom teacher by first attempting to identifytypical weaknesses in the high school background of students as wellas specific weaknesses which still existed at the end of thestudents' experiences in the traditional college music coursesrequired in their curriculum (i.e., music fundamentals, musicappreciation and elementary music methods). A survey instrumentwhich identified areas of achievement related to the behaviorialobjectives and content description of the courses was developed andemployed. Forty randomly selected students who were; in their finaltwo weeks of instruction responded. Instructors also completed thequestionnaire to identify what they believed to be existing weaknessesand problem areas.

Findings of the survey revealed that two primary weaknessesremained after completion of the traditional music curriculum forelementary majors: (1) There was a low level of achievement in theskill areas, particularly in the ability to hear and read pitchintervals and match these with the singing voice. (2) A seriousproblem of procedure existed in relation to time and facilitiesfor practicing musical skills.

Purpose

As a result of the previously stated findings, it wasdecided to structure a new experimental broad area music course,called Elementary Music Practicum, which would replace the threetraditional music courses for elementary majors - fundamentals,appreciation and methods. The purpose of the new course would be tomerge the approaches to the content and process of the musicalexperience in such a way that the prospective elementary teachercould achieve both personal and professional goals of musical develop-ment.

The stated purpose is based on the following assumptions:(1) Preservice elementary teachers are relative beginners in theirmusical abilities. (2) All levels of musical learning should be

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ELEMENTARY MUSIC PRACTICUMStanley LintonJanice Klemish

authentic,, and learning at various levels does not differ in kind,only in'degree. .(3) The un4versal focus in elementary musiceducation has shifted from an assortment of musical activities tospecific mlyqipallearnings and the musical experiences throughwhich these-are achieved - a valid approach for anyone. (4) Teachershave a strong tendency to teach as they were taught. otherwords, it was assumed that the practicum should attempt to take thepreservice teacher through a continuity of musical learnings andexperiences.vhich are identified with those of children fromkindergarten through grade six. Such an approach should make it possiblefor the prospective elementary teacher to develop his own musicalconcepts and_skills, and his ability to teach elementary classroommusic, to'a higher degree than under more traditional separate courses.

4)bitEtiME

(1) To identify the behaviorial objectives (concepts,skills, appreciations) to be achieved by the learner.

.(2) To identify the musical experiences through which thelearner May achieve the behaviotial objectives.

(3) TO structure the behaviorial objectives and musicalexperiences into a sequence which will provide a growth gradientfor the preservice elementary teacher and also corresporA to adevelopment line followed by elementary school children, kinder -garten through sixth grade.

(4) To compile a student-teacher resource manual ofillustrative material reflecting the musical learnings, experiences,and methodology.

r

(5) To plan for a pilot offering of the Elementary MusicPracticum.-

Method and Results

The designing of the content of the Elementary MusicPracticum was possible because of the long experience of theinvestigators in the field of music education and the availabilityof numerous published materials in the area of elementary musiceducation. (A review of these materials will not be attempted inthis report.)

The first task was to identify the behaviorial objectivesin terms of the learner's abilities in the following categories:

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ELEMENTARY MUSIC PRA1CTICUMStanley LintonJanice Kiemish

(1) Abilities to hear, sing, play, read, create, andverbalize melodic pitch movement.

(2) Abilities Co feel, sing, play, read, create andverbaliie rhythm.

. ,

(3) ,Abilities to identify musical form,

(4) Abilities to hear, stag, play, and verbalize harmonicand contrapuntal textures.

(5) Abilities to identify, verbalize, and respond toexpressme qualities.

, -

(6) Abilities to identify and verbalize.various stylesof music, musical compositions, composers, and performance idioms.

Specific abilities drawn from the preceding categorieswere structured into a combined vertical-horizontal sequenceextending from. beginning to more advanced behaviorial levels,corresponding in general to the'Various grade levels in theelementary school. The vertical sequence within any one behaviorialarea (i.e., pitch) can be identified withinany one grade leveland also from one grade to another. The horizontal. sequence isfolnd in the relationships among the various categories of behaviorwithin one grade level. Although research has not proved any onesequence to be definitely superior to another, the sequence developedhere is intended to reflect the logical organization of music and thenature of human growth and development.

The second task was to identify the types of musicalexperiences to be used to achieve each behaviorial objective.Generally, these included the various ways one can experience musicsinging, playing, listening, moving, creating, and reading. Theexperiences were further identified either as in-class experiencesto be conducted in formal class sessions or as learning centerexperiences to be carried on by individuals or small groups in theMusic Education Learning Center.

ON

ELEMENTARY MUSIC PEACTICUMStanley LintonJanice Klemish

The material manifestation of the structured behaviorialobjectives and musicalexperiences was in two forms: (1) Asyllabus giving the structured program of learnings and experiencesin units and lessons with each unit conceived to correspondapproximately tO:one elementary school grade level, and (2) Avertical sequence of learnings and experiences within each of thecategories of rhythm, melody, harmony, and form. These syllabiserve both to present the content of the instructional program tothe college instructor and student and to provide a guide to contentand method for an elementary school music education program.

The final task of structuring the instructional programwas to select and organize numerous examples of the learnings,experiences, and methods presented in the syllabus. Theseexamples were selected from the many resources used in theelementary school music program and included songs, piano music,recorded music, filmstrips, and books. The illustrations were toserve as a student-teacher manual for use in class and in the Learn-ing Center to actually carry on the experiences and achieve thelearnings.

Implementation of the instructional program was intendedto include the following conditions:

(1) Students would take the course for six credits forone semester. They would spend about fifteen hours per week inorganized work. About one-half of this time would be spent inclass work under the direction of the instructor, and theremaining time would be spent in practice and study in the MusicEducation Learning Center under the supervision of the instructoror an assistant.

(2) The establishment of a music learning center wasconsidered essential to the success of the practicum. The centerwould be adequately supplied with materials (elementary music books,programmed instruction, recordings, visuals, and reference books),and equipment (pianos, social instruments, record players,profectors, tape recorders). Supervision for practice and studywould be available in the center on a regular schedule.

Recommendations

The Elementary Music Practicum was designed as a part ofthe experimental curriculum for students in the Teachers for theAcademically bisadvantagedstudenti It had been planned to offer a

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ELEMENTARY MUSIC PRACTICUMStanley LintonJanice Klemish

pilot section during the 1969-1970 academic year, but lack offunding makes it necessary to postpone this plan. However, fromthe start, the investigators have maintained the opinion thatthe approach developed in the practicum should be of value to trywith our regular students. It has therefore been decided to use theSyllabus and Manual as the primary content of the existing course,Music in the Elementary School, which is an elementary music methodscourse taken by music education majors as a telescoped course duringtheir professional semester. These students will not'depend onthe course to develop musical learnings which they alreadypossess, but will gain a well organized concept of the learnings,experiences, resources and methodology involved 41 an elementaryschool music program. This material plus their observations in theCampus School should provide the student 'preparing as a music special..ist with a superior background for student teaching.

It is also recommended that a pilot class of our regularelementary majors be organized to take the 'Elementary Music Practicumduring some semester in the near future. They would substitute thecourse for the separate requirements in music now taken. After atrial experience with the pilot class, it would be possible to designan experimental research study involving experimental and controlclasses in the hope of determining the relative significance ofthe practicum approach, and, thus, provide a basis for determiningwhether it should replace our present elementary music educationcurriculum.

Summary

A six-credit course called Elementary Music Practicumwas designed as a part of the experimental curriculum for studentsenrolled in the Teachers:fore4cacemical Disadvanta ed project.The purpose of the practicum was to merge the approac es to thecontent and process of the musical experience in such a way that theelementary teacher could achieve both personal And professionalgoals of musical development. The practicum would replace the moretraditional separate music courses in fundamentals, appreciationand methods. The objectives in designing the practicum were to:(1) Identify the behaviorial objectives in terms of achievementsin musical concepts, skills, and appreciations, (2) Identifythe musical experiences through which the behaviorial objectivesare achieved, (3) Structure a sequence of learnings (objectives)and experiences in the form of a syllabus and a .supplementarymanual of examples - the course content, and ,(4) plan for imple-mentation of a pilot program.

4/- 142 -

AtELEMENTARY MUSIC PRACTICUMStanley LintonJanice Klemish

The syllabus and manual were written to present the,content and methodology of the course simultanecusly.and may be'used by students and instructors The syllabus stares a -

sequence of abilities to be acquired and suggested musicalexperiences for the acquisition of each ability. The experiencesare identified as those to be conducted in class and those to lhedone in the Music Education Learning Center. The Manual providedillustrations of examples of music and musical activitiesthrough which the experiences and learning occur.

Plans for a pilot section of project students for 1969-1970 have been temporarily aborted because of lack of funding.However, the structured program is considered very applicablefor use with regular students and will be used as the primarycontent of the existing elementary music methods course formusic education majors, 1969-1970. It is also anticipated thata pilot class of regular elementary majors may be started in theElementary Music Practicum in the near future, and that this willbe followed by an experimentally designed trial.

APPENDIX C

A PROGRAM OF MUSICAL ACHIEVEMENTS AND EXPERIENCES, GRADES K-6

Preface

This material is intended as a statement of the frameworkfor a general music education program in the elementary school. It

was originally developed for use in the "Teachers for the Disadvantaged"experimental project conducted by the School of Education. In thiscontext the preparatory elementary classroom teacher experiencescontent and process simultaneously. That is to say, he attains musicalunderoltandings and skills along with methodology by pursuing a sequenceof behaviorial objectives (musical achievements) and experiences withmusic similar to those which comprise the scope of an elementarymusic program for children.

It follows that the material may be used as a guide to con-structing and implementing an instructional program in the elementarygrades. Theze are seven units, each roughly corresponding to one gradelevel from kindergarten through the sixth grade. It is possible tomake adjustments of sequence within a grade level and between gradelevels to fit a particular school situation. Normally, this adjust-ment will probably be downward in grade level with the result that someof the material in Units VI and VII could be employed in a seventhgrade general music class. Also, the In Learning Center experienceswould either be deleted or absorbed into the In Class experiences ina school classroom situation.

Stanley LintonWisconsin State University-Oshkosh1969

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is

Unit &GradeLevel

Behavioral Objectivell(Abilities)

Unit I(Kind.)

L. 1

L. 2

41.401.111MINE.,

To feel the rhythmic beatand maintain the felt beatwith bodily movement orrhythm instruments

To imitate rhythm patternsestablished by sounds,words, or music

To distinguish in a gen-eral way between relativefast-slow (short-long)durations in rhythm patterns

APPENDIX C

Experiences

In Class:

Clap or tap beat while chantingfamiliar rhythms

Create original chants or rhymesfor clapping or walking to beat

Clap, step or tap instruments to'. beat of familiar songs

Coordinate appropriate fundamentalbodily movement to the beat ofmusic sung or heard -- jump, tip-toe, march, sway, etc.

In Class:

Clap, tap, and chant the naturalrhythm patterns established bysounds or things or animals(click-e-ty clack, trot-trot,etc.) or students name (Ma-rySmith)

Clap, tap and chant the rhythmpattern established by the wordsin familiar rhymes or chants

Clap or tap the rhythm pattern ofthe words of a familiar songwhile singing

Teacher or student make-up rhythmpatterns to be imitated by theclass

Clap or tap rhythm pattern of amelody heard on the piano orrecording

In Class:

Experiences of a similar nature tothe preceding ones with focus onrelative duration, e.g., Big clock:took - tock (slow), Small clock:tick-atock-a (fast)

- 145 -

Unit &Grade Behavioral ObjectivesLevel (Abilities) , Experiences

I

To distinguish between rhythmicbeat and pattern and maintaineither with bodily movementor rhythm instruments

To imitate selected basicpitch patterns, involvinglimited range, with the sing-ing voice and melody bells

-146-

In Class:

ameno

Clap or tap first the beat,then the pattern of familiarchants, rhymes, and songs

One half the class tap the

beat while the other halfclaps the pattern, reverseparts

Each individual clap the beatwhile chanting thy: pattern

In Learning Center:

Practice additional rhymes orfamiliar songs by tapping(with foot) the beat whilechanting or clapping the

1

pattern of the words ormelody

In Class:

Singing and playing melodicchants and rhymes based onthe intervals in the follow-ing sequences:

1. so-mi2. so- la -so-mi

3. mi-re-do4. so-mi-do5. do-la-so-mi-re-do

(pentatonic)

Focusing on the above typesof patterns found in familiaror children's songs

In Learning Center:

Additional practice onsimilar assigned material withsupplemental use of piano

Unit &GradeLevel

Behavioral Objectives(Abilities) Experiences

L.5

To show melodic contour of amusical phrase with expressivesinging, bodily movement andline notation

To identify by sound pitchor rhythm patterns which arethe same or different

To distinguish between asingle line melody and themultiple sounds of theancompaniment

L. 6 To coordinate appropriatefundamental bodily movementwith music heard or sung

-147-

,-,----"-""6111111111111

WIMMOOM0100111~

In Class:

Showing the rise and fall ofpitch in melodic phrases ofsongs with hand motions inthe air or contour lines on thechalk board and try to reflectthis phrase configuration inthe may the phrase is sung,use phrases of differingcontours

Show melodic phrase contoursof music heard on piano orrecordings

In Learning Center:

Continue to practice theinterval patterns introducedin L. 3

In Class:

Use the phrases and motives insongs that are learned andthe primary parts of piecesheard on the piano or recordings

In Class:

Singing a song melody unaccom-panied, then with piano orautoharp accompaniment

Using the multiple sounds heardin an orchestral selection onrecord

In Class:

Use a variety of songs andinstrumental selections forsuch movements as:

light and heavy walk, run,march, tip-toe, awing, sway,jump, hop, bend, stretch,turn

Apply imitative movement ofthings and animals as approp-riate to songs or instrumentalmusic

UnitGradeLevel

Behavioral Objectives(Abilities) Vacperiences

L. 7 To identify, verbalize, andrespond to the expressivequalities of a piece ofmusic

L. 8 To identify and recognize theexpressive use of selectedorchestral instruments inmusic heard

L. 9 To use voices accurately andexpressively in learningsongs by rote and verbalizeanalyze, and apply the roteprocess of matching songs

- 148-

In Class:

IOW

Talk about such things as themood, melodic contour,rhythm and dynamics (relativeloud-soft) in a song and howthese might help determine theway it should be sung

Analyze some of these samequalities in music heard

In Class:

Identify such basic instrumentsas the flute, trumpet, andviolin in selections heard andsupplement with pictures anddemonstrations on real instru-ments

In Learning Center:

Study section on instruments inprogrammed book

Listen to assigned recordings

In Class:

Lecture and demonstrate proce-dure in teaching songs by rote

In Learning Center:

Practice in teaching a rotesong to a small group of scud.

At least one observation of akindergarten music class duringUnit I

Become acquainted with a varietyof kindergarten songs and record-ed materials

Unit &GradeLevel

Behavioral Cajectives(Abilities) Experiences

Vocabulary from Unit IBeatRhythm PatterMelodyAccompanimentPitchPitch directionLoud-softPhraseNames of selected instrumentsSteps-leaps

Unit II(GR. I) Continue developing abilities

introduced in Unit I

L. 1 To associate pitch directionwith line notation or notebeads in a familiar melody

To play simple melodypatterns or bells fromline notation and numbers

To associate letter nameswith notes used to playmelody patterns on bells

L. 2 To sing various intervals(introduced by sound inUnit I) from the pentatonicscale when they are notatedon one, two, or three linestaves and make the transferto notation of the pitcheswith note heads

- 149 -

In Class:

Sing patternu from familiarsongs and represent the pitchmovement in line notation onchalk boards or charts

Note beads may be used in placeof lines

In Learning Center:

Practice playing additionalpatterns and sing with numbersor letters

In Class:

Sing chants, rhymes, or patternsfrom familiar songs from staffnotation on a two or three linestaff

Play the patterns on bells and

create and notable other similarpatterns

Show these same kinds of pitchpatterns on the five line staff

In Learning Center:

Practice additional patterns fromthis type of notation as found inSIGHT AND SOUND

Unit &GradeLevel

Behavioral Objectives.(Abilities)

meamdmmwellOWNwINIF

Experiences

L. 3 To recognize the sound of a majorscale, play on bells by ear,and sing with numbers onsyllables; to recognize theC-major scale in notation onthe five line staff

To recognize by feel andsound that rhythm patternsare sometimes even and some-times uneven

L. 5 To associate simple basic pat-terns of sound and silence withpre-notational rhythm symbolsand read such patterns

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In Class:Introduce the sound of a majorscale by playing several andidentify the pitch movementas steps (rather than skips)

This may be shown visuallyin line notation

In Class:

Discover the differencebetween even and uneven pat-terns in familiar songs, pianomusic, and recorded music

Clap the patterns.. or use rhythminstruments to highlight each

Use the following words and/ormovement:

Walk, run-ning = evenskip-ty, gal-lop = uneven

Create even and uneven patternsthrough clapping or a rhythminstrument

Discuss the differing effectson music of even and unevenpatterns

In Class:

Extract patterns from familiarsongs and apply the followingsymbols and chanting:

ta ta titi ta

ta ta ta rest

ta titi ta-a

ta tidi ta ta

In Learning Center:

Read through the Mary Helen

Richards rhythm charts

I

Unit &GradeLevel

Behavioral Objectives(Abilities)

AminwiamilM101.11.1111.Mmorp.....m.mob.sarg.

To clap or chant simplerhythmic canons, sing simplemelodic canons, and userhythmic or melodic ostinatosas accompaniments to songs

To associate cords in gen-eral with the sound ofaccompaniments

L. 6 To further develop the con-cept of phrase and analyseby sound the phrase or partstructure of a song orinstrumental piece

- 151 -

Experiences

10101..1111111040011dilie

In Class:

Create rhythmic canons setto familiar sayings such as"An apple a day, keepsthe doctor away"

Clap rhythmic canons withteachers or student start-ing and the class imitating

The words "imitating" andcanon should become apart of student ;' vocabul-

aries

Add repeated pitch orrhythm patterns as ostinatoaccompaniments to the chantsor familiar songs--to beplayed on melody or rhythminstruments

Listen to music whichmakes obvious use ofcanon, imitation, orostinato

In Learning Center:

Study and practice theGrace Nash and Carl Orffmaterials

In Class:

Present the idea of chordsas the simultaneous sound-ing of pitches. Singmelodies alone, listento chording accompaniment(piano or authoharp) byitself, -and thei 'put melody

and accompaniment to-gether, "which way do youlike best?"

In Class:

Use the letters of thealphabet to outline thephrase or part form ofsongs sung or instrumentalmusic heard

Unit &GradeLevel

1110111/011.111141

L. 7


To identify some traditionalforms of music such as themarch and waltz

To identify more of thebasic orchestral instrumentsfrom their sound, appearance,and expressive use inmusic

-152-

Experiences

Use small letters for phrases andcapital letters for larger parts:

aaba ABA

Represent length of phrase,phrase repetition and contrastwith:

1. Hand motion in the air2. Walking with change of dir-

ection for each phrase3. Reversing direction for

repeated phrases4. Use of same rhythm instru-

ments on repeated phrasesand different ones on con-trasting phrases

In Learning Center:

Analyze phrase or part form ofvarious songs and recorded musicselected from first grade mater -ia is

In Class:

Discover through listening, move-ment, and the use of rhythminstruments that the march has astrong accent and moves in 2's,while the waltz moves in 3's,and has more of a swaying motion

Focus on major parts of themusic which sound the same,similar or different and out-line the form with letters

In Class:

Focus attention on such instru-ments as the oboe, bassoon, andcello in passages of orchestralmusic heard

Show pictures of the instruments,discuss their sound and use inthe music, and have live demon-strations if possible

Unit &GradeLevel


To verbalize and respond tothe expressive qualitiesof mood, contour, rhythm,dynamics, and tone color ofmusic sung ov listened to

Vocabulary:

AccentMeterScaleStaffRepetitionContrastTonicEven RhythmUneven RhythmMarchWaltzCanonImitationChordOboe-bassoon-cello

Unit III(GR. 2) Continue to apply previous

learnings

L. To associate the sound ofpitch movement by step orskip with its traditionalnotation

-153-

In Learning Center:

Listen to additional assigned musicwhich provides opportunity tohear these instruments

In Class:

A variety would have been usedthroughout the unit

In Learning Center:

Explore various books andrecordings published for use infirst grade

At least one observation of afirst grade music class

In Class:

Use resonator bells to constructthe scales by sound - Play, singand notate the sates

Play, and sing to distinguish theeffect on pitch of the flattedor sharped note and its symbol

Identify the sound of the tonicnote and its location on the staff

Introduce concept of octave (Co-Do,1-8)

Unit &Gl7ade

Le/el Behavioral Objectives(Abilities)

L. 3 To hear and read melodicpatterns based on step-wise movement in thesescales (keys) with syllablesand letters

- 155 -

Experiences

Show the key signature and relateto scale and tonic

Create melodic phrases out ofnotes of the scales and refer tonotated songs in these keys

In Learning Center:

Practice writing these scales,singing them with syllables,numbers and letters, and play themon keyboard instruments

Create and notate short melodiesbased on these scales

Study these scales from programmedinstruction sources

In Class:

Use known melodies at first andsubstitUte the syllables forwords in various scale such asmi-re-do, do-re-mi; mi-fa-so,so-la-ti-do

Do ear training on these types ofpatterns

Play these types of patterns onbells and sing as marked - alsonotate the letter names on thestaff

Create scalewise melodic patterns(possibly using "human" bells),sing with letters or syllablesand notate

Apply knowledge and skills gainedsight reading to reading scale

patterns in new songs.

In Learning Center:

Practice ear training, singing,reading, playing, creating andnotating scalewise melodic patternsin these keys

Unit &

Grade Behavioral ObjectivesLevel (Abilities)

L. 4 To hear and read melodic skippatterns based on the"Do" (tonic) chord and to hearthe tonic chord harmonicallyas the "home base" chord inmusic

L. 5 To identify bar lines,recognize meters of 2, 3,and 4 and associate withthe numbers 2, 3 or 4 in ametter signature

L. 6 To identify the quarternote as a one-beat note(pulse unit), associatedwith meter signature, &feel and read relatedbasic rhythm patternsof sound and silence asfound in music

-156-

Experience

In Class:

Use experiences similar to thoseabove in developing concepts andskills with the tonic chord inmelodic patterns

Identify the tonic chord infamiliar keys by its letter name

Play the tonic chord at appro-priate places with melodies -use piano, autoharp, and resonatorbells. Respond to it as the chordof harmonic rest

In Learning Center:

Practice playing, reading andcreating melodic patterns whichinclude outlines of the tonicchord

In Class:

Mark the metrical beat to familiarrhymes and include bar lines:

21 1111En give, en-gine number nil

Discuss the placement of t e barlines be each accented beat,the meter of 2 and it indicationwith the number 2 at the beginning- do the same with meters of3 and 4

Mark the metrical beat to otherrhymes letting students place thebar lines and meter numbers

Apply the concept of bar linesand meter to songs notated instudents' books

In Class:

Mark in the beats above thenotation of a familiar song -discover the places where thereis one note to a beat - identifythis note by name (quarter) andfor the time being use the note

Unit &GradeLevel Behavioral Objectives

(Abilities) Experience

L. 6

le

Symbol

tIV

d

symbol in meter signatures:

2 2for

4

3for

3 4.for

4

4 p 4

Discover patterns of rhythmwhich make use of the following:

Name How Felt Chant

quarter note

quarter rest

eighth note

1 beat sound to or walk

I beat silence rest

2 evens to beat ti ti orrunning

ta-ahalf note 2 beat sound

half rest 2 beat silence re-est

To identify and use simpleintroductions, codas,descants and ostinatos withsongs

To perform simple two-partrhythmic/melodic canons

-157-

Read these kinds of rhythmpatterns, first in familiarthen in new songs. Studentsshould be able to scan therhythm while maintaining thefelt beat

In Learning Center:

Practice reading these typesof rhythm patterns fromassigned material

In Class:

Create originalas use of thoseelementary songand/or singing

ones, as wellfound inbooks, playing

Continue experiences similarto those introduced in Unit II,but now add the association withmusic notation

Learning Center:

Practice additional experiencesof these kinds making use ofthose found' in second grade

materials

Unit &GradeLevel Behavioral Objective

(Abilities) Experience

L. 7 To accurately and expressivelysing a variety of songs withinthe range of * 9th.

To identify, verbalize andapply in performance theexpressive qualities oftempo, crescendo and dim-inuendo

L. S To analyze and outline phraseand part structure by soundand sight in music sung orheard

-158-

In Class:

lorarrosamoramo. omarrer.

Continue to work with indivi-duals who need help in matchingpitch

Strive for an improved singingtone, enunciation, phrasingand breathing

In Learning Center:

Sing numbers of songs and lis-ten to some recorded songsfrom second grade sources

Practice tone matching exercisesand vocal exercises to increaseaccuracy and range of individuals

In Class:

Experiment with singing afamiliar song at differentrates of speed to introducethe concept of tempo andappropriate tempo - identifytempo of music heard or sungas fast, medium or slow (forthe present)

Experiment with crescendo anddiminuendo in chanting, playingand singing and identifythese effects in music heard

In Class:

Continue experiences similarto those introduced in UnitIII, but also expect studentsto recognize phrase structure,repetitions and contrasts atsight from notation

Create stories and dramatiza-tions or rhythm instrumentorchestrations based on thepart structure (AB or ABA) orrecorded music

In Learning Center:

Unit &GradeLevelNimommew

Behavioral Objectives(Abilities) Experience

L. 9 To identify additionalselected orchestralinstruments by sound,sight and function

Work on phrase and part analysisfrom various sources includingprogrammed learning materials

Create movement or orchestrationsbased on part structure in assign-ed selection

In Class:

Use recorded music in which theclarinet, french horn or stringbass is easily identified -supplement with pictures and livedemonstrations

In Learning Center:

Read information about theseinstruments and preview audio-visual materials which presentthem

To identify selected master In Class:composers through theirmusic

L. 10 To know a variety of musicfor singing, listening,moving and playing appro-priate to second gradelevel

- 159-

Present such composers as Mozartand Schubert -- information andselected music

In Learning Center:

Read more about these composersand listen to more of theirmusic including specialmaterials which present their livesand works (audio-visual)

In Class:

Use a variety during the entireunit

In Learning Center:

gxplore various books and audio-visual materials for second grade

Observe at least one second grademusic class

VOCABULARY FROM UNIT III

Scale of C. F. Gletter names of notes

Unit &GradeLevel

Behavioral Objectives(Abilities) Experience

Unit IV Continue the application of(Orw 3) learnings previously intro-

duced

L. 1 To hear and read melodic skippatterns based on the "so"chord (V, V7) in the keys ofC, F, and G

- 160 -

"VOCABULARY PROM UNIT III

flat (b)Sharp (0)octaveTonic (Do) chordharmonybar linequarter note/resthalf note/resteighth notemeter (time), signaturekey signatureintroductioncodaostinatodescanttempocrescendodiminuendoClarinet, french horn,string bass

Mozart, Schubert

In Class:

Introduce with scale numbersor syllables from patternsfound in known melodies, playand sing with letter names -types of patterns:

so-ti-re, re-ti, fa-re-tifa-re, etc.

Do relaxed drill on these pat-terns and combine them withscalewise and tonic chordpatterns

Read scalewise patterns and Iand V7 chord patterns in newmelodies

Create melodic phrases includ-ing V7 chord skips

Unit &GradeLevel

Behavioral Objectives(Abilities) 'Experience

L. 2 To aurally and visuallyidentify the whole and halfsteps (major and minorseconds) in the scales of C,F, and G ancLin melodicscale patterns in these keys

To construct the scale ofD major and relate to thekey and key signature ofD major

-161-

In Learning Center:

Additional practice in singing,playing, reading and creatingmelodic patterns involvingV chord skips

In Class:

Discover whole and half stepsthrough sight, sound and fellon the keyboard

Identify the location of wholeand half steps while playingand singing the C, F, and Gscales - generalize the structureof a major scale

Identify step intervals foundin songs or instrumentalthemes by sight and sound

Review affect of sharps andflats on pitch

Conduct ear training exercisesinvolving step intervals

In Learning Center:

Practice hearing, playing, sing-ing, reading and potating stepintervals

In Class;

Sing the opening descendingscale pattern of "Joy to theWorld " in C major - sing thesame tune starting on D, iden-tify the sound to be the sametune, discover the notesneeded to play it on the bellsand notate as the scale of Dmajor

Introduce the concept of transpo-sition from the preceding

Use additional experiences sim-ilar to those introduced withother scales

Unit &GradeLevel


L. 3

=111111

To identify aurally thegeneral difference betweenmajor and minor melodies,scales and harmonies

To identify aurally and'visually the interval, ofa 3rd and the differencein the sound of major andminor 3rds

Experiences,mam.woetmennlmow

In Learning Center:

Practice notating the D majorscale and playing and singingmelodies in the key of D major

In Class:

Distinguish. the difference inoverall sound called major andminor in two known songs

Teacher improvise melodic/harmonicpatterns in major and minor forural identification

Aural, identify major and minormode in music heard

Distinguish between the sound ofmajor and minor scales

Respond to the expressive moodsof major and minor in music sungand heard

In Class:

Introduce visually the concept ofa 3rd on the staff, and comparewith a 2nd

Relate the 3rd to numericalsequences in 3rds, to intervalsof 3rds in the tonic chord andscale--use scale numbers andsyllables

Use ear training exercises todistinguish 3rds. and 2nds

Introduce somds of major andminor 3rds and apply throughear training

Identify 3rds in the sound andnotation of known songs and themes

In Learning Center:

Practice in singing, playing,hearing and notating 3rds and 2nds

-162-

Unit &GradeLevel

L. 4


To feel and read rhythmpatterns involving thedotted eighthirsixteenthnotes and the eighthrest in 2/4, 3/4, and 4/4

To identify meter and pulseunit from meter signatures2/4, 3/4, and 4/4, to countbeats per measure and re-late to rhythmic patterns

In Class:

Introduce the dotted eighth-six-teenth pattern in known melodies,feel and verbalize as unevenmovement (long short) to thebeat and compare with even group-ings of eighth notes. Chant insuch patterns as:

I f---1 I f I

ta ti ti ta ti tiwalk skip-tv walk run-run

Introduce the following patternsin known melodies, ell andverbalize their relation to thebeat:

+ sound + silence

= silence + sound

Read these patterns in newmelodies

Create rhythm patterns involvingthese and use in rhythmie.tion

In Learning Center:

Practice reading, playing, nota-tion and dictation using thesepatterns

In Class:

Discover the following meaningsof meter signature in knownsongs as the baats are clapped,marked in above the notationand the findings related to thesignature:

2 = 2 --- this many beats permeasure

4

or:

2

4

- 163-

as 2

t

- --

- --

- --

one-beat note

this many

of this kind, or equiv.per measure

Unit &GradeLevel

Behavioral Objectives

To identify differentkinds of melodic cadencesby sound and sight

To sing and play des-cants and two-pe'41t roundsand canons

L. 5 To aurally and visuallyidentify the V-V7 chord inrelation to the I chord inthe keys of C, F and G, torecognize the sound of theV7-I harmonic cadence, and

- 164 -

Experiences4...m........armerawl....1.041....ass.

Practice patterns such as:

2 (2) 1 2 1 2 1 2 1 24 (0) 000 0 0 0 0 0 0 0

04equivalents

0,101111.011004 11111.011111

Teach conductor's beat as sub-stitute for counting

In Class:

Play or sing melodic phrases todiscover that some sound heavier(more final) and some lighter(less final) and evolve the con-cept of two types of phrase end-ings (cadences):

1. Those which end on the tonic(complete)

2. Those which end on a noteother than the tonic(incomplete)

Use syllables or scale numbersto become aware of the relativepitch endings

Generalize to cadence as a typeof musical punctuation of phrases

Create and notate phrases (songcompletions are good) utilizingthe two types of cadences andapplying discrimination as towhich is more appropriate in asituation

In Class and Learning Center:

Continue these developments whichwere introduced in earlier units

In Class:

Unit &GradeLevel

4111=111.1=1.11,,

Behavioral Objectives

'........ Experiences

, .

to use the I and V7 chords Discover the necessity for use

in accompaniments on the of a chord (V7) in addition to

autoharp, piano and bells the I chord in accompanying afamiliar song with the autoharp.Compare the sound of the two chordsand make up accompaniments byear to other songs using the twochords

L. 6 To identify melodicmotives and sequencesby sound and sightand verbalize theirmeanings

- 165 -

Discover the structure of theV and V7 chords through theuse of resonator bells and notap.tionon the staff

Learn the I-V7-I progression on

the keyboard as a pattern offinger movement and apply inaccompanying songs

Identify eaqily heard uses ofthe I and V' chords in recordedmusic

In Learning Center:

Practice writing I, V and V7chords on the staff and playingchording accompaniments on theautoharp, piano and bells

In Class:

Introduce the concept of notimein a familiar song which uses arepeated motive - discover inother melodies motives or phraseswhich are restated at a differ-ent pitch (sequence)

Identify repeated or sequentialmotives and phrases in newmelodies as an aid to music read-ing

Listen to music which makes sig-nificant use of motives, motivicdevelopment or sequences

In Learning Center:

Create rhythmic motives as accomrpaniments to songs, and createtwo-phrase melodies making use ofmotives and sequences

Unit &CreteLevel

Behavioral Objective(Abilities)

To create music in rondo formand recognize the rondo formin music heard

L. 7 To identify and describe suchtraeitional forms of musicas minuet, dance suite, folksong and folk dance

L. 8 To identify selected com-posers through theirlives and music

- 166-

Experiences

In Class:

Create ABACA form based on ver-bal chanting of improvised words--class on A part and individ-uals supplying the B and C parts--add a melody if desired

Create an ABACA form for rhythminstruments

Listen to instrumental music inrondo form in class and inLearning Center

In Class:

Listen to a minuet, associatewith courtly, danc.ing, discovertriple meter and the form(two 3-part songs)

Dance some of the minuet stepsto the music and/or view afilm of dancing the minuet

Listen to parts of a classicdance suite, i.e., statelySarabande, graceful Minuetor Gavotte and lively Gigue- relate to the composer(such as Bach or Handel) andhis times

Learn a folk song and dancefrom at least two differentorigins, relate to music anddance of the "folk" and com-pare with other kinds ofdances - create dances tofolk songs

Listen to instrurental musicbased on folk music

In Learning Center:

Create additional folk dancesListen to additional dancesuites and folk music andread related information

in Class:

Unit &GradeLevel Behavioral Objective

Experiences.

L. 9 To identify additionalselected orchestra in-.Struments through sound,sight and function

To identify and apply theexpressive use oflegato;, staccato andmarcato styles ofperfoemance

L. 10 To identify a variety, ofinstructional material .

appropriate to thirdgrade

Relate to the forms introduced.in lesson 7: Foster (folkmusic, Grieg (music based onfolk lore), Handel (dance suite)

In Learning Center:

Read about these composersincluding literature forchildren

Listen to additional music ofthese composers including audio-visual material published forelementary school use

In Class:

Use live demonstrations and/orpictures to introduce such in-struments as trombone, tympani,snare and bass drums and identifythese instruments in excerpts ofmusic literature heard

Contrast familiar songs--one insmooth, connected (legato) style,one in light, detached (staccato)style and one in well marked(marcato) style. - develop theskill of singing expressively inthese styles and identify thestyles in passages of music heard


Culminating study of materialsof a type used in 3 Gr.

Complete at least one observationat 3rd grade level

VOCABULARY FROM UNIT IV

Whole step (major 2nd)half step (minor 2nd)transpositionmajor modeminor modemajor 3rdminor 3rdpulse unitmeter (time) signature

- 167-

Unit &Grade Behavioral ObjectiveLevel (kbiiities) Experiences

1111.1....1.0110.01.11....M.0........ww....M

welodic cadence (complete,incomplete)

harmonic cadencerondo formmotivesequencefolk musicminuetdance suitelegatostaccatomarcato

Unit V(Gr. 4) Continue application of

learnings previouslyintroduced

L. 1 To respond with sensitivityto melodic contour, phretb.ing, and the relationshipof music and text

L. 2 To construct, notate, singand,play.the.scales ofBb, Eb, and to identifythe tonic nofe, key signa-ture and tonic anddominant chords in eachkey

In Class:

Develop the concept of phraseshape, climax, stress and relax-ation in singing and playingmelodies of various types -illustrate relationships betweenthe text and these musicalfactors in songs

Listen to the effect of thesequalities in recorded music,possibly using creative movementto highlight

Develop a more mature conceptof the unity of the musicalphrase and how to phrase insinging or playing.

In Class:

Introduce the structures throughmelody bells and staff notationas a transposition of the majorscale sound to a new "home base-

Read, play and create melodiesusing the notes of these scaleswith identification of scale andchord patterns in the melodiesand improvisation of chrdingaccompaniments (I and V ) onbells and piano

- 168 -

Unit &GradeLevel "(Abilities)

Behavioral ObjectiveExperiences10r11.10.

In Learning Center:

Practice 'writing and playing the

scales and reading melodic patterns

in these keys - also, practicechording at the piano in these keys

L. 3 To identify chromatic alter-ations (accidentals) in In Class:

melody and to hear, read,sing and play patternsinvolving alterations aspassing or neighboringtones

L. 4 To identify melodicpatterns based on a IV(Pa) chord and to hearind"read these patternsin melody

Introduce the effect of chromaticalteration of pitch in a familiar

song and develop the concept of it

as a pitch foreign to the key

used as an expressive functionin melody

Discover the effect of the chrom-

atic sign in raising or lowering

the scale pitch

Practice reading (singing andplaying) patterns with chromatic

alterations

Create melodic patterns usingchromatically altered tones

Introduce the general conceptof the chromatic scale

Identify chromatic passages in

recorded music

In Learning Center:

Practice singing, playing andcreating melodic patternsinvolving chromatic tones

It. Class:

Introduce the aural-visual con-cept of a melodic pattern out-

lining the IV chord (fa-la-do) in

a familiar melody

Practice hearing and readingmelodic intervals based on anycombination of 2 or 3 or these

tones

Create melodic phrases whichemploy a pattern using tnese

intervals in familiar keys

In Learning Center:

- 169 -

41.

Unit &GradeLevel


...0MANNWelm~

To identify aurally andvisually the melodicintervals of a perfect4th and 5th

L. 5 To identify the minortonic by sound and onthe staff; to construct,sing and play relativemajor-minor scales ofC-a, F-d, and G-e; toread minor melodies andrelate the tonality tothe key signature; andto spell, sing and playthe minor tonic chord

Experiences#11....700.1.assisoMmmrqwwW.Issi

Practice hearing, reading andcreating melodic patterns basedon the IV chord

In Class:

Introduce aurally and visuallyfrom familiar melodies - orientvisually to the size of 4ths and5ths on the staff and aurallyto such tonal intervals asso-do, do -Ti, or do-76, do-fa -

also, play the intervals think-ing pitch name of notes

Do drills from a given pitch onall familiar intervals: majorand minor 2nds and 3rds and per-flect 4ths and 5ths

Create and notate melodic patternsinvolving 4ths and 5ths for sing-ing and playing

In Class:

Identify the pitch of the minortonic (home base) in a familiarmelody by ear and identify itspitch name from the notation ofthe melody and relate to the nameof the key - also, identify thesyllable name as ala'

Construct, sing and play relativemajor and minor scales:

C - doB tiA - la - la nhG » so » so GF fa -fa - FE ti ED - re - re - DC - do - do - C

ti B

la - A

Develop the concept that there isa different tonic, but the samenotes are used, hence, the samekey signature


(Abilities) Experiences

Create minor melodic patterns in thekeys of a, d, and e for singing andplaying

Listen to recorded music in minortonality and analyze, sing or playthe themes from notation

Spell, notate, sing and play theminor tonic chord for melodiesused

In Learning Center:

Practice identifying minor keys,and singing, playing, creating andnotating minor melodies, scalesand tonic chords

L. 6 To notate melodies that have In Class:been created using properforms and staff notation Introduce the basic principles of

proper staff notation of pitchand rhythm

Create song completions from a givenopening phrase and notate accordingto the established key and meter

Create an entire song melody froma given text and develop proceduresfor determining key, meter signa-ture and notation

Create and notate short instrumentalmelodies

In Learning Center:

Practice the "in class" types ofactivities

L. 7 To respond sensitively and In Class:accurately to tempo andtempo markings Introduce the concept of tempo as

the rate of speed of the metricalbeat and categorize tempo as slow,

moderate, or fast. Develop anawareness of an appropriate tempofor a given piece

Demonstrate the metronome as a guageof tempo and introduce the conceptof metronome markings

- 171-

Unit &Grade

LevelBehavioral Objectives


L. 8 To identify, feel and readrhythm patterns in simplemeters involving the dottedquarter-eighth, the tie,and the triplet

Introduce 1) common traditional termsfor steady tempo--Allegro, Moderato,Lento, etc. 2) terms and signs forchanging tempo--ritaA and accel-erando, and 3) pauses in tempo- -fermate and break

In Learning Center:

Experiment with and without themetronome in guaging different tempo,and their musical effects and providetempo markings for melodies created


Discover these patterns as they re-late to the metrical seat in familiarmelodies and apply the concepts inreading new melodies and creatingand notating melodic and rhythmicpatterns

1 9 To identify the dotted In Class:quarter as the pulse unitin compound meter of 6/8 and Clap and mark in the felt beatto feel and read common above the notation of a familiarrhythm patterns in 6/8 melody in 6/8 - discover the one-beat

note (pulse unit) to be the dottedquarter - relate to the meaning andinterpretation of the meter signature:

6 = 28 ?

Discover common rhythm patterns:

if. :1 1 beat durationf1V4evew 3 evens to the beatint ma 1 long-short (uneven) to

e-44the beat

rep. = D. = 2 beat duration

Chant and read various combinationsof these patterns including rests

Compare the rhythmic awing of com-pound meter with simple meter inmusic sung and heard

Create rhythmic patterns andmelodies in 6/8

-172-

Unit &GroupLevel Behavioral Objectives


In Learning Center:

Continue studying, reading, singing,playing and creating rhythms in 6/8and also 9/8

L. 10 To distinguish betrvieen the In Class:sound of major and minor

Present the difference in sound fromtriads, and to spell, sing,the piano or auto harpplay and notate minor triads

Illustrate the relative differencein structure and sound:

5th 5thr3rd

di m31-root totk: root!,

Use the minor tonic in7chording

patterns to songs

In Learning Center:

Practice playing, singing andnotating minor triads and improv-ising i-V7 chording accompanimentson the autoharp and piano and bells

L. 11 . To identify the sound of In Class:the IV chord, construct the

Discover the need for a new chordIV chord in the keys of C, FIV in chording an accompanimentand G and use the IV chordon the autoharp - identify thein accompanimentschord and notate it on the staff

Relate the IV chord to melodicpatterns outlining notes of thechord

Compare the sound of the IV to the V7in such progressions as: I-IV-1,I-V7-I, and I-IV-V7-I, use thesepatterns in accompaniments withautoharp and piano and hells

Identify these primary chords inmusic heard

In Learning Canter:

- 173 -

Unit &GradeLevel


To identify the harmonichalf candence and authenticcadence (perhaps the plagalcadence also)

Practice identifying all three

primary chords and using them in

chording accompaniments

In Class:

Discover the harmonic phrase ending

on the dominant as an incomplete

cadence as compared with the sound

of a phrase ending on the tonic chord

- introduce the concept arid terminology

for both the half (V or V') and the

authentic (V or V7 - I) cadence

Identify half and authentic cadences

in music heard and in chording

accompaniments

In Learning Center:

Create Melodies and chording accom-

paniments with an awareness of types

of cadences - notate and mark in

chords

L. 12 To recognize the harmonic In Class:

interval of a 3rd and to singtwo-part music based on 3rds Discover the harmonic sound of

3rds in two-part rounds ordescants by holding the first or

last notes of phrases where the

interval occurs

Improvise harmonic phrase endings

based on 3rds above the melody -

show these in staff notation

Do two-part tonal drills in 3rds

Improvise and read entire phrases

or short songs based on parallel

3rds above or below the melody

Recognize 3rds in music heard on

the piano or records

In Learning Center:

Practice singing and reading two-

part phrases in 3rds

Create and notate short phrases in

3rds using the paino or bells

- 174 -

Unit &GradeLevel


...............m.qaboomenaftwoolem."oaror

L. 13 To recognize aurally andvisually and to verbalizethe designs of repetition,contrast and variationin musical form

To identify the "Theme andVariation" form and ver-balize the principles ofvariation used

L. 14 To achieve an acquaintancewith some specific balletmusic (classifcal andmodern), to identify balletas a combined art form andto relate ballet to otherdance forms

Experiencesmoulowerma.rwswrirmomlarimommolo......

In Class:

Discover principles of repetitionand contrast in phrase and partstructure in songs and recordedmusic and,discuss their effect onunity-variety, symmetry, balance

Discover the use of repeat signsused in notation

Discover the principles of variationby using a familiar melody and vary-ing its mode, rhythm or accompaniment

Create melodies using repeated andcontrasting phrases

Create rhythm instrument orchestra-tion or bodily movement (imitation,dramatization or dance) based onpart structure (repetition, contrast)in recorded music

In Learning Center:

Listen to more music to identifythe employment of repetition, con-trast, and variation

In Class:

Study and analyze a piece of musicin Theme and Variation form (i.e.,Haydn's Emperor Quartet, second move-ment or Surprise Symphony, Secondmovement)

In Classt

View a film or film strip of a trad-itional ballet

Compare the music and style of dancer.between a classical ballet such as"Sleeping Beauty" and a moderndance ballet such as "Rodeo" (Copland)

Compare ballet with forms of dancepreviously experienced -- folk dance,old dances and dance suites

In Learning Center:

Create interpretive dance movementto recorded music

- 175 -

Unit &Grade Behavioral ObjectivesLevel (Abilities)

ImaIWIROMMIIINGExperiences

Listen to other ballet and moderndance music

L. 15 To identify the SymphonicPoem as a form of orchestralmusic, to recognize somespecific pieces in this formand to gain the general con-cept of program music fromthe Symphonic poem

L. 16 To identify common dynamicterms and markings.and theeffect of dynamic schemeon the expressiveness of apiece of music

To identify various typesof keyboard instruments andselected works and composersfor these instruments

L. 17 To identify orchestralinstruments in familiesand to verbalize differenceswithin and between families

In Class:

Become acquainted with the programand music of selected symphonicpoems - identify some principlesof unity and contrast in a one-movement work

In Class:

Present various dynamic effectsand markings in music, sung andheard:

ff = fortissimof = fortemf = mezzo fortemp = mezzo pianoppp = pianissimo

= cresc. = crescendodim. = diminuendo

Sketch the overall dynamic schemeof a piece of music and discuss thecontribution of dynamics to totaleffect

In Class:

Present the harpsichord, piano andorgan through selected works ofBach and Chopin; illustrate anddiscuss the differences in soundproduction, mechanics, and expres-sive qualities; and make a fieldtrip to see and hear the organand harpsichord if possible

In Learning Center:

Listen to more recorded keyboardmusic and read the history ofkeyboard instruments

In Classf

Use recordings, films and picturesdeveloped for this purpose, as wellas live demonstrations as possible

In Learning Center:

- 176 -

Unit &GradeLevel


L. 18 To identify a variety ofmaterials and experiencesappropriate to 4th. grade

Unit VI(Gr.5)

climaxchromatic (accidental)IV chord (subdominant)perfect 4thperfect 5thminor key (mode)minor chordrelative major-minor

'Continue to apply previouslearnings

Extend in class experiences andstudy printed guides and otherinformation regarding the familiesof instruments

In Learning Center:

Study a variety of four grade songbooks and audio-visual materialsand make at least one observationof a fourth grade music class

VOCABULARY FROM UNIT V

Tempo:

Allegro, prento, vivace, moderato,andante, lento, adagio, largo,ritard, acceleranco, fermata

compound meter (6/8)tietriplethalf cadenceauthentic cadenceharmonic interval (3rd)repetition, contrastunity, variety

variation, Theme and Variationballet, modern dancesymphonic poemprogram musicdynamic terms:

pianissimo, piano, mezzo piano,mezzo forte, forte, fortissimo,crescendo, diminuendo, harpsichordorgan

L. 1 To construct, notate, sing In Class and Learning Center:and play the scales of A andE major and to identify the Provide experiences of the typestonic note, key signature used in Unit V, L.3

and primary chords in eachkey

To construct, notate, sing Provide experiences similar toand play the minor scales of those in Unit V, L. 5G and C; to identify thetonic chord, key signatureand relative major keys; andto read melodies in these keys

-177-

Unit &GradeLevel

Behavipral Objectives

Experiences

L. 2 To identify all intervalsfrom the major tonic, ascendingand descending, and to hear andread these intervals with part-icular focus nn the 6th and7th (new intervals)

To apply the concept ofinversion of intervals andidentify selected inversions

L. 3 To identify active and resttones in the key, to verbal-ize and hear the tonal ten-dencies of active tones, andto make use of this abilityin reading melody

- 178 -

In Class:

Introduce all ascending and des-cending intervals from tonicC - sing and play as melodicIntervals - focus particularlyon the 6th (do-la and B-6-mi)and 7th (do-ti and do-re)

Use the intervals of the 6thand 7th between other scaletones (so -mi, so -fa)

Read familiar and new melodiesand identify the intervals

Ear training involving variousmelodic intervals

Introduce the concept ofinversion through familiarintervals:

3rd becomes 6th (do-mi, mi-7(5)4th becomes 5th (so-do, do-TU)2nd becomes 7th (do-re, re 75)

In Learning Center:

Ear training, reading, singingand playing of all diatonicintervals

In Class:

Introduce the following:

Rest tonesdo-mi-so

Active tones and tendenciesre - down to do, or up

to mifa - down to mila - down to soti . up to do

'Feel and hear the tendenciesof active tones by pausingon them in a familiar melody -practice trying to retain thepitch of the tonic and otherrest tones in the ear


(Abilities)

To identify and verbal-ize conjunct and dis-junct movement of pitchin melody and to sensethe general effect ofeach on the style andmood of music

ExperiencesAlIrOMV.M.080114...em,...........uvo.o..

Create and sing short melodic patternsinvolving an active tone moving toa rest tone

In Class:

Present contrasting melodies ofconjunct motion (steps) and disjunctmotion (skips, particularly largeones) - discover the concept thatconjunct motion creates a feeling ofrelaxation while disjunct motioncreates a feeling of stress andenergy

Create melodies using the two typesof motion and also identify thesetypes in music. heard

L. 4 To recognize the relation- In Class:ship between melody andharmony, to identify pass- Identify and notate the appropriateing and neighboring tones, chords to use in accompanying aand to identify appropriate familiar melody by studying thechords from the study of the scale tones used in the melodynotation of a melody to determine the chord that also

has these tones - discover themeaning of passing tone and neigh-boring tone - use the musical earin making final judgments0,

To apply the concept oftransposition to melodiesand chords

In Class:

Play familiar melodies a tonehigher or lower and also applythe chording accompaniments

The concept of transposing instru-ments may be introduced

In Learning Center:

Practice transposing melodiesand chording accompaniments

L. 5 To feel, hear and read In Class:rhythm patterns based onthe second division of the Discover the following one-beatpulse (simple meter, quarter patterns in familiar melody:note pulse unit)

-179

[In = (t.7";

Unit &Grade Behavioral ObjectivesLevel (Abilities) Experiences

To feel, hear, read anddefine syncopation

L. 6 To use the traditionalconductor's beat patterns

To identify the eighth andhalf notes as pulse units(one-beat notes) in simplemeters and to read basicpatterns derived from these

Chant these patterns and createaccompanying rhythm patterns andmelodies using them

Read these patterns in new melodies

In Class:

Introduce the common syncopated pat-tern (eighth-quarter-eighth) ina familiar song - discover the feelof the pattern in relation to thetwo beats duration

Define syncopation as the shiftingof rhythmic stress (accent) to anormally; weak part of the beat(after-beat) or to a weak pulse ofthe measure

Listen to the expressive effect ofsyncopation in music

In Learning Center:

Practice reading syncopated patternsand patterns based on the seconddivision of the beat and create melod-ies using these patterns

In Class:

Teach the beat patterns for metersof 2, 3, and 4

Have all students use the beatpatterns while singing

Let individual students conductthe class in familiar songs.

In Class:

Discover the eighth and half notesas pulse units by clapping and mark-

in the felt beat in relation tothe notation of a familiar melody- orient to the basic rhythmpatterns which derive from thepulse unit and relate to the metersignature

Read new melodies involving thesepulse units

In Learning Center:

- 180 -

Unit &GradeLevel


L. 7 To recognize changingmeters and the effect ofshifted accents

Create and notate rhythm patternsand melodies using these pulseunits

Notate a familiar melody written in2/3 or 3/4 into 2/8, 3/8 or 2/2, 3/2

In Class:

Discover changing meter in a familiarmelody - conduct the meter to furtherhighlight the change and the effecton the music

Create a melody employing changingmeter

Discover the effect of shifted accentand changing meter by counting beatgroupings such as the followingseparately and together:

A. 1 2 3 1 2 3= Regular

1 2 3 1 2 3= shifted (feeling ofmeter is duple)

U. 1 2 3 4 5 6 7 8 = regular

1 2 1 2 3 1 1 2 = changing

L. 8 To sing and play two-partsongs based on 3rds, 6thsand other passing intervals

Listen to music in which changingmeters or shifted accents are charact-eristic - modern music uses both

In Learning Center:

Listen to other music employing thesedevices and create those types ofpatterns to accompany a familiar song

In Class:

Learn several two part songs usingthe following processes

- by rote

- by reading the melody first thenadding the harmony

- by reading both parts simultaneous-ly

In Learning Center:

Practice singing two-part songsand playing the two parts on thepiano

- 181 -

Unit &GradeLevel


L. 9 To hear and identify thedifference between con-sonance and dissonancein harmony

To recognize and verbalizedifferences in harmoniccolor

L. 10 To continue identifyingand using chordal accomp-animents, to hear and singchord progressions and torecognize inversions oftriads

In Class:

Present the sound of dissonantintervals (2nds, 7ths) as comparedwith consonant intervals (3rds, 6ths)- chords which have major or minor2nds or major 7ths in them arepa%ticularly dissonant

Create a modern (dissonant) typeof choral accompaniment to a familiarmelody by adding 2nds and 7ths tothe primary chords on the bells orpiano

Listen to music which useddissonant harmony and associatethis sound with 20th century music

Compare and describe the generalharmonic sound (color) of variousexcerpts which results from: major,minor, primary chords only, num-erous secondary or altered chords,dissonant harmony

In Class:

Continue to use the primary chordsin accompaniments on the bells,autoharp and piano

Present the concept of invertingtriads by sound and in notation

Sing threee part triad progressions(including inversions) from diagramssuch as the following and fromnotation:

- 182 -

mt. r -fa,

do. -.do

I V7

Unit &GradeLevel

Behavioral ObjectivesExperiences

L. 11 To recognize and ver-balize the differencebetween harmonic and con-trapuntal textures

;La.

so--"

,fa,mi,-'

do----do----do

I IV

do, ,do

fa.

7I V

Sing chording accompaniments tofamiliar songs using the above typesof progressions

In Learning Center:

Notate triads and their inversionsin elected keys and notate a chordalaccompaniment to a melody

In Class:

Illustrate by accompanying a familiarround melody with chords then singingit as a two or three part round -rounds, canons and descants illus-trate the general idea of contrap-untal (polyphonic) music--each voiceline has melodic-rhythmic independence(either the same or a differentmelody) - also, use "partner" songsfor similar purposes - melodies withsupporting chords (harmony) illus-trate harmonic (homophonic) music

Develop the concepts of imitation andcountermelody by listening to select-ed recorded music

- 183 -


L. 1213

L. 1415

To identify the varioussolo vioce classificationand the choral ensemble,and to recognize solorforms (art song, aria)and choral excerpts frommulti-movement vocalmusic

To identify the varioussolo voice classifica-tions and the choral en-semble, and to recognizesolor forms (art song,aria) and choral excerptsfrommulti-movementvocal music

rxperiences1111.014181011MINOMMOOMM10110.01011

Present the concept of fugue byanalyzing the exposition based onstatement and restatement (imitation)of a subject (i.e., a Bach keyboardfugue)

In Learning Center:

Listen to selected recorded musicin contrapuntal and harmonicstyles

In Class:

Present the concept of a multi-movement form through aClassical piano sonata (Beethovenor Mozart) .- focus on the form ofthe first movement and discoverthe main,design'of its structure(exposition of two themes, develop-ment and recapitulation) - compareto Rondo or Theme and Variation

Present the symphony as a sonata fororchestra

Study the symphony orchestra as atotal ensemble--composition byfamilies, seating plan, conductor,etc. (Britterls Young PeopLes Guideto the Orchestra)

The concerto for solor instrumentand orchestra may also by presented

In Learning Center:

Listen to other sonatas, symphoniesand concertos and read informationon the music and composers

In Class:

Present the various voices (soprano,contralto, tenor, baritone, bass)in selected recordings or livedemonstrations - use art songs orarias and develop the concepts ofeach form - the class may also singselected pieces found in elementarysong books

- 184 -


L. 16 To be aware of a varietyof materials for use in5th grade music and tomake at least one obser-vation of a 5th grademusic class

Experiences ."". . .

Present the concept of large multi-movement vocal forms of opera(musidal drama staged) and oratorio(musi6a1 drams unstaged) - listento solo and choral excerpts fromopera and oratorio and relate tothe framework of the story

Develop concepts of the relation'of the orchestra to large vocalworks and a specific acquaintancewith the overture

In Learning Center:

Become acquainted with the storyand musical excerpts. of a wellknowdopera and coratorio (audio -visual' material may. be useful)

'VOCABULARY PROM UNIT VI

Intervals:6th, 7th

inversionconjunct motiondisjunct motionactive tonepassing toneneighboring tonetranspositionsyncopationconductor's beatmeter signatures:

2/8, 3/8, 2/2, 3/2changing metershifted accentconsonancedissonanceharmonic (homophonic)contrapuntal (polyphonic)imitationfuguesonata.

sonata-allegrosymphonysymphony orchestra-concertosopranocontralto (alto)tenorbaritone

- 185 -

Unit &Grade Behavioral ObjectivesLevel41.111.1wi

(Abilities) ExperiencesAMMIEMNMONIIMOIMMEMOi1OMMEMININI

BassArt sangariaoperaoratoriooverture

Unit VII Continue to apply previous learnings

(Gr. 6)

L. 1 To hear the process of simplemodulation and to identifyit from notation in thescore

L. 2 To recognize the threeforms of minor, mode

In Class:

Discover the change of tonalcenter (tonic) aurally .in afamiliar melody and identifythe way this is reflected inthe score by use of accidentalsor change of key signature -introduce the term modulation andrelate to change of melodic/harmonic tonal center and key

Identify easily heard modulationsin recorded music and discussthe effect on musical designand expressiveness

Create a melody employing mod-ulation to the dominant and providean appropriate chording accom-paniment

In Class:

Present the three different formsof structuring the upper half ofthe minor scale without changingthe lower half and the conceptthat all forms sound as the minormode because the lower part ofthe scale with the lowered 3rdis the clue to minor

Discover the chromatically altered6th or 7th tones in the notationof minor melodies and the factthat these are a part of theminor key or mode rather thanforeign tones

- 186-

Unit &GradeLevel


In Learning Center:

Play and notate the different formsof the minor scale and create melodicphrases using the altered 6th and7th

To play chording accom-paniments in selected minorkeys u§ing the I-V7 andI -IV -V progressions

L. 3 To identify some gen-eral characteristics ofcontemporary melody andscales

L. 4 To identify, notate, andread bass clef notationand to gain ill concept of

the great staff

- 187 -

In Class:

Present the sound of the minortonic and major dominant onautoharp and piano and use thesechords is accompanying familiarmelody - the minor subdominant mayalso be used

In Learning Center:

Practice chording in minorwith the autoharp and piano

In Class:

Listen to some contemporarymelodies while following theirnotation and derive character-istics such as: wide skips anduncommon intervals, lack of cleartonal center or key, abruptshifts in tonal center, angularcontour

Present the general idea of newscale structures such as thewhole tone and twelve tone

Create a twelve tone melody onbells using a familiar shymeor poem or song text to supplythe rhyme

In Class:

Present the bass clef andgreat staff notation

Read melodies from bassclef notation

Notate and play the primarychords and/or their roots usingbass clef


L. 5 To identify and verbal-ize characteristic rhythm(rhythms characteristicto various types of music)

L. 6 To gain the conceptof irregular meter andpoly-rhythm and theireffects on rhythmicmovement

In Learning Center:

Practice reading melodies and chordsin bass clef


Use selected music (folk and class-ical) of various nationalities orveligions, forms, styles and periodsand discuss some of the rhythmiccharacteristics that help identifythese types of music

In Class:

Chant the rhythmic beat induple and triple meters then com-bine into irregular metrical group-ings of 5 (3+2 or 2+3)and 7

,(4+3 or 3+4):

1 2 3 1 4 5

45 p r. etc.I

Define as a meter which containsa feeling of changing meter within

Sing a melody which uses changingmeters including a 5 pulse measure

observe the notation, conduct thebeat and note the rhythmic freedomand expressiveness which results

Chant a text in a rhythm involvingchanging and irregular meter andnotate the rhythm

Listen to recoubd music whichemploys these devises

Discover polyrhythm and its musicaleffect by combining two differentrhythms within the same meter byhaving one-half the class chanteach separately then together:

3

4

1

1

2

2

3

3

4

4

%),

5

5

61

6

- 188 -

>11"4, 41( If of

0119,419,m 2:3


Also chant words or proper nameswhich will create 2 against 3

Listen to recorded music whichemploys polyrhythm and relateparticularly to 20th century music

L. 7 To sing a part in a tex- In Class:ture of three voice parts

Introduce through short, easy phrasesinvolving two parallel harmonyparts plus a vocal chording orostinato part, two harmony partsplus a descant, and three easy blockharmony parts

Extend the experience into moreinvolved three-part songs over aperiod of time

In Learning Center:

Practice/playing three-part songson -he piano and singing three-partsongs in small groups of 3 or more

L. 8 To achieve the concept of In Class:chamber music and various,types of chamber ensembles Present various excerpts fromand to identify recorded chamber music (instru-selected pieces of mental and vocal) or use livechamber'music demonstrations - analyze and

identify both the musical struc-ture and performance media

In Learning Center:

Listen to additional selectedchamber music

L. 9 To identify some chara-10 istics, composers and

music of the Renaissanceperiod

In Class:

Present selections of music ofthe Renaissance period throughwhich some of the basic principlesin the following areas can bediscovered:

A. General characteristics ofsociety and culture

R. Vocal forms (i.e., motet andmadrigal)1. Melody - no primary "tune", all

voices of equality

-189-

Unit &GradeLevel


..100.110011010.101001=010.1

2. Rhythm - free rhythm, chang-ing meter, light & flowing

3. Texture - primarily con-trapuntel, some harmonic

4. Tonality - model5. Form - through - composed

(sectional)6. Texts - sacred (Latin),

secular7. Dynamics - limited rcnge and

shaped from the text8. Selected composers and music

C. Instrumental forms1. Keyboard music2. Music for viola, recorders,

etc.

D. Relation to music to the otherarts

In Learning Center:

Listen to additional Renaissancemusic and read information on theRenaissance period and its music

L. 11- To identify some chara-12 cteristics, composers and

music of the Baroque per-iod

Preview audio-visual materials basedand historical periods in music andthe arts

In Class:

Present selections of music of theBaroque period through which someof the basic principles in thefollowing areas can be discovered:


B. Rhythm - vigorous, metrical,firmly pulsated, repeated motives

C. Tonality - perference for majorand minor modes

D. Counterpoint - imitation, canonfugue

E. Harmony - traditional (functional)supporting a melody

F. Dynamics - forta-piano withsudden changes Irom one to theother

G. Form -variation or continuousexpansion of an idea

190-

Unit &Grade Behavioral ObjectivesLevel (Abilities)' Experiences

L. 13 To identify somecharacteristics,and music of theperiod

A00100.1. 4p.m.pinvoromm.o.

H. Vocal forms - chorale, oratorio,beginnings of opera

I. Instrumental forms - keyboard,orchestra

J. Relation of music to other arts

In Learning Center:

Listen to additional Baroque musicand read information on the Baroqueperiod and its music

Preview audio-visual materialsbased on historical periods inmusic and the arts

In Class:composersClassical Present selectione of music of

;the Classical period throughwhich some of the basic principlesin the following areas can bediscovered:


B. Melody - more obvious, oftenin short fragments, scalewiseand.chord skips

C. Rhythm metrical, lightly_.pulsated and buoyantTonality - major and minor

. Harmony - the predominant tex-ture, fundamental chords

F. Dynamics - range from "p"to "f", limited use ofcrescendo and diminuendo

G. Vocal forms - opera, oratorioH. Instrumental forms - symphony,

string quartet, sonata,concertoRelation of music to other arts

In Learning Center:

Listen to additional Classicalmusic and read information onthe Classical period and its music

Preview audio-visual materialsbased on historical periods inmusic and the arts

- 191 -


L. 1516 To identify some chara-

cteristics, composersand music of theRomantic period (mayinclude Impressionismas an extension)

L. 17- To identify some charac-18 teristics, composers and

music of the Contemporaryperiod

In Class:

Present selections of music of theRomantic period through which thebasic principles in the followingareas can be discovered:


B. Melody - more extended, lyricaland chromatic

C. Rhythm - more imaginativeD. Tonality - major and minor,

some abrupt shifts in mode or key

E. Harmony - more altered chordsand richer colors

F. Dynamics - larger range from"pp" to "ff" with frequent anddramatic use of crescendo anddiminuendo

G. Vocal forms - art song, opera,oratorio

H. Instrumental forms and idioms -large orchestra, short pianopieces, symphony, symphonicpoems, concerto, chamber music

I. Relations of music to otherarts

In Learning Center:

Same experiences as in previouslessons on historical period

In Class:

Present selections of music of theContemporary period through whichsome of the basic principles in thefollowing areas can be discovered:

A. General characteristics of societyand culture

B. Melody - large skips, uncommonintervals, unexpected contours, frag-mentary, motivicC. Rhythm - more intricate and free,changing meter, irregular meter,polyrhythm, shifted accents, motivic

-192-


J.M.ftilM11111..NIIIMIN1101011101111001111.1111.1.111111

D. Tonality - free, avoidance ofmajor and minor, shifting tonalcenters, new scales, and old modes

E. Harmony - dissonant, free move-ment of chords

F. Counterpoint - dissonant, canonfugue

G. Dyanmics - large ranger specialeffects

H. Instrumental forms - explorationof new combinations of instru-ments (color, timbre) and freeadaptations of old forms (sonatasymphony, etc.)

I. Vocal forms - solo song, choralmusic, opera

J. Electronic musicK. Relation of music to other arts

In Learning Center:

Same types of experiences as usedin previous lessons on historicalperiod

- 193 -

Appendix D

FINAL REPORT

Supplementary toRESEARCH PROJECT

TEACHERS FOR THE CULTURALLY DISADVANTAGED

ELEMENTARY TEACHER LECTURE

AND

STUDIO PRACTICUM IN ART

Dr. William J. LeifinMr. Alvin T. Bennett

Wisconsin State University at Oshkoiti*

Elementary Teacher Lecture APPENDIX J)and Studio Practicum In Art

INTRODUCTION

The problem is to study the scope and sequence of fourtwo credit courses previously taught as separate offerings, andto identify the major elunents which can be combined into asingle six credit offering (see Appendix 1). In addition tothe content evaluation, this study will include the following:

1. Developing a Usual Resource Center which will beavailable for use by any art education faculty member. Thecompleted center will include slides, tapes, films, film strips,and related periodicals. This material will not duplicate resourcematerial provided by any other source but is,rather,intended toprovide materials not available or at best available at a veryhigh cost (i.e. slides, tapes, etc.). With the audio-visualequipment furnished through a federal grant as well as throughthe department budget, additional exemplars will be more readilyobtained and made available each year. Some exemplars havebeen prepared and are available for class use at this time. Ina relatively short period of time this center could serve as anexample for art departments through the State of Wisconsin atTAperhaps the Midwest. It might possibly even develop into aloan center to sister schools in the Wisconsin State Universitysystem.

2. Developing a current Library Listing of all ArtEducation Books, which prior to the time of the study wasavailable only through searching the card catalog (see Appendix").This listing will be used as a handout for not only the Projectstudents, but for all art methods classes as well. It will alsoserve as a research resource for M.S.T. Graduate Students inArt Education and will be of importance to increasing our libraryholdings by building from this listing,

3. Developing a current inventory of all materialsrelated to art which are available through the EducationalMaterials Center (see Appendix fr). This will include books,pamphlets, curriculm guides and all other supplemental materialswhich :ire related to art. This list will also be used as a hand-out to the art education students at both the undergraduateand graduate level.

4. Developing a Communities Resource Directory to beused as an informational resource for students, new and establishedfaculty, guests and parent visitors (see Appendi*/0). This can bedistributed as a handout as well as for more general distributionthrough the Office of Public Information or the Alumni Office.At the time of this report, the segment of the handout which iscomplete lists all major exhibits in galleries for 1969-1970within easy driving distance of Oshkosh. This will be distributed

-195-

Elementary Teacher Lecture APPENDIX.and Studio Practicum in Art

during Faculty Orientation in September, 1969. Additional resourcematerials in the form of synchronized tapes and slides of localcultural interest areas could be developed. They could be usedas a form of public relations during freshman orientation orprofessional conferences.

5. Developing a 2.triglanUatide which willincorporate all of the objectives of the traditional separatecourse offerings (see Appendix D7. A major difference will bethe restatement of the objectives in the form of conceptualconstruct with emphasis given to both Vertical and HorizontalArticulation. In addition to the combined course design, thecontent evaluation of the established courses has pointed up theneed to better relate and/or reinforce relationships in thetraditional course structures to the needs of elementary majorsand their anticipated tasks as teachers.

6. Development of an allied arts approach by integratingspecific topics in the aural and visual arts has not yet beencompleted.

Since this phase of the study called for first completing-the final designs for both the Music and Art Practicums, as wellas having available the necessary audio visual equipment, thistask was quite necessarily left until last. Work on this willcontinue during Semester I of the 1969-1970 school term and afinal report will be jointly authored at that time.

CONCLUSION

The development of a visual resource center will be ofconsiderable value to all students and faculty within the Depart-ment of Art and Art Education. However, this development willnecessitate some released time for one of the art eacation staffin order to photograph, tape, catalog, and generally build on thepresent limited resource material. Limited availability of thistype of resource material and excessive cost of that which isavailable would seem to add to the rationale for this recommendation.

A final recommendation would be to provide an opportunityto do a follow-up study by comparative evaluation. The instrumentfor evaluation could not be developed at present due to the limitedtime, but is rather noted as a possibility for the future.

- 196 -

Elementary Teacher Lectureand Studio Practicum In ArtSection 1

328

APPENDIX ,D1

22-355 Suggested ScopeandSequence for ProfessionalOrientation and Studio

Practicum in Art for Elementary TeachersAWillaftm* 411=1..11111=116,

Exploration of Two and ThreeDimensional Materials and

Design

-Modeling, three dimensionalexperiences:

lecture, discussion andstudio experiences

-Materials:

clay, asbestos, plasterand armature plastics

-Finishing techniques:glazing, staining, slipand engobe application,texturing,,painting

-Kiln operation:stacking, firing, care of

-Modeling Involves:emotional concepts, thepower of interpretivethinking, and instinctivefeeling

40.....parlowIMMENftel.11

105

Understanding the Arts

-Sculpture: A visual andverbal presentation ofhistory and understandings

- 'Greek, Roman, Romanesque, Gothic,

Renaissance, Baroque,Impressionism, 20th. Century

Elementary Teacher Lectureand Studio Practicum In ArtSection la

APPENDIX Dl

555

Teaching of Art

-Stressing the relation betweenmodeling, sculpture and3-D activities in theElementary Schrol

-Suitable approaches to clayfor the elementary child:coil, slab, pinch andpull, patch

-Finishing techniques providea variety of expressions:

staining and waxing,glazing, painting,texturing

-Suggested methods of present-atimi at the primary level:Emphasize manipulativeprocesses, stress mobilityand malleability of clay,introduce technicalabilities in relation tokinesthetic function andneeds, develop tendenciestoward sturdy, simple,characteristic interpret-ationn of familiar objects(animal kingdom) through anunderstanding of solid forms

-At the intermediate level:Develop more complexinterpretations in clayExplore possibilities ofcombined procedures

-Supplementary activities inmodeling paper mache,powdered asbestos, plasteraggregate

EXEMPLARS

Visuals-References

AIIMMI=.1111M

-Art Education Slide Collectionof elementary art

Art Department Reproductions -slide library holdings

-Current exhibitsSlides and examples:

Erechtheum - Porch ofMaidens, the Three Fates,Hermes, AphroditeRoman - Caesar, Ara PacisFriezeRomanesque - Portal ofSt. Trophine at Arles,the Crucifixion fromSanta Marie AntigueGothic -, Apostiles fromCentral Portal of Amies,Amiens Christ, Annuncia-tion, Nativity andShepherds from Pulpit atSieneRenaissance - David byVerrocchio, David byMichelangelo'Baroque - David by Bernini,Ecstasy of St.. Theresa byBorninImpressionism Rodin:The Kiss

- 198-

Elementary Teacher Lectureand Studio Practicum' In ArtSection 2

N=1.11110400101....M.,101

Two Dimensional Activities

327

Drawing: Contour, gesture,,mass and volume

-Learning to draw is a matterof learning to seecorrectly

-Significant observationutilizes as many of thefive senses as is possible

-Devices for pictorial andplastic space - theillusion of space-in-depthcan be achieved by diminish-ing size, sharp and cleardetails in foreground,blurred elements in back-ground, and linear perspec-tive

-Visual Elements-Three basicvisual elements of a work ofart are shape, brightness,and color

Structure and expression areproduced by the use of shape,color, and brightness

-Materials:

Crayons, chalk, charcoal,pencil, ink, conte crayon

-A material must be an integralpart of the creative work

-The specific way an indiVidualuses a material determinesits selection and inclusionas an art material,

105

APPENDIX 111

The historical development ofdrawing encompasses significantcontribution of:

- 199-

MichelangeloDaVinciRembrandtPicassoDeKooning

Elementary Teacher Lectureand Studio PracticumSection 2a

APPENDIX Da

Suggested Drawing Experiencesfor the Elementary School

--At the Primary Level:- Develop and enrich use of

geometric symbols to expresspersonal ideas and feelings

-Develop concepts of thefigure, objects, animals

-Lay the foundation for morecomplex use of line structure

--At the intermediate level:-Develop greater awareness and

dependence upon environmentfor source materials andexpressive interpretations

-Gradual introduction ofinnovations from Line:

linear, textures, linearshapes, structuralelements, motion, composi-tion, abstractions

-Drawing materials:,-Kinds and Uses:

crayons, chalk, pencil,pen, papers.

-Sources:

Supply Houses and localresources

Art materials should be thoughtof as meeting the needs ofchildren

20th. Century -Lemmbruck(expressionism), KneelingWomen:

Moore - Family Group

Brancusi-Mlle. PoganyGabo-Spiral ThemeArp.Human ConcretionWachowiak and Ramsay-

.21EmELELLAttRueschhoff svAl Swartz -Teaching Art in the

BlEalatga102221Nicholidais - The NaturalWax.12 DrrwKeller - The Art inTeachOcvirk, Bone, Stinson,Wigg - Art Fundamentals-

2122txInsUrastissGulamerian Ihajastumsof Art

Eisen - NamatmatALIWold and Cykler Musicand Art in the WesternWorldCraft Horizon

Elementary Teacher Lectureand Studio PracticumSection 3

mimm...=0. AMY.,

328

APPENDIX .01

Carving: The ideal of thesubtractive method:plaster, aggregate, sandcast blocks, soft kilnbricks, wood.

-Sculptural experience providesthe individual opportunitiesto gain a Benin, of space,time and volume

Sculpture (Subtractive)

Application of'subtractive atthe elementary leveiselec-tion of content dependsupon workability of materialsas a determining factor andupon. workab.i-Lityof-matar-ialo-

as a determining-factor-and -upon possibilities limitedthe the maturity of the child

-Suggested Sculptors and theirwork:

-Michelangelo - Creationof Man, David

-Bernini - David-Rodin.- The Kiss-Lehmoruck - KneelingWoman-Moore - Family Group-Brancusi-Mlle Pogany

328

ConstructionsPossible Expressions:

Paper, sculpture,assemblages, mobiles,collage, stabiles,vibratiles

-Experiences in volume designinvolve the use ofstructural elements, ofdefining space, and ofdefining motion

-201-

. MVO 4.M

Naum Gabo-Spiral ThemeGiacometti-Palace at 4 A.M.Calder-Lobster Trap and Fish Tail

Elementary Teacher Lectureand Studio PracticumSect' can 3a

aume.e.ort0.1...........Frorap+00.4.11.4rowrormemur

Materials Suggested forIntermediate Level:

APPENDIX Dl

-FoundI7 sand blocks, balsa wood,soap, wax, insulating kilnbrick, plaster aggregate

-Plaster as a semi-hard materialis a recognized three-dimensional art form

-Explore the possibilities ofthe sculptural process andunderstand its limitations

WWI

School ArtsArts and ActivitiesEducation Materials Center

Construction activities adaptableto the elementary level

-Processes could include boxsculpture, found objects,paper sculpture, wood,textiles, metal, natureforms, plastics

-Concepts, development

Manipulating common objectsin unimmmon waysInverting unique applica-tions for discardedmaterialsStruggling with a problemof intricate constructionuntil solx ,d

Proving the aesthetic axionthat the "whole is greaterthan the sum of its parts"Ideas may be enhancedthrough unusual use oftextOres

Elementary Teacher Lectureand Studio PracticumSection 4

1.....41NO=mffirmww..,~0

101

Drawing and Color

Artistic abilities involvethe ability to producecreative visual and expresa,

sive ideas and to organizethem into a work of art con-sidering the three basicelements:

Shape, brightness, andcolor

A knowledge of, and an experiencein problem solving involvingthe major properties ofshape will aid greatly inunderstanding and creatinga work of art:

Bouneary, structuralaxis, the nature ofpoints and lines, size,and orientation

A discussion of, and involve-ment in the use ofbrightness will help todevelop students abilitiesto produce creative,visual and expressive ideas:

Descriptive, expressive,compositional, decorativepatterns

To become familiar with thefacts or characteristicsof color relationships andto engage in exercisesinvestigating the functionof color in giving form andmeaning to subject matterwill aid the student torecognize the importance ofcolor in works of art

APPENDIX D1

,1.0....101111111

105

Understanding the Arts

An understanding of the varioustechniques - fresco, oil,tempers, acrylics, will helpthe elementary educationmajor to better relate hisown production and theelementavy childrens' effortsto works of art:

Lecture, discussion, useof visuals

The artist as a socialcritic, as a visionarycomposition as pattern,structure and expression

Historical development of drawingand painting may involve asequence of attentions:

Primitive art, classicalbackground to the middleages, the Renaissance,Baroque, the 18th. Century,a world dividing (classicismvs. Romanticism, Realismvs. the Solon), Impression-ism, and contemporary

A study and discussion of stylesmay produce numerous revelations

Realism, Expressionism,Abstraction

Exemplars:

-203-

Bothic - 1100 - 1400Annunciation of SienaCathedral Altar, Giotto-Disposition from the Lifeof Christ

Elementary Teacher Lectureand Studio Practicum In ArtSection 4a

......140.4,00NOMMOmIONO.1111WINO=1110

555

The Teaching of Art

APPENDIX Dl

Children produce drawings andpaintings for the purposeof saying something abouttheir reaction to experience:

Primary LevelThe child, his family andhome, community interestsOther interests - bugs andbeetles etc.

Intermediate LevelThemes of action - flyingkites

Expanding horizons - spaceprobe

The sporting world- sports'car racesThe figure - landscape andstill life

Drawing and painting permitschildren to become familiarwith art materials associatedwith the making of works ofart:

Semi-transparent water color,tempera paints, fingerpaint, oils, acrylics,'Tapers, masonite board,and other grounds, crayons,sketcho, chalk, charcoal,brushes (bristle and softwater color), pastels, ink

Before teacher can develop dir-ected experiences to helpchildren in the processof forming and enrichingart concepts, they mustunderstand childrenThe child's kinestheticworld and his first arttagpteit41011

Visuals-References - cont'd

-Utilization of a variety of visualperception and develops skillsof appreciation

-The use of significant exemplarsextends a child's frame ofreference in responding toworks of artists and to hisnatural environment

-The use of various visual mediaenhances teaching procedures:

The slide projector,filmstrip projector,isolator, simple camera,educational teleAsionand video tapes

-Sensory aids should be consistentwith development of childrenand with basic learning in art:

Simple sensory tads(geometric solidO, tactile(textured areas), auditory(sound cylinders), visualsensory color aids

-Suggested resources:

Art Education color slidesSlide library reproductionsExamples of childrens' art workArt History slidesEducational Materials CenterMuseums and art galleriesNational Gallery educational

materials

-204-

Elementary Teacher Lectureand Studio Practicum In ArtSection 5

111111MNOMIIMPIMI11.01

101 - Cont'd

11=11wwww-111--- 100.11.1,

The nature and source ofcolorPhysical properties of colorColor relationshipsUses and function of color

The classroom teacher is a design-er; design is the structure ofany art form; it is the meansby which a creating personpresents his reactions

Studio experiences couldinclude problems involving:

Meaningful line, mass and.apace, figure and ground,relating processes .

(principles of proximity,similarity, and continuity),balance, variety and unity,rhythm and repetition,dominance and. subordination

APPENDIX 01

105 - Cont'd

RenaissanceBirth of Venus-BotticelliCrucifixion-GruenwaldLast So,Ter.4)aVinci

Creation of Man-Michelangelo(Sistine Chapel)

BaroqueLast Super-TintorettoNight Watch-RembrandtNoble Slav (Old Man in RedCap) - RembrandtSupper at Emmans-RembrandtThe Last Judgment-Rubens

Rococo and ClassicEmarkation for Cythera-WatteauMadame de Pompadour - BoucherOath of the Horatii - David

RomanticLiberty Leading the People -DelacroixDante and Virgil in Hell -DelacroixMay 3, 1808 - Goya

RealismCourbet - Burial at OrnansDaumier - Third Class Carriage

ImpressionImpression: Sunrise - MonetBanks of the Seine, Vetheuil -MonetRouen CathedralBy the Seashore - RenoirLe Monlin de La Galette - Renoir

- 205 -

Elementary Teacher Lectureand Studio Practicum in ArtSection 5a

Nowoommoormarmmemawarsaumarynemarr

555 - Coned

41/MI,./

Teaching strategies based uponart structure:The motivational processSymbol enrichmentMedia process episodesObjectives and goals,specific materials, andtheir distribution andcollection, class mangement,motivation, creativity anddelineation, (exploring,exper infant ing 9 selecting,organizing), reinforcementevaluation

Confidence in one's ability toassume the responsibility toteach elementary art classeswill be enforced by a knowledgeof, and an experience in artcurriculum building

Major and essential areas ofconsequence are:

Historical and contemporaryphilosophies and practicesof art education, teachingstrategies and modes oflearning, materials, equip-ment and processes, motiva-tional devices, goals andobjectives of art education,child growth and development,structure and content, classmanagement, visual resourcesand references, evaluativeabilities

Art AppreciationUsing works of art for observetion and study may acquaintchildren with a widened hori-son for aesthetic educationAt the primary level-exposureto works of art, reproductions

APPENDIX aD1

Visuals-References - ConedONN.N.ONNONNNNNNPANNN rr.i.w.

Peter and Linda Murray - ADictionary of Art aad Artists

Wachowiak - Emphasis ArtLowenfeld - Creative and MentalGrowth

A. Elizabeth Chase - FamousPaintings

Eisen - Purposes of ArtNewmeyer - Enjoying Modern ArtOvirk, Done, etc. - Art

FundamentalsGaitskell - Children and Their

ArtMcFee - Preparation for ArtArta and ActivitiesSchool Arts

-206-

Elementary Teacher Lectureand Studio Practicum in ArtSection 5b

APPENDIX Dl

'555 - Coned

and the development of visualawareness

At the intermediate level -more structured learning exper-iences may be employed to acquirea knowledge and appreciation ofour at heritage. Some suggestedpossibilities are:

-Introducing concepts of colorrelationships - Albers, Homageto the square-Introducing the concept of point-illism and its relationship to

ieolor: Seurat, Sunday Afternoonon the Island of LaGrande

The enrichment of childrens'concepts of two and three dimen-sional works of art and theirsimilarities and differences

Halftone - Corinthian vase,contemporary jewelry and ceramics

Paul Klee Around the Fish

- 207 -

APPENDIX D2

LIBRARY LISTING OF ART EDUCATION BOOKS

11. Art Education and Related Literature:

Call No. Title and Date of Publication Author(,

136.7 Painting and Personality (1947) Alshuler &A1461p Hattwick

701.15 Art and Visual Perception (1954) ArnheimAr749a

372.5 Through Art to Creativity (1960) BarkanB254t A Foundation for Art Education (1955) Barkan

750 Art Training for Life and Industry BennettBE (1923)

707 The Artist in Each of Us (1951) CaneC221a

N350 The Arts in the Classroom (1940) ColeC56

,707 Art Education (1964) ConantC743a

N85 Art in education (1963) ConantC6

N85 Art for the Family (1954) D'AmicoC6

Experiments'in Creative Teaching (1953) D'Amico

707 Creative Teaching in Art (1953) . D'AmicoD158c

Art and Music in the Humanities De long87 (.966)D4

701 Art as Experience (1934) DeweyD519a Art and Education Dewey

-208-


Call No. Title and Date of Publication

707D316a

707D632f

372.5

353.87

707F26r:

707F754n

7076145A

372.52G144c

372.526442t

371.3Ra

707H2375

701Ha

372.5H789a

372.5J45t

372.526144a

APPENDIX 'D2

Art Education: Its Means & Ends(1958)

First Steps in Art Handwork (1932)

Creative Art and Crafts for theClassroom (1955)

Teaching Art in the ElementarySchool (1962)

Teachers Enjoy the Arts (1943)

Our Expanding Vision

The New Creative Art Book (1931)

Arts and Crafts in Our School (1956)

Children and Their Art

The Teaching of Art in Schools (1941)

Fine Art (1917)

Art Education in the Public Schools ofthe United Stater (1908)

Lesson in Appreciation (1925)

Art Activities for the Very Young (1961)

Teaching Art to Children (1959)

Art Education in the Kindergarten(1952)

-209-

Author (s)

DeFrancesco

Dobbs

Dorsey

Erdt

Faulkner

Fearing,Martin, &Beard

Foster

Gaitskell

Gaitskell

Gibbs

Hall

Haney

Hayward

Hoover

Jefferson

Gaitskellto,

APPENDIX D2


Call No. Title and Date of Publication621h9.11/1/

N 87 Art and Edu^naon in Contemporary KaufmanK38 (1966)

707 The Art in Teaching Art (1961) Keller, M.K27a (Under Brandt)

372.5 Art in the Schoolroom (1951) Keller, M.K27a

372,5 Matting and Display Work of Children KelleyK29n (1957)

750 Picture Study for Elementary Teachers KibbeK46p (1928)

707 Business of Teaching and Supervising KirbyKi the Arts (1927)

750 The Appreciation of Pictures (1930) KlarK638

372.5 Children's Art Education (1957) KnudsenK74c

372.5 Meaningful Art Education (1951) LandisL257m

707

L557a and Teachers (1931)The Art Teachers: A Book for Children Lemos

707

L831gCrowth of Art in American Schools (1955) Logan

N 350 Developing Artistic and Pevceptual.L46

707

L887a Approach. (1963) Loughran

Awareness (1964) (Under Brandt)

Art Experiences: An Experimental

Linderman &Herberholz

N 83 Creative and Mental Growth (1964) Lowenfeld.L6

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11.

APPENDIX

Art Education and Related Literature:

D2

Call No. Title and Dote of Publication Author(s)

706 Your Child and His Art (1954) Lowenfeld

L918y

707 Art As Education (1941) MacDonald

M134

N 350 Art in the Elementary School Mathias

.M27 (1929)

372.5 Meaning in Crafts (1959) Matti'

M44m

707 An Experiment in Education (1963) Marshall

M369e

N350 Art for Primary Grades (1961) McIlvain

.M24

707 Guiding tree Expression in ChilArengs14572g Art (1964) Merritt

N 350 Art Education in the Junior High,M5 School (1964,) Michael

701.17 A Primer of Visual Art (1950) Mundt

M965p

372.5 Preparation for Art (1961) McFee

M143p

N 85 Art Education: Its Philosophy and

.M83 Psychology (1956) Munro

The Creative Arts in AmericanEducation Munro &

Read

370.,6 The NSSE (National Society for Studies 1965 Year

N277n in Education) BookV.64, pt. 2

372.5 Art Aids for Elementary Teaching Paine

P146a (1959)

707 The New Art Education (1953) Pearson

P362n

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APPENDIX D2

11. Art Eexcation and Related Literature:

Call No. Title and Date of Publication Author 1

701 Principles of Art Appreciation Peppen11424p (1949)

740 Let the Child Grow (1936) Perrine

P458L

707 Art, Artist, and Layman (1937) Pope

P825a

LB Education Through Art (1958) Read

775.R3 72

LB The Redemption of the Robot (1966) Read775.

.R374

795.5 Art From Scrap (1966) Reed

R3232

N363 Early Adolescent Art Education Reed

.1(4 (1957)

707 Art Education for Daily Living Russell

R965a (1946)

370 Instruction in Art in the UnitedUn States (1919) Sargent

Art Search and Self Discovery (1961) Schinneller

(Under Art Department)

Art in the Elementary Schools Schultz &Shores

707 Activity Art Books (1933) Schuneman

Sch3a

N 87 Aesthetics and Criticism in Art.S52 Education (1966) Smith

740 Industrial Art Text Books (1925) Snow

Sn674i

707 Ways With Art (1963) Stevens

St844w

707 Rosegarden and Labyrinth (1963) Robertson

R652r

- 212 -

APPENDIX


'D2

Author(s)Call No. Title and Date of Publication

372.52 Enjoyment and Use of Art in theT634e Elementary School (1933) Todd

707 Child Art (1945) Viola

V795c

Emphasis Art (1965) Wachowiak &Ramsay

372.5 Arts and Crafts for Elementary Teachers Wankelman

W2482 (1954)

707 An Introduction to Art Education Whitford

W595i (1929)

707 An Introduction to Art Activities Wickiser

W637i (1947)

An Introduction to Art Wickiser

707 Art Activities in the Modern School Williams

W723a (1937)

707 Art for Young America (1946) Williams

W7232r

372.52 Art in Elementary Education Winslow

W779a (1942)

707 The Integrated School Art Program Winslow

W779 (1939)

707 Organization and Teaching of Art Winslow

W7790 (1928)

707.11 Art in the College Program of GeneralZ66a Education (1953) Ziegfeld

701 Art Today (1949) Ziegfeld,

F263ar Faulkner &Hill

Understanding Media McLuhan

APPENDIX 03

MATERIAL RELATED TO ART IN EDUCATIONAL MATERIAL CENTER

Filmstrips

*Classroom Art for Middle Ages*Art in the Early Renaissance Italy*Art in the 19th Century France*Art in the United States*Art of England*Art of Royal France*Art of Spain*Art of the High Renaissance*Att of the Low Countries*Art of the Northern Italian

Renaissance*Art of the Northern Renaissance*King Arthur

*The Artistic Revolution in Mexico*Artists in Holland*Arts and CraftsArts and Crafts in Mexico*As You Like ItArt is Everywhere*The Book of Art FilmstripsHow to Use Junior Arts and Activity

in the Classroom

*Indicates color

Textbooks

June Davis -Maud Ellsworth -

Blanche Jefferson -

Flossie Kysar

Florence Nicholas -

Ruth Peck -

Mary Platte -

- 214 -

EncyclopediaEncyclopediaEncyclopediaEncyclopediaEncyclopediaEncyclopediaEncyclopediaEncyclopediaEncyclopedia

Britanica FilmsBritanica FilmsBritanica FilmsBritanica FilmsBritanica FilmsBritanica FilmsBritanica FilmsBritanica FilmsBritanica Films

Encyclopedia Britanica FilmsEncyclopedia Britanica FilmsEncyclopedia Britanica FilmsEncyclopedia Britanica FilmsEncyclopedia Britanica FilmsEncyclopedia Britanica FilmsEncyclopedia Britanica FilmsEncyclopedia Britanica FilmsSociety for Visual EducationHerbert Read

Art Adventures Week

91:234aLa06Staglowingliith Art 4

agliELHIO Art Z.Growing ylth hrt, for theHigh School

9rowinsay.th Artl Teacher's

iyllalLILLEt, Books 1through .6

kieLttiEtE,Books 1through 8

Art for lgoiaLklalalWhat Canjjlo for...an Art LessonCreate: A Handbook forTeachers of Elementar Art

Off

Record

APPENDIX D3

John Brown - The Artists and His T iraes

Pamphlets

Simple puppetry -Virginia MusslemanOrigami, Japanese Paper Folding,Children Can Make - Experiences in the World of Materials

Wisconsin and the Arts - Badger HistoryElementary Art3-D ArtThe American Colorist - Faber BirrenArt Course Evaluationirs.2.12thildretwin - Constance CarrTh2121Eil.siChristmas..........ppressed in Art Activities

Art EducationJunior Hi h School Art Course of StudK.-5 Art Curriculum GuideScrap Craft - John CraneCreative CostumoP for the Classroom - Nancy Cranemaktivalataraassulaalam - Dorothy CurriesArts and Crafts - Educational Publishing CorporationMore Classroom Posters and DecorationsArt Reciml - Doris FoleyLetteria - Spencer Guimarin

itkv...123acatattilsh221 - Crystal Tissue Company

Hobby Fun Book for Grade School Girls and Boys - Margaret Hyde

Froo Adventure to Ex erience Throush Art - Pauline Kagan

Gifts Children Can Make - Ruth KerbNursery Rhyme Posters - Bertha KerrYour Art Idea Book - Robert' KohlsMolilaxArt - Irena HarrisPaper Art - Irena Harris

itliilEljEJLALL0.111.1LULE110,1914j21.PaITAlg121.42a2undThips2tollate in Arts and Crafts - Grace Randallhamsts for all Grades - Louise ScottArts and Crafts I - Teachers Publishing CorporationSimyaleGifts and Decorations - Teachers Publishing Corporation

alamaildualtrog -Jennie ThomasAlliblksraphy of Childrens Art Literature - Kenneth Maranty

TeaClersGuid--....theStudofAt,.-Y.,---tnistoraz--..Y.--tdReiatedC°u1--,------?s"-American Library Color Slide Co. Inc.

Creatiariamanc - Association for Childhood

Educational, Inter.Creative Crafts with Elementar" Children - Else Crease

glap_Cgaing in the Classroom - Marion Dix

- 215 -

APPENDIX D3

Pamphlets Cont'd

&Tart on the Commission on Art Education - Jerome HausmanISitiderpossa:Etimar., Art Activities - Carvel LeeThe Four Color Problem - Thomas LinehanWell Seasoned Holida Art - Barbara Linse12spleELETLE22240.12 - American Crayon CompanyEasy, to, makes - Robert Ross

School -

Let's Work with Collosaldggper - Edna SmithT,,-on How to Build a Better Float - Crystal Tissue CompanyCreativitv in Art - Charles WeldinArt for the Academically Talented Student in the Secondar

Edwin Ziegfeld

Curriculum Guides Grade

Elementary K-6Art Course Evaluation 9-12The Spirit of Christmas Expressed in Art 1-6Art Education 10-12Junior High School Art Course of Study 6-8K-5 Art Curriculum Guide K-5Art Education K-12Art Education Secondary Schools 7-12Art 9-12Art Curriculum in Secondary Schools 7-12Handbook for Art Education in Elementary Schools 1-6Suggested Study Guide for ket K-6Art Education for the Mentally HandicappedCrafts Curriculum for the Mentally HandicappedCurriculum Guide for Art Education 7-12Art for the KindergartenArt for the First Grade 1Instructional Guide for the World of Art 9-12A guide for the Teaching of Art 9Exploratory Experiences and Resources 7-12Providing Art Experiences for the Elementary Child 1-6Art Curriculum K-12Elementary Art 1-6Materials and Equipment for Craftwork in Opportunity

ClassesArt Curriculum Guide 7-12Elementary Art Study in Art 9-12 K-6Crafts for Slow LearnersElva's Tips to Teachers - Elva Strause K-8Growth Through Art 7-12

-216-

APPENDIX 03

Curriculum Guides

General Art I 7General Art II 8Instructional Guide in Art Education K-6Instructional Guide in Art Education 7-12Art Curriculum Guide Secondary Schools 7-12Curriculum Guide for Art K-3Curriculum Guide for Art 7-8Art Guide for Teachers K-6Art-Creative Experiences K-12%Art-Creative Experiences 3-4Art-Croative Experiences 5-6Guide to the Teaching of Art 10-12Art-Crafts in the Secondary Schools 7-12CeramicsHolidays and ArtArt in the Elementary School 1-6

APPENDIX D4

The following is a list of the shows and exhibits to beshown during the 1969-1970 school year in the almost immediatearea of Wisconsin State University-Oshkosh. Although it is notcomplete, it does provide the opening dates, and we urge youto visit as many of these shows as you can.

I. Wisconsin State University-Oshkosh, Dempsey Art Gallery.

September 8 -26, 1969, William HaendelRecent Sculpture and DrawingsOpening Reception: September 12, 7:00-8:00 p.m.Artists will be present

October 6 -31, 1969, Third Annual lhrawin vi ationalExhibitionOpening Reception: October 6, 3:00-4:30 p.m.Altman, Boyd, Burg, Byrd, Coleman, Farlowe, Fawkes,Goldin, Kilgore, Krause, Magada, McGarrell, Parker,Rowan, Snodgrass, Speight, Torreano, West, Wilde, Wilen.

November 3-21, 1969, WSU-0 Faculty ExhibitionOpening Reception: November 3, 3:00-4:30 p.m.Balistreri, Bassham, Bennett, Brady, Brandt, Carter,Clark, Cogbill, Donhauser, Gardener, Girard, Hart, Hodge,Janes, Kindt, Leffin, Maher5on, Medlock, Nielsen, Osborn,Plosky, Smith, Sniffen, Torow, Utech, Weaver, Yates

December, 1969 Student Show

January, 1970 Student Show

March, 1970 Third Annual Craft Exhibition (Competitive)

April, 1970 Antonattattare Show

May, 1970 Student Show

II. Wisconsin State University-Oshkosh, Reeve Memorial Union

September 5-October 2, huaareameamicaPaul is a Senior Art Major at WSU-0. His major emphasishas been in ceramics. Re won top awards in the two Unionstudent shows last year.

October 7-30, 1969 Black Art From Fisk University, Nashville,Tenn. An exhibit of paintings, prints, drawings, and photo-graphs of sculpture work being done by black students atrisk UniVersity in Nashville. This exhibit was arrangedthrough the cooperation of Mr. David Driskell, Chairmanof the Art Department at Fisk.

- 218 -

APPENDIX D4

October 7-30 Wisconsin Desi ner Craftsman Traveling Show.This is a professional juried show by accredi-ed membersof the Wisconsin Designer Craftsman, including work bysome of the top names in crafts.

October 31-November 1 itlionPurotrviandDpcorating.An exhibit of prize winning pumpkins from the StudentPumpkin Carving and Decorating Contest.

November 4-21 Art Nelson -CeramicsTom Clausen David DeMark - Photos

Art Nelson's exhibit will show the latest work done bya 1969 MFA graduate of California College of Arts andCrafts. A prise winning artist, Nelson's work incorporatesthe use of fibers and clay very excitingly "Hairy Pots."

Tom Clausen is a WSU-0 student, employed as a studentphotographer at the Reeve Union, whose hobby and majorinterest is photography.

David DeMark is a 1969 graduate of WSU-0 and his majoremphasis as a student was photography. He is now a graduatestudent at the University of Wisconsin.

December 2-18 Paul ponhauser-CeramicsGail Floether - Metals

Paul Donhauser, Associate Professor of Art at WSU-0, andGail D. Floether, Pine Arts Director at Reeve MemorialUnion, will combine ceramics and metals for a two-man show.

January 6-February Fine Arts Committee Student InvitationalCompetition.

February 9-March 5 Two Dimensional Art and Soul tune ContestExhibit. This student exhibition of two dimensional art: andsculpture is open only to WSU-0 students. It is a juried showand awards, including purchase prizes, will be given. Rulesand entry forms may be obtained at the 'anion Office.

Larch 9-April 16 Student Crafts From Nine Wisconsin StateUniversities

The student Craft Contest brings together the bestefforts from students at the nine Wisconsin State Universities.This is the Fourth Annual Student Craft Show to be held atReeve Memorial Union which .is open to all students. It willbe judged by a professional jury from outside the StateUniversity System and hundreds of dollars of prizes will beawarded. Information can be obtained at the Union Office.

- 219 -

APPENDIX 114

March 9-April 16 John Marohl-Paintilps and GER:Um.John Marohi is Chairman of the Reeve Memorial Union boardand also a Senior Art Major.

April 20-May 2 Photo Contest Exhibit.This contest is open to any student currently enrolled atWisconsin State University-Oshkosh. There is no limit onprints. Black and whites, color prints, and slides areacceptable. The show will be juried by professional artistsand photographers, and prizes awarded. Information can beobtained at the Union Office.

April 20-Nay 28 Fred Marcus Glass Exhibit.Fred Marcus is a MFA graduate of the University of Wisconsinwhere he studied glass with Harvey Littleton. He is on theArt Staff of the University of Illinois in Champaign,Illinois. His glass work has been in many professionalshows throughout the United States and Europe.

III. Paine Art Center, Oshkosh, Wisconsin

September 1-20 Permanent Collection

September 21-October 30 Oils by Frances Chopin

November 1-30 Wisconsin Water Color.aosittx

December 2-January 4 gmteleamistutl

IV. Oshkosh Public Museum - Oshkosh, Wisconsin

October 5-29 by

Mr. Hayter is an Englishman working. in Paris and the exhibitwill include most contemporary printmaking techniques

November 1-December 2 Retros ec': Exhibit of Works of SantosZingale Professor of Art-University of Wisconsin

V. The John Nelson Bergstrom Art Center and Museum-Neenah, Wisconsin

August 13-September 7 Eyewitness to Space II37 paintings and drawings, loaned by the SmithsonianInstitute

September 10-October 12 Joann KindtSolo exhibition of paintings and drawings, WSU-0

October 15-November 9 California National Watercolor Society30 paintings loaned by. the Old Bergen Art Build

- 220 -

APPENDIX D4

November 12-December 7' 35 011 Paintings andA one-man show of work by Keith Fry, Appleton.

December 10-January 4 ......LoanE2chil...2kianc2042.

VI. Madison Art Center, Madison, Wisconsin

September 100.0ctober 12 A Place to LiveSeptember 10-October 12 Related Art FacultySeptember 10-October 12 aaaktuRELjmudiajlt Atelier 17

October 19- December 8 muss.

December 15- February 11 Holicla,December 15-February 11 g2129sim.fE2maansIFDecember 15-February 11 Children Axt.

December 11-January 4 Don Treitz

January 11-February 18 Jerry Johnson.

February 1-Fabruary 15 Art .C21d.

February 22- March 15 AnnualFebruary 22-March 15 Selection from Lan erFebruary 22-March 15 Permanent Collection,

March 22-May 3 Be.March 22-May 3 Permanent Collection

March 18-April 12 Richard Lazzaro

April 15-May 17 Gibson Byrd

.May 10-31 Salem School of ArtMay 10-31 Lasattssie I.

May 10-31 Permanent Collection.

May 20-June 14 Julius Rehderportraits

June 17-July 12 Sherry Unturst

July 15-August 2 Robin Civnes

VII. University ofWisconsin Gallery-Union Gallery

September 5-27 gaillialliaASBIL.U911t

221-

1

APPENDIX D4

September 8-October 20 ...._111,w6Receritinsb6.ars.onBohrod

September. 9-24 Recent Ac-Uisitions for Student Loan Collection

September 20 Fall Sidewalk Art Sale

Octekl 7 Art Films

October 20-December 1.2PaititaLL..__IdDrawin_gsby_Gerhard Miller

November 23 plesagassationl #35th Wisconsin Salon ofPrints and Drawitma

December 9 Art Films.....0.1110.16INNISMO

December 5-6 Christmas Arts and Crafts Sale.

January 12-February 4 The Printmakers Image

March 3 Art Films.

March 23-April 19 42nd Student Art Show

April 28 Art Films

May 16-17 Spring Sidewalk Aft Sale.

VIII. Milwaukee Art Center, Milwaukee, Wisconsin

September 14-October 26 alma. Lipton

October 2-4 AnligueEter.

October 19-January 4 iistundatt.

October 23 Fall 92tningcaf the Collectors Gallery

November 15 Hal Du Lac

November 18 A Plastic Presence.

VIIII. The Art Institute of Chicago, Chicago, Illinois

August 9-September 28 Man in Sport

Through September 14 Contemporary Japanese Prints

August 23-October 19 Porcelain

-222-

7

Elementary Teacher Lectureand Studio Practicum In Art

APPENDIX D4

September 20-October 26 School of the Art Institute ofchicae

October 25-December 7 Rembrandt After 300 Years

November 15-January 18 Grant J. Pick Col;ection,

December 6-January 4 John D. Grahm

January 10-February 22 69th. American Exhibition

January 17 -March 22 Talavera Pottery

February 7 - March 29 Chiang Er -Shih

-223-

328 - Exploration of Materials 555 - The Teachingand Design Of Art

This is a suggested experience in printmaking that involvesprint production by the elementary education majors, attention toprinting procedures suited to elementary age students, and investi-gation into teaching techniques of benefit in presenting printmaking processes to elementary classes.

Consepts. to DevPlap

The printing process is an indirect method in that onealters a block, plate or stencil to produce an effect upon anothersubstance.

Sensitivity to natural forms may be developed by printingwith materials such as potatoes, carrots, wood.

Each printing process has its own unique characteristicswhich frequently limits or determines the form of expression.

The printing process allows the repetition of an imageand makes possible a series of similar reproductions or controlledvariations of the original through changes of color, registration,and printing surface.

- The selection and programming of printmaking experiences

Printmaking activities need to be carefully structuredso that the complexities of materials and procedures are compatiblewith the capabilities and maturation of elementary students.

At t112BrimaLiand

Nhterials - water soluable printing ink, finger paint,tempera with C.M.C. or liquid starch, water base silk screen ink,various papers, textiles.

-Procedures adaptable in the primary grades:

Printing involving the use of -- gadgets, vegetables,found objects, nature forms, cardboard, the monoprint.

-Printing practices suitable for intermediate children:

Using combinations of any basic primary procedures, brayerprints, bottle prints, rubber block prints, sandpaper prints, soap-block prints, linoleum block prints (single, multi-block, reduction),

- 224 -

11.11MUNIPIEEL12221: Cont'd

plaster block print, paraffin block print, screen print, stytofoam

print, texture print, wood block print:, brayer relief print,

ozalid and/or blueprint paper print, tencil print.

-Sources for teaching and leamingAwareness of - "found" materials suitable for printing

purpose

-The desire to experiment with unfamiliar materials and

tools-Exploring the physical characteristics of objects through

the drawing process or by making direct impressions

- The possibilities of combining other art materials and

processes with printmaking

areas.

Example: The use of chalk or crayon to enhancene3attve

References-Additional detailed information in these courses:

Printmaking Today - Jules HellerCraft Design - MoseleyPreparation for Art - McFeeTeaching Art in the Elementary School - Rueschhoff

Source Book for Art Teachers - LaMancusa

Emphasis Art - WachowiakCreative and Mental Growth - 7Jowenfeld

Children and Their Art - Galtp;kell