NO. OF CREDITS:
2 QUARTER CREDITS
[semester equivalent = 1.33 credits]
|WA CLOCK HRS:
Mary Ann Johnson
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
Arts with the Brain in Mind, written by Eric Jensen, 2001, ISBN 0-87120-514-9
Text is available from Amazon.com for approximately $16
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #1: Introduction.
Assignment #2: Answer a Question.
Assignment #3: Opinion concerning the Arts.
From Chapter 1: Jensen argues that we should cut the volume of content required in most primary or elementary schools by half to make room for the arts, as well as other, more brain developing areas like emotional intelligence. Do you agree or disagree? Why?
Assignment #4: Musical Arts.
Assignment #5: The Mozart Effect.
Assignment #6: More about the Music Affect.
From Chapter 2: In what ways could music affect emotional intelligence? What do the studies in the book say is the specific benefit?
Assignment #7: Using Music.
Assignment #8: Practical Suggestions.
Look at the “Practical Suggestions” through this chapter and comment on any that really felt practical and interesting to you.
Assignment #9: Using Color.
From Chapter 3: Many teachers have found the benefit of employing visual tools like color, for instance in highlighting while taking notes, as ways to help students notice and remember key ideas. Research on the cognitive benefits of using color for focus and organization have found this strategy to be very effective. Think of a time you have used colorful sorting or highlighting and reflect on the value this strategy has had for helping your students learn and/or remember important content.
Assignment #10: The Visual Arts.
From Chapter 3: How do the visual arts contribute to motivation and self-discipline?
Assignment #11: Visual Arts in the Curriculum.
Assignment #12: Kinesthetic Arts.
Assignment #13: About Physical Activity.
Assignment #14: Setting Time.
Assignment #15: About Light.
Assignment #16: COURSE FORUM.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #17: Lesson Development.
Assignment #18: (500 Level ONLY)
C. INTEGRATION PAPER
Assignment #19: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 350-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Mary Ann Johnson, M.Ed Adm. has worked with students of all levels, from alternative high school to gifted classes. She has also been a junior high vice principal and is now working with teachers for continuing education in classes, distance learning and building leadership groups. She is a teacher emeritus who has led seminars for educators which focus on developing a quality learner environment for students and for teachers. Her courses are research-based and resonate with user-friendly and energizing content.
ARTS WITH THE BRAIN IN MIND