Syllabus
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Education in Arts
Spring 2026
January 12 – Apr 27
University of Miami
School of Education and Human Development
COURSE OUTLINE
A. COURSE DESIGNATION:
Department and Number: TAL 324 O (2289)
Credits: 3
Title: Education in Arts
Meeting Time and Day: Tuesday & Thursday 9:30 PM – 10:45 PM
Faculty : Jorge L. Morejón, Ph.D.
Office: Dooly Memorial 102
Office phone: (305) 284-2172
Office: Volpe 206B Hours: by appointment j.morejon@umiami.edu
Academic Calendar
https://registrar.miami.edu/_assets/pdf/academic-calendar-spring-2025.pdf
B. BULETIN DESCRIPTION:
This course allows the student to explore the fine and performing arts in relation to education (Pre-K – 12 grades). The course places emphasis on experiential learning and methods of incorporating the arts in school curricula. The course also includes a focus on the value of the arts for the individual and society.
C. PRETEQUISITES: Recommended for sophomores and above.
D. COURSE OBJECTIVES/CONTENT:
Overall Goal: When students have completed this course, they will know more about the arts than when they began; they will be eager and able to integrate the arts in their own classroom and/or in other aspects of their lives. They will be advocates for arts in education.
Objectives
After completing TAL 324/624, the student will be able to:
- Demonstrate proficiency in identifying and developing resources and activities, including electronic resources, which are effective in teaching the arts and arts related content.
- View art and art production in a more informed and discerning way.
- Recognize the critical role of the arts in promoting human development.
- Utilize acceptable arts-related techniques and strategies to enhance learning, promote critical thinking and stimulate creativity.
- Recognize and demonstrate the value of the visual arts, music, dance, and theater to enhance creative thinking and the learning process.
- Recognize and express the value of the arts for society and for an understanding of diverse cultures and human experiences.
- Identify and utilize the way in which the arts can promote personal, educational, and societal well-being.
Florida Educator Accomplished Practices Emphasized in this Course:
This course is not exclusively for those planning on a teaching career, but will incorporate material related to Florida Teacher Certification. Students preparing for a career in teaching should consult the link below for more information on requirements.
http:/www.fldoe.org/educators/
Florida Standards and Common Core:
References to Florida standards and Common Core are incorporated in the course. However, students in this course are advised to consult the Florida State Standards for more information, especially if they are preparing for a career in teaching.
For more information, please visit:
http://www.floridastandards.org/index.aspx
http://www.cpalms.org/Public/search/Standard
http:/www.corestandards.org/about-the-standards/
National Standards for Arts Education
Developed by the Consortium of National Arts Education Associations (under the guidance of the National Committee for Standards in the Arts), the National Standards for Arts Education outlined basic arts learning outcomes integral to the comprehensive K-12 education of every American student. The Consortium originally published the National Standards under a grant administered by the national Association for Music Education (MENC). These standards were released in 1994 and adopted by the states.
In 2014 a new act of standards was released by the Coalition for Core Arts Standards.
The standards themselves can be located in the following URL. http://www.nationalartsstandards.org/
Common Core Standards and the Arts
The Common Core State Standards effort was initiated in 2009 by state leaders through membership in the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The intent was to ensure that all students, regardless of where they live, are ready for success in college, career, and life. The emphasis in on depth of learning as contrasted with surface coverage of content. http://www.corestandards.org/
There have been a number of efforts to integrate the arts in the teaching of the common core standards, particularly in the language arts and social studies. The URL below provides information and resources to show how the arts can be used to enhance learning in the Common Core.
http://www.aep-arts.org/resources-2/common-core-and-the-arts/
Also included in this site, which is maintained by the Arts Education Partnership (AEP,) are the National Arts Standards (see above).
In this course, some examples of the use of Common Core Standards in, through and with the arts will be examined.
E. COURSE REQUIREMENTS
1. Activities Reading and Class Discussions
Demonstrations
Internet Explorations
Presentations
Participation in Arts Activities
Projects
Written Assignments
Field Experiences Involving the Arts
Teaching Simulations
Museum Visits
Performing Arts Attendance
2. Attendance: This course is about in-class explorations of the arts as well as creative arts projects. These explorations and projects will take place during class sessions, thus; only the scheduled sessions will count. Each class session involves hands-on learning and experiences essential to developing an understanding of the objectives for this course. Class attendance is your decision and responsibility as a student, please be present. It is recognized that there may be emergency situations, but lack of attention to this requirement will result in a lowering of grades or possible loss of credit.
Religious Observance: In accordance to the University’s new policy, it is the obligating of students to provide faculty members with notice, in writing, of the dates they will be absent due to observance of religious holy days, preferably before the beginning of classes, but no later than the end of the first three class days. Missing a class day due to travel plans associated with a particular religious will count as an unexcused absent.
3. Participation: Attendance and punctuality relate directly to participation in class, thus, everyone is expected to participate. Participation means speaking, listening attentively, being courteous and respectful to one’s peers and to the professor, and generally demonstrating engagement in class activities. Meaningful participation requires for students to abstain from using cell phones and tablets during class.
4. Alternate Assignments: Alternate assignments will be available for those class members with special needs or interests, those who are not preparing for teaching, and those students who are taking this class for honor or graduate credit.
5. Assignment Submission: On all documents please include your name and the assignment name in the file name as well as on the document itself. Preferably, submit the assignment in hard copy on the due date.
Evaluation
You will be assessed according to the following:
1. Classroom Projects/Presentations/Assignments (20%)
2. Attendance/Participation – 28 class periods (20%)
(1.4 points per every class for both attendance and classwork)
3. Final Lesson Plan (20%)
4. Teaching Mini-Lesson (25%)
5. Performing Arts Attendance and Review (5%)
6. Extra Credit for field experiences
7. Vocabulary and Concepts Quizzes 10% (5% Each)
*Students, who are working on alternate assignments, as identified in item 4 above, may be evaluated under different criteria. Students who are taking this course for graduate credit (TAL 624) are expected to produce work consistent with the standards for graduate study.
F. TEXTS (Not required):
Rajan, S. Rekha S. Integrating the Performing Arts: In Grades K-5. Corwin, 2012
Clements, R.D. & Wachowiak, F. Emphasis art: a qualitative art program for elementary and middle schools, ninth edition. Boston: Allyn & Bacon, 2010.
RECOMMEMDED TEXTS (Not required):
Jana, R. and Tower, M. Using music to enhance student learning: A practical guide for elementary classroom teachers. New York: Routledge, 2011
Kaufmann, Karen & Dehline, Jordan. Dance Integration: 36 Dance Lesson Plans for Science and Mathematics. Human Kinetics, 2014 [Chapter 1]
Hart, Juliet, Onuscheck, Mark & Chistel, Mary T. Acting It Out: Using Drama in the Classroom to Improve Student Engagement, Reading, and Critical Thinking. Routledge, 2016 [Chapter 1]
TAL 324
CLASS SCHEDULE
Jan 12 – Apr 27
Week 1 – 16 Topic/Activity Assigned Reading
WEEK 1
Tuesday
Jan 13
Introductions.
Introduction to Education and the Arts
Discussion of Syllabus
Thursday
Jan 15
The Safe Creative Classroom
LINK: 20 Tips for Creating a Safe Learning Environment
https://www.edutopia.org/blog/20-tips-create-safe-learning-environment-rebecca-alber
Mentoring vs. Just Teaching (When you care; how to counteract students’ cynicism, non-productive habits ).
LINK: The difference between teaching, coaching, and mentoring in people development.
https://www.linkedin.com/pulse/difference-between-teaching-coaching-mentoring-people-napolitano
Making Meaning: Innovation, What Kind of Meaning, Prospective
Video:
https://www.youtube.com/watch?v=Mtjatz9r-Vc
WEEK 2
Tuesday
Jan 20
Sir Kenneth Robinson – Do Schools Kill Creativity?
https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity
Brainstorming: Developing Ideas about your own Creative Classroom
Creating a Safe Learning and Creative Environment: Mentoring through the Arts
TASK ORIENTED VS RELATIONSHIP ORIENTED CLASROOM
INSTALLATION ART: READYMADES AND FOUND OBJECTS
· Creating your lesson objective (Groups)
Thursday
Jan 22
Scientific Proof About the Arts and their Influence on Learning.
Tyler, Christopher W. Final Workshop Report: Art Creativity and Learning. National Science foundation, 2008. https://www.nsf.gov/sbe/slc/ACL_Report_Final.pdf
WRITING YOUR VISION & MISSION STATEMENT
WEEK 3
Tuesday
Jan 27
Gardner’s multiple intelligences
http://www.tecweb.org/styles/gardner.html
WABI-SABI AESTHETICS
· Creating your lesson materials (Groups)
Thursday
Jan 29
ART FOR ART’S SAKE
Student Centered Relationship
WEEK 4
Tuesday
Feb 3
CONCEPTUAL ART: ANA MENDIETA
CREATING YOUR NATURE ART
• Creating your lesson procedure (Groups)
Thursday
Feb 5
DUMBING US DOWN
Still Life Photography
DISCOVERING NEW IMAGES
WEEK 5
Tuesday
Feb 10
TEACHING AND LEARNING
CREATING A COLLAGE
· Creating the lesson assessment (Groups)
Thursday
Feb 12 LEARNING THEORIES: CREATING YOUR OWN
WEEK 6
Tuesday
Feb 17
DRAWING & LESSON 1
FIRST LESSON PLAN USING THE MIAMI DADE COUNTY COMPETENCY BASED CURRICULUM
Thursday
Feb 19
LEARNING THROUGH THE ARTS: GARDNER’S MULTIPLE INTELLIGENCES
WEEK 7
MIDTERM REPORTING BEGINS
Tuesday
Feb 24
REVIEW: Mid-Term Quiz
CREATING A SOUND ENSEMBLE
Affordable Creativity for Children
Introduction to Creative Sound Making
· Creating your second multidisciplinary lesson plan (Using sound to teach another academic subject) using MDCPS
Thursday
Feb 26 VISIT TO THE LOWE: INTRO TO VTS
WEEK 8
Tuesday
Mar 3 THE ACTION PLAN
• Classroom Rules
Thursday
Mar 5 CREATING A MUSIC ENSEMBLE
Music Integration: Creating Harmonies
· Creating your third multidisciplinary lesson plan (Using music to teach another academic subject)
SIGN UP FOR MINILESSONS
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SPRING RECESS / Mar 7 - 15
WEEK 9
Tuesday
Mar 10 SPRING RECESS
Thursday
Mar 12 SPRING RECESS
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WEEK 10
Tuesday
Mar 17 TABLEAU IN THE CLASSROOM
CREATING YOUR TABLEAUX VIVANT (Based on an art piece of your choice)
Introduction to Storytelling, Musical Theater and Drama
FAIRY TALE TO TELL A STORY
Using Drama in the Classroom [Chapter 1 on line]
Thursday
Mar 19 Dance Making
EXPLORING MOVEMENT, EXPRESSION & DANCE
REVIEW
Brainstorming for your lesson plan.
Include the artsy element
Choose academic subject
Discussing it with your group.
Timing your lesson (20 min)
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WEEK 11
Tuesday
Mar 24 Teaching Mini-Lesson (3)
WEEK 14
Tuesday
April 14 Teaching Mini-Lesson (21)
Thursday
April 16 Teaching Mini-Lesson (24)
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Thursday
April 23 Teaching Mini-Lesson (30)
Pending Work Due
Self-Reflective Paper Due
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WEEK 17
April 27 / LAST DAY OF CLASS
ATENTION
In the event that the University of Miami’s campus closes unexpectedly for an extended period of time due to a hurricane, pandemic, or other emergency situation that prevents this course from meeting in person, students should be prepared to continue their learning remotely through Blackboard and other platforms.
Students are expected to check their UM email account and course Blackboard sites regularly for communications with me and the rest of the class, and to the extent feasible, continue participating in their courses from their off-campus location by the alternate means determined by me in coordination and agreement with you.
In the event that no internet or electricity is available, a course pack will be provided to students to continue working on their own until communication is restored and/or campus life is back to normal.
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Sources:
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