Allison Jackson

Allison JacksonAllison Nicole Jackson
February 8, 2013

Georgia Southern University

ECED 3232 - P-5 Creative Arts (3)
ECED 3262 - P-5 Language and Literacy (6)
ECED 4333 - P-5 Teaching Mathematics (3)
ECED 4433 - P-5 Science (3)
ECED 4533 - P-5 Social Studies (3)
HLTH 3530 - Health and Physical Education for Early Childhood Teacher (3)
MATH 3032 - Foundations of Data Analysis and Geometry (3)
MATH 5130 - Statistics and Probability for K-8 Teachers (3)
MATH 5135 - Algebraic Connections for K-8 Teachers (3)
READ 2230 - Cognition and Language (3)
READ 4233 - Literacy Assessment and Instruction (3)

University of Georgia

EDEC 7010: Trends and Issues in Early Childhood Education
EDEC 7020: Theory and Curriculum in Early Childhood Education
Area A: Curriculum and Teaching (4 courses/12 credit hours minimum)
B.Social Foundations (1 course/3 credit hours minimum)
Psychological Foundations (1 course/3 credit hours minimum)
Elementary School Subject Areas (1 courses/3 credit hours)
Research and Evaluation (1 course/3 credit hours minimum)

Gainesville State College
ECED 3010 - Child and Adolescent Development
ECED 3020 - Curriculum and Methods
ECED 3030 - Language and Cognition
ECED 3040 - Children, Families, and the Community
ECED 3050 - Literature and Language Arts
ECED 3060 - Science Methods for ECE Teachers
ECED 3070 - Social Studies Methods for ECE Teachers
ECED 3080 - Developmental Reading and Writing Methods
ECED 4010 - Diagnosis and Remediation of Reading Difficulties
ECED 4020 - Classroom Management and Organization
ECED 4030 - Characteristics of Special Needs Students in Inclusion Classrooms
ECED 4040 - Creative Performance-Based Activities
ECED 4050 - Clinical Experience: Content and Curriculum
ECED 4060 - Clinical Experience: Student Needs and Learning Environments
ECED 4070 - Clinical Experience: Assessment, Planning, and Instruction
ECED 4080 - Clinical Seminar: Professional Responsibilities

I am a early childhood education major and I plan on staying Georgia southern University for the rest of my college career. I do not want to transfer because trying to transfer all my credits will just be a lot of work. I would hate to earn some credits here at Georgia Southern just for them to be wiped away and useless. I want to stay here because there is a reason I chose Southern in the first place. Georgia Southern is the best fit for me because it is a big school small feel. I would not want to transfer to the University of Georgia because it is too big of a school for me and I think the classes would stress me out more. Gainesville State College is way too small and close to home for me. Though it would provide me with an education I want to get more out of a college experience than just learning. What I want to get out of college is exactly what I am getting already here at Georgia Southern University. I am learning the material I will need to know just as well as I would learn them at the other two colleges or universities. Another reason why I feel it will benefit me to stay at Georgia Southern University is because I will have gotten to know some people in my major and will be able to collaborate with them for help or study groups. If I transferred to a different college it might take me a while to meet others with my major and get to know them that well Lastly, I feel that switching schools after my core classes will give me some confusion. I will already be adjusted to the way Southern operates such as folio. Transferring would mean re learning how to work things like that while I should be focused and studying to complete
my major.

Theme: West African Integrated Unit for the Arts
Rationale: In American school systems in today's society children are not presented with enough opportunities to learn about the multicultural and diverse population of today's world. Furthermore, the majority of elementary history, as well as social studies classes do not take the time to go as in depth about each different society or culture. As teachers, it is important for us to take the time to help students develop knowledge about different cultures, and to take that new knowledge and apply it to their personal life. Teachers must go beyond hitting the "key points" of world history and give students hands on and tactile learning experiences that will broaden their horizons and help them to become more cultures United States citizens. While taking the time to expand student’s young minds into gaining understandings of different traditions, lifestyles, and customs of societies around the world, it will also help the student to gain a better understanding of their own culture and to bring to light many of the customs and traditions they once overlooked or did not notice. This unit will help students to understand the close ties and customs which carry over through West African society to the united states society as well as letting students explore their own selves and their classmates through the expression of creative arts. Teachers can easily incorporate and connect this new knowledge to students pre-existing schemes of American culture.
The following lessons attempt to explore West African culture. These lessons focus on 4 types of art: visual art, dance, creative dramatics, and music. These dances include four unique qualities in body movement, in which the body moves in a multi-unit fashion where the hands and arms move to one rhythmic pattern while the feet follow a different time signature. The dramatic play lesson will help students to gain not only new knowledge of West African folk tales, but also develop cooperative learning and social skills. I understand that a main focus of most West African folklore is to teach a lesson or to incorporate a moral will be an important part of this lesson. For many students this idea will be a completely new concept, but for others they will be able to incorporate this into American society by relating and connecting it to the fables and moralistic stories so many of us as United States citizens have come to know. This lesson will also incorporate social skills by allowing students to work together in cooperative groups to achieve a common goal which is putting on a successful play.

A PROJECT!!!! ….

Creative Arts Standards to be unpacked
A. 2 Participates in creative movement, dance and drama.
B. Participates in dramatic play to express feelings, dramatize stories, reenact real-life roles and experiences.

A. Identify and demonstrates movement elements, skill, and terminology in dance
B. Executes and combines a wide range of locomotor movements and movement combinations
C. Applies knowledge of appropriate behaviors and skills as an audience member and dance observer.
D. Understands and models dance etiquette as a classroom participant, performer, and observer
E. Demonstrates attentiveness full participation and cooperation with others in the dance learning environment
F. Demonstrates focus and concentration in the performance of skills

A. Performing on instruments, alone and with others, a varied repertoire of music
B. Perform a steady beat and simple rhythmic patterns using body percussion as well as a variety of instruments with appropriate technique.
C. Perform simple body percussion and instrumental parts while other students play or sing contrasting parts.

Visual Arts
A. Engages in the creative process to generate and visualize ideas.
B. Formulates visual ideas by using a variety of resources (books, magazines, and Internet).
C.Understands and applies media, techniques, and processes of three-dimensional works
of art using tools and materials in a safe and appropriate manner to develop skills.
D. Creates sculpture using a variety of methods (e.g., papier-mâché, cutting, folding, and found objects).

Content Area Standards to be integrated:
A. Shows interest in learning new concepts and trying new experiences.

A. Uses oral language for different purposes: to inform, persuade, or entertain
B. listen to and views a variety of media

The student uses a variety of strategies to gain meaning from grade-level text. The student should read a variety of texts for information and pleasure and then summarize the content.

Visual Arts
The student uses oral and visual strategies to communicate by listening to and viewing a variety of media to get the information.

The student demonstrates understanding in the writing process by including relevant text, facts, and details appropriate to the prompt.

Essential Questions:
Why is it important for us learn about other cultures?
Why is it important to learn cultural dance movements?
Why is it important to learn about different cultures instruments?
How can you represent cultural artifacts?

Research on the theme:
5-10 topics:
How can I create a play?
How can I make a sculpture?
How can I make a musical instrument?
How can I learn an African dance?
What do I need to know to understand the major stories of a culture?
How do sculptures relate to symbolism?

Lesson Strands
Lesson Plan 1. West African Kantan Dance
Lesson Plan 2. Western Africa Art
Lesson Plan 3 West African Music
Lesson Plan 4. Tortoise and the Hare Dramatic Arts
Equipment, Materials and Tools:
See Lessons
Student Materials:
See Lessons
Special Materials Notes and Comments:
See Lessons

Unless otherwise stated, the content of this page is licensed under Creative Commons Attribution-ShareAlike 3.0 License