EDUC 123 The Creative Expression in Childhood Development ... 123 DLP 200… · Pre -requisito:...

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Turabo, Universidad del Este, Universidad Metropolitana

EDUC 123

The Creative Expression in Childhood Development from Pre-Kinder to Sixth Grade

La Expresión Creadora en el Desarrollo Infantil desde Pre-Kinder hasta Sexto Grado

© Sistema Universitario Ana G. Méndez, 2007

Derechos Reservados.

© Ana G. Méndez University System, 2007. All rights reserved.

EDUC 123 The Creative Expression in Childhood Development 2

Prep. 12-12-03 Yvette Pinzón

Rev. 07-17-07 Prof. Marta González-García

TABLA DE CONTENIDO/TABLE OF CONTENTS

Prontuario/Study Guide........................................................................................3

Taller Uno/Workshop One...................................................................................16

Taller Dos/Workshop Two...................................................................................19

Taller Tres/Workshop Three................................................................................22

Taller Cuatro/Workshop Four ..............................................................................25

Taller Cinco/Workshop Five ................................................................................28

Anejo A/Appendix A ............................................................................................31

Anejo B/Appendix B ............................................................................................32

Anejo C/Appendix C............................................................................................33

Anejo D/Appendix D............................................................................................34

Anejo E/Appendix E ............................................................................................37

Anejo F/Appendix F.............................................................................................38

Anejo/Appendix G ...............................................................................................39

Anejo/Appendix H ...............................................................................................41

Anejo/ Appendix I ...............................................................................................42

Anejo/Appendix J ..…………………………………………………………………….43




Prontuario

Título del Curso: La Expresión Creadora en el Desarrollo Infantil desde el

Pre-Kinder hasta Sexto Grado

Codificación: EDUC 123

Duración: Cinco Semanas

Pre-requisito: EDUC 171

Descripción:

Estudio de los métodos, materiales y técnicas que se usan para desarrollar

destrezas básicas en música, artes visuales y drama en los niños. Se practicarán

los procesos utilizados para iniciar el canto, ritmos básicos, uso de instrumentos

sencillos, materiales de arte y artesanía, uso de títeres, improvisación y

dramatización de acuerdo a la edad, el desarrollo y la madurez en el desarrollo de

cada niño desde el período Pre-escolar hasta el sexto grado de escuela elemental.

Discusión de formas de motivar la expresión libre y creadora en el infante y niño

pequeño. Desarrollo de destrezas de apreciación de las bellas artes en los niños.

Objetivos Generales:

A través de este curso los estudiantes:

1. Identificarán las metas y objetivos comunes a la enseñanza de la música, las

artes visuales, la danza, el movimiento corporal y el drama.

2. Practicarán técnicas y estrategias para la motivación de la expresión creadora, y

para el desarrollo de destreza específicas en las artes de acuerdo al período de

desarrollo y madurez del niño.

3. Demostrarán la habilidad en las técnicas usadas para desarrollar aprecio por las

artes.

4. Articularán e integrarán las Bellas Artes al currículo existente desde pre-escolar

hasta el sexto grado.

Objetivos Específicos:

Al finalizar el Taller, el estudiante estará capacitado para:

1. Discutir la importancia de las experiencias creadoras en el desarrollo del

infante y el niño de escuela elemental.

2. Utilizar técnicas adecuadas para enseñar el uso de instrumentos sencillos,

materiales de arte, títeres, y utilería de teatro.




3. Articular las técnicas y métodos en enseñanza en las materias básicas del

currículo existente.

4. Utilizar las Bellas Artes como vehículo o instrumento para el desarrollo de las

destrezas básicas dentro del currículo.

Referencias y Material Suplementario:

Bloomfield, A. & Childs, J. (2000). Teaching integrated arts in the primary school:

dance, drama, music and the visual arts.

Deliz, M. (1991). Renadío del cantar folklórico de Puerto Rico. San Juan, Puerto

Rico: Instituto de Cultura Puertorriqueña.

Rodríguez, S. (1999). Culture Smart!: Ready to Use Slides and Activities for

Teaching Multicultural Appreciation Through Art. Paramus, New Jersey:

Prentice Hall.

Nota Importante: Este curso ha sido designado como uno de los cursos que

están integrados con los estándares de ejecución de ESOL del estado de la

Florida. Vea la guía de estudio en inglés abajo para ver los estándares que han

sido incluidos en el mismo.

Evaluación:

Criterios Puntuación Porcentaje Anejo

Participación 100 16% Anejo A

Calendario

50

9%

Anejo G

Portafolio 70 11% Anejo I

Plan de Lección

(escrito)

100 16% Anejo E

Plan de lección

Presentación en

grupo (oral)

100 16% Anejo F

Diario de aprendizaje 100 16% Anejo H




Tareas por taller

Definiciones

(W2)(20)

Párrafo (W2)(20)

Matriz Val (W3)(20)

Descripción escrita

(W3)(20)

Técnicas de

enseñanza(W5)(20)

100 16% Anejo C-

Definiciones

Anejo B-

Trabajos

escritos

Anejo D-

Rubrica

Total 620 100

Descripción de las normas del curso

1. Este curso sigue el programa “Discipline-Based Dual-Language Model®” del

Sistema Universitario Ana G. Méndez, el mismo esta diseñado para

promover el desarrollo de cada estudiante como un profesional bilingüe.

Cada taller será facilitado en inglés y español, utilizando el modelo 50/50.

Esto significa que cada taller deberá ser conducido enteramente en el

lenguaje especificado. Los lenguajes serán alternados en cada taller para

asegurar que el curso se ofrece 50% en inglés y 50% en español. Para

mantener un balance, el modulo debe especificar que se utilizaran ambos

idiomas en el quinto taller, dividiendo el tiempo y las actividades

equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en

hacer una pregunta en el idioma especificado, bien puede escoger el idioma

de preferencia para hacer la pregunta. Sin embargo, el facilitador deberá

contestar la misma en el idioma designado para ese taller. Esto deberá ser

una excepción a las reglas pues es importante que los estudiantes utilicen el

idioma designado. Esto no aplica a los cursos de lenguaje que deben ser

desarrollados en el idioma propio todo en ingles o todo en español según

aplique.

2. El curso es conducido en formato acelerado, eso requiere que los

estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada




taller requiere un promedio de diez (10) horas de preparación y en ocasiones

requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente

al taller deberá presentar una excusa razonable al facilitador. El facilitador

evaluará si la ausencia es justificada y decidirá como el estudiante repondrá

el trabajo perdido, de ser necesario. El facilitador decidirá uno de los

siguientes: permitirle al estudiante reponer el trabajo o asignarle trabajo

adicional en adición al trabajo a ser repuesto.

Toda tarea a ser completada antes de taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a mas de un taller el facilitador tendrá las

siguientes opciones:

• Si es a dos talleres, el facilitador reducirá una nota por debajo basado

en la nota existente.

• Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota

a dos por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales

es extremadamente importante pues no se pueden reponer. Si el estudiante

provee una excusa valida y verificable, el facilitador determinara una

actividad equivalente a evaluar que sustituya la misma. Esta actividad deberá

incluir el mismo contenido y componentes del lenguaje como la presentación

oral o actividad a ser repuesta.

6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin

embargo, cada miembro de grupo deberá participar y cooperar para lograr un

trabajo de excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea

plagiado, copiado o presente trazos de otro será calificado con cero. (Vea la

política de honestidad académica)




8. Si el facilitador hace cambios al modulo o guía de estudio, deberá discutirlos

y entregar copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes

proveyendo su correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber

una necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en

el salón de clases.

12. Todo estudiante esta sujeto a las políticas y normas de conducta y

comportamiento que rigen Metro Orlando y el curso.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en

el módulo, no se limite a ellas. Existen otros “web sites” que podrá utilizar para la

búsqueda de la información deseada. Entre ellas están:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir

algunas de ser necesario.




Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo. Constructivismo

es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando

a través de nuestras experiencias, podemos construir nuestro propio conocimiento

sobre el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que

utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es

simplemente el proceso de ajustar nuestros modelos mentales para poder

acomodar nuevas experiencias. Como facilitadores, nuestro enfoque es el

mantener una conexión entre los hechos y fomentar un nuevo entendimiento en los

estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza a las

respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y

predecir información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje

debe comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben

entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje

se enfoca en los conceptos primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los

estudiantes utilizan para percibir el mundo y las presunciones que ellos

hacen para apoyar dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio

significado, no sólo memorizar las contestaciones “correctas” y repetir el

significado de otra persona. Como la educación es intrínsicamente

interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer

del avalúo parte esencial de dicho proceso, asegurando que el mismo

provea a los estudiantes con la información sobre la calidad de su

aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.




6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar

las múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el

estudiante.




Study Guide

Course Title: The Creative Expression in Childhood Development from

Pre-school to Six Grade

Code: EDUC 123

Time Length: Five Weeks

Pre-requisite: EDUC 171

Description:

Study of the methods, materials and techniques used in developing basic skills in

music, art, and drama in young children. Processes used to initiate singing, basic

rhythms, use of simple instruments, arts and crafts materials, use of puppets,

improvisation and dramatization according to child’s age development and maturity

from Pre-school to sixth grade elementary school, will be practiced. Discussion of

ways used to motivate free expression and creativity in infants and young children.

Development of appreciation of fine arts in young children.

General Objectives:

1. Identify the common goals and objectives of music, visual arts, dance, corporal

movement, and drama.

2. Practice techniques and strategies used to motivate creative expression and the

development of specific skills in the arts according to the developmental stage

and maturity of the child.

3. Demonstrate ability in the techniques used to develop appreciation for the arts.

4. Articulate and integrate the Fine Arts into the existing curriculum from pre-school

to sixth grade.

Texts and Resources:

Because of the nature of this course, there will be no specific text assigned.

References and Supplementary Materials:

Bloomfield, A. & Childs, J. (2000). Teaching integrated arts in the primary school:

dance, drama, music and the visual arts.

Deliz, M. (1991). Renadío del cantar folklórico de Puerto Rico. San Juan, Puerto

Rico: Instituto de Cultura Puertorriqueña.




Rodríguez, S. (1999). Culture Smart!: Ready to Use Slides and Activities for

Teaching Multicultural Appreciation Through Art. Paramus, New Jersey: Prentice

Hall.

Evaluation:

Criteria Points Percentage Appendix

Participation 100 16% Appendix A

Calendar

50

9%

Appendix G

Portfolio 70 11% Appendix I

Lesson Plan(written) 100 16% Appendix E

Lesson Plan (Oral

Presentation)(Group)

100 16% Appendix F

Learning Journal 100 16% Appendix H

Assignments

Definitions(W2)(20)

Paragraph (W2)(20)

Rubric (W3)(20)

Written description

(W3)(20)

Teaching techniques

(W5)(20)

100 16% Appendix C-

Definitions

Appendix B-

Written report

Appendix D-

Rubrics

Total 620 100

Important note: This course has been designated as one of the courses to be

infused with the ESOL performance standards. The following are the

standards to be included in this course:

ESOL Performance Standard 1. Conduct ESOL programs within the parameters,

goals, and stipulations of the Florida Consent Decree.

ESOL Performance Standard 2. Recognize the major differences and similarities

among the different cultural groups in the United States.




ESOL Peformance Standard 3. Identify, expose, and re-examine cultural

stereotypes relating to LEP and non-LEP students.

ESOL Performance Standard 4. Use knowledge of the cultural characteristics of

Florida’s LEP population to enhance instruction.

ESOL Performance Standard 18. Create a positive classroom environment to

accommodate the various learning styles and cultural backgrounds of students.

Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Dual-Language

Discipline-Based Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated

in English and Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified. The language

used in the workshops will alternate to insure that 50% of the course will be

conducted in English and 50% in Spanish. To maintain this balance, the

course module may specify that both languages will be used during the fifth

workshop, dividing that workshop’s time and activities between the two

languages. If students have difficulty with asking a question in the target

language in which the activity is being conducted, students may choose to

use their preferred language for that particular question. However, the

facilitator must answer in the language assigned for that particular day. This

should only be an exception as it is important for students to use the assigned

language. The 50/50 model does not apply to language courses where the

delivery of instruction must be conducted in the language taught (Spanish or

English only).

2. The course is conducted in an accelerated format and requires that students

prepare in advance for each workshop according to the course module. Each

workshop requires an average ten hours of preparation but could require

more.

3. Attendance at all class sessions is mandatory. A student that is absent to a

workshop must present the facilitator a reasonable excuse. The facilitator will

evaluate if the absence is justified and decide how the student will make up




the missing work, if applicable. The facilitator will decide on the following:

allow the student to make up the work, or allow the student to make up the

work and assign extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in

on the assigned date. The facilitator may decide to adjust the grade given for

late assignments and make-up work.

4. If a student is absent to more than one workshop the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one grade

based on the students existing grade.

b. If the student misses three workshops, the facilitator may lower two

grades based on the students existing grade.

5. Student attendance and participation in oral presentations and special class

activities are extremely important as it is not possible to assure that they can

be made up. If the student provides a valid and verifiable excuse, the

facilitator may determine a substitute evaluation activity if he/she understands

that an equivalent activity is possible. This activity must include the same

content and language components as the oral presentation or special activity

that was missed.

6. In cooperative activities the group will be assessed for their final work.

However, each member will have to collaborate to assure the success of the

group and the assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should

not be plagiarized. That is, the student must be the author of all work

submitted. All quoted or paraphrased material must be properly cited, with

credit given to its author or publisher. It should be noted that plagiarized

writings are easily detectable and students should not risk losing credit for

material that is clearly not their own (See Academic Honesty Policy)

8. If the Facilitator makes changes to the study guide, such changes should be

discussed with and given to students in writing at the beginning of the first

workshop.




9. The facilitator will establish a means of contacting students by providing an

email address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to

have one, it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not

allowed to the classrooms.

12. All students are subject to the policies regarding behavior in the university

community established by the institution and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, do not

limit your investigation. There are many search engines you can use for your search.

Here are some of them:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

The facilitator may make changes and add additional web resources if deemed

necessary.




Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism is a

philosophy of learning founded on the premise that, by reflecting on our experiences,

we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make

sense of our experiences. Learning, therefore, is simply the process of adjusting our

mental models to accommodate new experiences. As teachers, our focus is on

making connections between facts and fostering new understanding in students.

We will also attempt to tailor our teaching strategies to student responses and

encourage students to analyze, interpret and predict information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the

issues around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses

on primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students

use to perceive the world and the assumptions they make to support those

models.

4. The purpose of learning is for an individual to construct his or her own

meaning, not just memorize the "right" answers and regurgitate someone

else's meaning. Since education is inherently interdisciplinary, the only

valuable way to measure learning is to make the assessment part of the

learning process, ensuring it provides students with information on the quality

of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple

perspectives of the world.

7. Learning should be internally controlled and mediated by the learner.




Workshop One

Academic Objectives:

At the end of this workshop , the student will be able to:

1. Discuss the importance of creative experiences for the infant and elementary

school student.

2. Identify the necessary physical and psychomotor skills the child needs to

develop.

3. Establish specific goals for the teaching of music, art, and theater.

Language Objectives:

At the end of this workshop, the student will be able to:

1. Summarize the main ideas using correct grammar and spelling in English.

2. Contribute through a conversation in English, the discussion of the stages of

development as well as the goals of the National State Standards using a

variety of vocabulary, including technical jargon in an appropriate manner.

3. Verbally discuss the course material interacting with other classmates.

URL’s

HAPI-Hispanic American Periodical Index

http://hapi.gseis.ucla.edu/

Desarrollo psicomotor de la primera infancia

http://www.internenes.com/psicologia/psmt.phtml

National Standards for Arts Education

http://www.educationworld.com/standards/national/arts/index.shtml

Fine Arts

http://www.educationworld.com/awards/past/topics/fine_arts.shtml#General

Early Connections: Technology in early childhood education

http://www.netc.org/earlyconnections/index2.html

Assignments before Workshop One:

1. Review the module paying special attention to the rubrics. These rubrics will

be used to assess your knowledge.

2. Find information and/or definitions about:

a. Physical development and skills

b. Visual-Perceptual training




c. Muscular coordination

d. Vocal training

e. Audio training

f. Stages of the creative development

g. Spontaneous and creative movement.

3. Visit: National Standards for Arts Education

http://www.educationworld.com/standards/national/arts/index.shtml

4. Look for a blank comic strip. You can visit

http://www.learninglaffs.com/free.htm or

http://scottishboomerang.wordpress.com/teaching-resources/

5. Prepare a written report in English summarizing stages of development,

principal characteristics and comments on specific goals in the areas of

Music, Art and Theater for the pre-school to 6th grade students. See

Appendix A to complete this written report. ESOL Standard 1: students will

include a session where they will explain how they will incorporate

activities for students who do not speak English based on the META

Consent Decree regulations and policies regarding equal opportunity.

Activities:

1. Ice breaker- Fold a paper in half and write your name on one half of the paper

using your creativity. Include your favorite artist and creative activity. Share

with the class.

2. The facilitator will discuss objectives, rubrics, topics, and activities to be

completed in the next five weeks.

3. The student’s representative will be selected.

4. The class will be divided in small groups to chronologically organize the

stages of development. Each group will present the stages in a creative way.

5. Compare, contrast, and discuss the similarities and differences of the

information shared by each group.

6. Discuss the assignment about the definitions. Turn in the written report to the

facilitator. ESOL Standard 18: Turn in a two page written report to the

facilitator with an explanation of the terms. In the report students will reflect on

and explain how this information can help meet the needs of ESOL students




in the classroom. The reflection will include how this information can help in

creating a positive environment in the classroom for this student population

and to help them in the development of the areas defined.

7. Using a blank comic strip, write about the importance of fulfilling the needs of

ESOL students.

8. The class will brainstorm about the goals found in the National Standard for

Arts Education. Identify main goals.

9. Students will draw a conceptual map about the goals they identified.

10. The facilitator will review the information discussed as well as the activities to

be completed in Workshop 2.

Assessment:

Learning journal: (English) Write 3 paragraphs (introduction, analysis and

conclusion) about today’s topic.

h. What new information did you learn?

i. What information impacted you the most? Why?

j. How would you use the information learned in the classroom?




Taller Dos


Al finalizar el taller, el estudiante estará capacitado para:

1. Discutir la importancia de las experiencias creativas en el desarrollo de los

infantes y niños de edad escolar.

2. Utilizar las Bellas Artes como vehículo o instrumento para el desarrollo de

destrezas básicas en el currículo.

3. Conocer el significado de la música y el ritmo.

Objetivos de lenguaje:


1. Proponer verbalmente soluciones a problemas relacionados con el tema

discutido utilizando una variedad de vocabulario, incluyendo una jerga

técnica de una manera apropiada.

2. El estudiante resumirá las ideas principales utilizando el uso correcto de la

gramática, deletreo y puntuación correctamente en español.

3. El estudiante buscará información, la leerá y la discutirá en clase.

Direcciones electrónicas:

Música Actividades Infantiles y Educación pre-escolar:

http://www.primeraescuela.com/themesp/musica.htm

Dance Internet sites:

http://ericir.syr.edu/cgi-bin/print.cgi/Resources/Subjects/Arts/Dance.html

Theatre Arts Internet Sites:

http://www.eduref.org/cgi-bin/print.cgi/Resources/Subjects/Arts/Dance.html

Busy Teacher’s k-12 Website Art:

http://www.ceismc.gatech.edu/busyt/art.shtml

Tareas antes del Taller Dos:

Buscar la información sobre los siguientes conceptos y crear tu propia definición

sobre los mismos: (en español)

1. Música

a. Ritmo

b. Melodía

c. Armonía




d. Dinámica

e. Nota

2. Artes

a. Color

b. Forma

c. Línea

d. Diseño

e. Perspectiva

f. Textura

g. Balance

h. Luz y sombra

i. Proporción

j. Danza

k. Movimientos básicos y espontáneos

l. Desarrollo del sentido

m. Desarrollo de la coordinación motora

n. Desarrollo de la coordinación especial y mental

o. Teatro

p. Movimiento corporal

q. Improvisación

r. Dicción

s. Movimiento escénico

t. Memorización

u. Marionetas

3. Traer a la clase artículos, objetos, láminas o material relacionado a las cuatro

categorías ha estudiarse en este curso (arte, música, teatro y danza). *Los

materiales antes mencionados se utilizarán en la actividad de “Exposición de

Arte”

Actividades

1. Colocar carteles alrededor del salón con los términos de la tarea. Los

estudiantes rotarán por los carteles escribiendo las definiciones creadas por

ellos mismos. Discutir las definiciones de cada una de manera socializada.




2. El facilitador dividirá el salón en 4 áreas (Arte, Música, Teatro y Danza y

asignará un área a cada grupo. Los estudiantes colocarán todos los materiales

relacionados al área que les corresponde. Una vez en los grupos, los

estudiantes prepararán una exposición de arte con los materiales colocados en

cada área. Cada grupo preparará una descripción de su exhibición resaltando

las características y datos aprendidos sobre el área de las Bellas Artes

asignada.

3. Escoger una persona de cada grupo para hacer el trabajo de Evaluador. Cada

grupo presentará su exhibición de arte y compartirá su descripción sobre la

misma.

4. Los 4 jueces y el facilitador votarán para escoger el ganador de la Exhibición de

arte basado en calidad, creatividad, belleza, organización, y presentación.

5. Presentación del ganador.

6. El estudiante escribirá un diario de aprendizaje sobre las actividades

completadas en el taller.

7. Los estudiantes prepararán una tormenta de ideas (torbellino de ideas) acerca

de otras actividades posibles para dar a conocer el Arte, la Música, el Teatro y la

Danza.

8. El facilitador discutirá las tareas a completar en taller tres.

Evaluación:

Piensa en la información aprendida y analiza cómo las Bellas Artes

contribuyen al desarrollo cognitivo del estudiante. Escribe un breve

párrafo sobre tu análisis y entrégalo al profesor antes de terminar el

taller. (Español)




Workshop Three

Academic Objectives:

At the end of the workshop, the student will be able to:

1. Identify the use of technology in the teaching of Fine Arts.

2. Analyze the use of computer based programs, Web sites, DVD’s, CD’s and

books in the teaching of Fine Arts in the classroom.

3. Create a rubric to assess an artistic activity.

Language Objectives:


1. Read, analyze and write a description of how to use different web sites in the

classroom using correct punctuation, syntax, work choice and grammatical

structures.

2. Express themselves using correct use of grammar, syntax and verb usage.

3. Express ideas orally and in writing using English fluently, and clearly.

URL’s:

Visual Arts. Ask Eric:

http://www.eduref.org/cgi-

bin/printresponses.cgi/Virtual/Qa/archives/Subjects/Arts/Visual_Arts/visual_arts.html

Creating music:

http://www.creatingmusic.com/

Create a seasonal postcard:

http://teacher.scholastic.com/scholasticnews/games_quizzes/postcards/index.asp

PBS Dance and movement:

http://www.pbs.org/teachersource/prek2/theme/dance.shtm

Creating a Rubric

http://rubistar.4teachers.org/index.php

http://projects.edtech.sandi.net/staffdev/tpss99/rubrics/rubrics.html

Assignments before workshop three:

1. Choose a grade (Pre-K to 6th grade) and create an original rubric to evaluate an

artistic activity. Make copies for the rest of the class. Be prepared to explain the

rubric in class.




2. Find websites, books, DVD’s, CD’s or any other resource that can be use in

teaching Fine Arts. Print two copies of each selected website (at least two) and

bring any other examples to the class.

ESOL Standard 2: Turn in a two page paper that reflects on how these resources

can help in recognizing the major differences and similarities among the different

cultural groups in the United States.

ESOL Standard 3: Turn in a two page paper reflecting on how these resources can

promote cultural awareness and equity by Identifying, exposing and re-examining

cultural stereotypes relating to LEP and non-LEP students.

ESOL Standard 4: Turn in a two page paper reflecting or suggesting how these

resources can promote knowledge of the cultural characteristics of Florida’s LEP

population to enhance instruction.

Activities

1. The facilitator will review covered material and clarify any doubts.

2. The students will share the rubrics created to evaluate a creative activity. Turn in

the rubric to the facilitator after sharing with the class.

3. The class will be divided in subgroups. Students will share the resources

(websites, books, CD’s and DVD’s) they found as part of their homework.

Discuss how all these can be incorporated in daily classroom activities and in the

general curriculum.

4. After completing this activity, each group will choose at least two of the websites

discussed and will write a description about them. Share this description with the

class.

5. Each student will write a description on how to incorporate the selected websites

in the classroom. Correct use of grammar will be evaluated in this activity.

6. The class will resume sharing their experience with the websites and other

technologies as well as discussing how to use them in the classroom. The

facilitator will collect the websites’ written description.

7. Students will create a list of ideas on how to teach a Fine Arts class in a creative

way. Hand in the list to the facilitator.

8. The class will be divided in groups of two. Each group will be assigned a topic

related to Music, Art, Dance and Theater. The students will coordinate and




choose the materials they will need for Workshop Four as well as the grade to be

taught. Grades, objectives and teaching methodologies should be decided at

this point.

9. The facilitator will clarify any doubts.

10. Discuss activities for workshop four.

Assessment:

Learning Journal: (in English) remember to write three paragraphs about all you

learned today. Include a list of how can the Fine Arts be incorporated in the general

curriculum.




Taller Cuatro



1. Investigar y evaluar actividades relacionadas a la Música, Arte, Danza y

Teatro.

2. Utilizar la Bellas Artes como vehículo o instrumento en el desarrollo de

destrezas básicas en el currículo.

3. Crear una lección donde enseñará sobre un tema de Bellas Artes.

Objetivos de Lenguaje:


1. Redactar objetivos utilizando conjugación de verbos correctamente.

2. Explicar de forma organizada y clara como utilizar las Bellas Artes en el

desarrollo de destrezas básicas en el salón de clases utilizando conceptos

aprendidos, vocabulario técnico apropiado en el lenguaje asignado.

3. Discutir verbalmente y utilizando vocabulario correcto las lecciones

realizadas por los compañeros de clases.

Direcciones electrónicas:

Música Actividades Infantiles y Educación Pre-escolar:

http://www.primeraescuela.com/themesp/musica.htm

HAPI-Hispanic American Periodical Index

http://hapi.gseis.ucla.edu/

Tarea a completar antes del taller cuatro:

1. Buscar información acerca de los siguientes conceptos. Prepare una

definición en dos oraciones de cada uno.

A. Música

• Canciones

• Actividades rítmicas

• Bailes

B. Arte

• Dibujo

• Pintura




• Impresión

• Escultura

• Fotografía

C. Baile

• Bailes folklóricos

• Bailes creativos

• Movimientos coreográficos

D. Teatro

• Improvisación

• Mímica

• Poesía cantada

• Dramatización

2. Repasar el reporte completado en el taller uno acerca de las etapas de

desarrollo y de los estándares nacionales en la educación de Bellas Artes

para preparar la lección a presentar.

Actividades

1. Repasar el material estudiado y aclarar dudas.

2. El grupo se dividirá en los sub-grupos asignados en el taller pasado para

trabajar en la preparación de la lección. Todos los grupos deben tener

diferentes temas del área de las Bellas Artes. Por ejemplo el grupo de

música presentará una lección en la que enseñará sobre el Sistema Solar

usando canciones o instrumentos musicales. Cada grupo debe presentar la

lección, metodología de enseñanza, escribir un plan de lección y al menos

dos objetivos en los cuales se reflejen el tópico y el área de Bellas Artes a

utilizarse.

3. Cada grupo presentará su lección.

4. Discusión socializada sobre las lecciones presentadas.

5. El facilitador recogerá los planes de lección y discutirá las tareas a completar

en el taller cinco.

6. Preparar un listado de técnicas de enseñanza que aprendió durante las

lecciones.

Avalúo:




Diario de aprendizaje: Escribir sobre lo aprendido en clase. Explicar la

importancia de la integración de las bellas artes en el desarrollo de destrezas

básicas en la escuela elemental.




Workshop Five

Este taller es bilingüe. Cada

asignación y actividad deberá

redactarse en el idioma especificado.

This is a bilingual workshop. Each

homework and activity will be

prepared in the specified language.

Learning Objectives:


1. Identify and describe teaching techniques.

2. Create a calendar using the computer as a resource.

3. Recognize the importance of different teaching techniques and learning

styles.

Language objectives:


1. Describe in complete sentences the use of different teaching techniques in

the classroom.

2. Express ideas using correct grammar, syntax and verb usage.

3. Use concepts related to the content of the workshop and prior workshops

correctly in either language (Spanish and/or English).

URL’s:

Teaching techniques

http://www.youthlearn.org/learning/teaching/index.html

Techniques and strategies for teaching and learning

http://www.celt.iastate.edu/teaching/techniques.html

Calendar

http://www.sldirectory.com/cal.html

Learning Styles

http://www.ldpride.net/learningstyles.MI.htm

http://www.chaminade.org/inspire/learnstl.htm

Activities before Workshop Five:

1. Find Web sites that will give you ideas on how to prepare a school calendar to be

sent to the parents. Bring the Web sites to the classroom. Think of ideas of what




you want to include in your calendar. You will create your calendar in the lab

room. Creativity as well as originality will be evaluated in this activity (in English).

2. Research about teaching techniques that incorporate the four studied

components of the Fine Arts (Music, Dance, Art and Theater). Organize them on

a table with a brief description of each one (English or Spanish).

3. Perform a research about learning styles. Make a summary in writing of each

learning style and identify your own (in Spanish).

4. Finish portfolio and bring it to class to be evaluated.

Activities

1. Students will review all the concepts discussed in previous workshops (in

English).

2. Students will share the websites found and will design their own calendar (in

English).

3. Students will share their calendars with the rest of the class. They will discuss the

importance of the use of calendars in the classroom. What is the purpose of

sending the calendars home? (in Spanish)

4. The class will be divided in smaller groups where they will share the teaching

techniques and learning styles found. Make a list and get prepare to share with

the rest of the class (in Spanish).

5. Each group will present their findings (in the student’s preferred language).

6. The facilitator will give a few minutes to complete the portfolio.

7. Students will hand in their portfolio.

8. Students will complete the class and facilitator’s evaluations.

Assessment:

Learning journal: in three paragraphs, summarize in English the most important

points you have learned in this course.

For example: What are Fine Arts?

What are the components of the fine arts?

How do fine arts help in the development of basic skills?

How can the fine arts be incorporated in day by day curriculum?

What teaching techniques incorporate the fine arts?




Anejos/Appendixes




Anejo A/Appendix A

RUBRIC TO EVALUATE CLASS PARTICIPATION

COURSE________ PT ________ GRADE ________

Attendance and Punctuality __________%

0 = absent in 4 or more workshops or absent in 3 workshops and was late in 2 workshops. 1= absent in 3 workshops or absent in 2 workshops and was late in 3 or more workshops. 2= absent in 2 workshops or absent in 1 workshop and was late in 3 or more workshops. 3= absent in 1 workshop or attended all workshops butt was late in 3 workshops. 4= Attended all workshops but was late in 1 or 2 workshops 5=Perfect attendance

Workshop 1 Workshop 2 Workshop 3 Workshop 4 Workshop 5

Present__

Absent__

Late__

Total____

Present__

Absent__

Late__

Total____

Present__

Absent__

Late__

Total____

Present__

Absent__

Late__

Total____

Present__

Absent__

Late__

Total____

Participation in class___________%

Criteria 0 1 2 3 4 5 N/A

1. Contributes frequently to class discussion

2. Demonstrates interest in class discussion

3. Answers questions made by the facilitator and classmates

4. Asks questions pertinent to the class subject

5. Arrives prepared to class

6. Contributes to class with additional material

7. Presents arguments based on class lecture and work.

8.Demostrates attention and opening towards arguments

9. Answers questions and expositions from classmates

10. Demonstrates initiative and creativity in class activities

0-Poor 1-Deficient 2-Average 3-Good 4-Very Good 5-Excellent N/A-Not applicable




Anejo B/Appendix B

MATRIZ VALORATIVA PARA EVALUAR EL PROYECTO ESCRITO (Individual)

0-Deficiente 1-Regular 2-Muy bueno N/A No Aplica

CRITERIOS 0 1 2 N/A

Contenido

1. Identifica el propósito, los objetivos e ideas principales.

2. Las ideas y argumentos de la presentación están bien fundamentadas en los recursos presentados, consultados o discutidos en clase

3. La presentación de las ideas es organizada y coherente.

4. El escrito incluye todas las partes o elementos del tema o tarea asignada.

5. El autor demuestra dominio del tema o materia de la presentación.

6. El punto de vista del autor se presenta de manera clara y contundente.

7. El escrito demuestra sustancia, lógica y originalidad.

Lenguaje

8. Utiliza vocabulario correcto y apropiado.

9. Se utiliza un lenguaje apropiado con corrección sintáctica y gramatical.

10. El escrito es claro, enfocado e interesante

Total= 20 puntos




Anejo C/Appendix C

MATRIZ VALORATIVA PARA EL PROYECTO ESCRITO (Definiciones)

0-Deficiente 1-Regular 2-Muy bueno N/A No Aplica

CRITERIOS 0 1 2 N/A

Contenido 70%

1. Identifica el propósito, los objetivos e ideas principales.

2. Las ideas y argumentos de la presentación están bien

fundamentadas en los recursos presentados, consultados o

discutidos en clase

3. La presentación de las ideas es organizada y coherente.

4. El escrito incluye todas las partes o elementos del tema o tarea

asignada.

5. El autor demuestra dominio del tema o materia de la

presentación.

6. El punto de vista del autor se presenta de manera clara y

contundente.

7. El escrito demuestra sustancia, lógica y originalidad.

Lenguaje 30%

8. Utiliza vocabulario correcto y apropiado.

9. Se utiliza un lenguaje apropiado con corrección sintáctica y

gramatical.

10. El escrito es claro, enfocado e interesante .

Total= 20 puntos




Anejo D/Appendix D

Rubric for Workshop Three

1. Create a rubric (TOTAL 20 points) 2. Find URL’s that will help you create a rubric. Remember that the rubric should

be original. Choose a grade, topic and subject. Think of the objectives and purpose of the rubric.

3. The rubric should be presented in class.

CATEGORY Expert Practitioner Apprentice Novice

Content 70 %

Rubric Areas A) 3-7 areas that represent the total performance (mechanics, content, and quality) B) distinctly different skills are separated so as to be assessed independent of one another

A) 3-7 areas that represent the scope of the performance B) Distinctly different skills are separated so as to be assessed independent of one another

A) 3-7 areas that emphasize mostly discrete, lower-order skills with some more quality-based performance areas

A) fewer than 3 or more than 7 areas; areas emphasize discrete, lower-order skills

Rubric Criteria A) all areas contain objective descriptions B) mix of numerically quantifiable and descriptive words leading to objective assessment C) each level has a distinctly different level of performance

A) most of the areas contain objective descriptions B) of these, most are numerically quantifiable and some contain descriptive objective words

A) most areas are subjective B) objective descriptions are numerically quantifiable

A) the criteria are subjective, leading to a greater chance of the teacher and student assessing the work differently

Content and Presentation

A) curricular content is clear upon examination of the rubric B) both the

A) curricular content is clear upon examination of the rubric B) both

A) both curricular content and presentation are assessed B) content is

A) rubric primarily assesses either content or presentation B) content, if




curricular content and presentation are assessed C) the rubric challenges students to perform at a high level of academic achievement

curricular content and presentation are assessed C) content is assessed at both the lower-order and higher-order levels

assessed at the lower-order level with some higher-order expectations

assessed, is at the lower-order level

Student autonomy

Rubric allows for substantive opportunities for self-assessment.

Rubric allows for somewhat substantive opportunities for self-assessment

Rubric allows for opportunities for self-assessment.

Rubric does not allow for opportunities for self-assessment.

Professionalism and quality

Candidate submits rubric on time with high standards of quality and professionalism.

Candidate submits rubric on time with somewhat high standards of quality and professionalism.

Candidate submits rubric on time with inconsistent standards of quality and professionalism.

Candidate does not submit rubric on time and does not ensure high standards of quality and professionalism

Organization Clearly organized. Easy to understand and follow.

Organized and easy to understand and follow.

Somewhat organized. Difficult to understand.

Not organized. Very difficult to understand.

Resources and References

Resources and references were included in the work

Some resources and references were included in the work

Limited resources or references were included in the work

No references were included.

Language 30%

Grammar and Spelling (Conventions)

Writer makes no errors in grammar or spelling that distract the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.




Capitalization and punctuation (conventions)

Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.

Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.

Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.

Sentence structure

All sentences are well-constructed with varied structure

Most sentences are well-constructed with varied structure

Most sentences are well-constructed but have a similar structure.

Sentences lack structure and appear incomplete or rambling.




Anejo E/Appendix E

Rubric to Assess Thematic Unit Plan Student Name: ____________________ Date: ___________________ Group Integrants: _______________________, ________________________, ________________________, ____________________________

Criteria Value Points Student Score

Content

All components of the Unit Plan

are present including

modifications ELL’s

10

Language and content

objectives are clearly stated

and well written

10

Student provides a clear list of

materials to be used

10

Steps are clearly stated and

understood; they follow a

sequence

10

Multicultural activities, personal

experiences and learning

strategies are clearly stated

10

Alternative Assessment

instruments are provided

10

Guidelines and ELL

modifications for conducting

Unit Plan assessments are

clearly stated

10

Language

Technical vocabulary is

accurately and correctly used

10

Grammar and syntax is

appropriate and correct

10

Use of verbs are correct and

appropriate

10

Total Points 100 (70% of content

and 30% of

language)

Total Score: ______

Student’s Signature: _______________ Facilitator’s Signature: _______________




Anejo F/Appendix F

Oral Presentation Rubric Student Name: _____________________________ Date:___________________

Criteria Value Points Total Score

Content

The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence.

10

The speaker takes into account the specific knowledge and experience of the listener

10

The speaker uses arguments which are adapted to the values and motivations of the specific listener.

10

The speaker uses delivery to emphasize and enhance the meaning of the message.

10

The speaker delivers the message in a lively, enthusiastic fashion.

10

The volume varies to add emphasis and interest.

10

Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies, such as "ahs," "uhms," or "you knows."

10

Language

Student pronounces words in a clear and correct manner so as to make language understood to others

10

Correct use of grammar and verb conjugation 10

Use of correct use of vocabulary words to express message

10

Total Points 100 (70% of

content and 30%

of language)

Student’s Total

Score: ________

Student’s signature: ________________________

Facilitator’s Signature: ____________________________




Anejo G/Appendix G

Rubric to Evaluate Calendar Activity

Category 5 Exceeds the

standard

4 Meets the standard

3 Shows

progress toward

meeting the standard

2 Has

difficulties meeting the

standard

1 Doesn’t meet the standard

Students create a calendar outline

Student completes calendar outline successfully.

Student completes calendar outline with little errors.

Student completes calendar outline with some errors

Student completes calendar outline with many errors

Student doesn’t complete outline.

Students places numbers

Students places numbers with no difficulty

Student places numbers with little difficulty

Student places numbers with some difficulty

Student places numbers with too much difficulty

Student doesn’t place numbers.

Student scan photo

Student scans and edit photo with no help

Student scans and edit photo with little help

Student scans and edit photo with some help

Student scans and edit photo with constant help

Student doesn’t scan and edit photo.

Graphics

All graphics are effective, edited, and placed in a manner that is eye-catching and complimentary to the calendar.

The majority of graphics are effective, edited, and placed in a manner that is attractive and complimentary to the calendar.

Some of the graphics are effective, edited, and placed in a manner that is attractive and complimentary to the calendar.

Hardly any of the graphics are effective, edited, and placed in a manner that is attractive and complimentary to the calendar.

Graphics are not effective, edited, and placed in a manner that is attractive and complimentary to the calendar.

Activities All activities are placed correctly on calendar.

One activity are not placed on calendar correctly.

Two activities are not placed on calendar correctly.

Three activities are not placed on calendar correctly.

Four or five activities are not placed on calendar correctly.




Student Name______________________ Journal #______ Date______________

Neatness The calendar is easy to read. The codes are easy for the reader to understand.

The calendar is fairly easy to read. The reader is confused because of writing or the codes the author is using.

The calendar is more difficult to read. Assignments are not written in the proper box for each class.

Assignments are written wherever the student chooses. There is no order to the calendar

The student has not used the calendar at all.

Content 70% (35 points)

Sentence Structure (Sentence Fluency)

All sentences are well-constructed with varied structure

Most sentences are well-constructed with varied structure.

Some sentences are well-constructed with varied structure.

Hardly any of the sentences are well-constructed with varied structure.

Sentences lack structure and appear incomplete or rambling.

Conventions (spelling, capitalization, etc.)

No spelling, capitalization, or spacing errors.

One or two spelling, capitalization, or spacing errors

More than three spelling, capitalization, or spacing errors.

More than five spelling, capitalization, or spacing errors.

More than six spelling, capitalization, or spacing errors.

Delivery of information

Student delivers the information in a lively, enthusiastic fashion

Student has little difficulty delivering information in a lively, enthusiastic fashion

Student has some difficulty delivering information in a lively, enthusiastic fashion

Student struggles delivering information in a lively, enthusiastic fashion

Student does not deliver the information.

Language 30 % (15 points)




Anejo H/Appendix H

Learning Journal

Student Name: _____________________ Journal #: _____Date: _______________

Criteria Day One Day Two Day Three

Day Four

Day Five

Student turned in the journal on time assigned

Student answers questions without deviating from the topic; ideas are well connected and follow a sequence

Student uses critical thinking to express ideas and projects a deep understanding of the topic discussed in class

Sentences are written using appropriate syntax, punctuation, verb usage, and grammar

Total Points

Student’s Signature: ____________________________

Facilitator’s Signature: ___________________________




Anejo I /Appendix I

Guías para completar el portafolio

Como requerimiento para este curso, los estudiantes deben completar un portafolio

con los ejercicios asignados. El portafolio debe incluir.

1. Página de Presentación

2. Tabla de contenidos

3. Una introducción explicando de forma general el contenido del portafolio

(1 página).

4. Copias de todos los trabajos requeridos por taller.

5. El portafolio debe ser entregado en una carpeta (binder)

6. El portafolio debe ser entregado en el taller 5. Incluir una copia electrónica del

mismo (disquete, CD o DVD).

7. Al final del portafolio debe escribir una conclusión acerca de lo aprendido en el

curso (1 página).




Anejo J /Appendix J

Matriz Valorativa para el Portafolio

Categoría Excede expectativas

Llena las expectativas

Logra alguna de las expectativas

No llena las expectativas

Contenido 70%

Organización Claramente organizado. Contenido completo. Los materiales están organizados

Adecuado y relacionado al curso. Algunos documentos no están organizados

No esta claro o consistente. El contenido o documentos no están completos.

No esta adecuado o claro.

Cantidad de contenido

El estudiante completo cada sección del portafolio con suficiente y diversos ejemplos académicos y de actividades

El estudiante completo cada sección del portafolio con suficiente y diversos ejemplos académicos y de actividades. Sin embargo, podría utilizar más ejemplos.

El estudiante completo cada sección del portafolio con suficiente y diversos ejemplos académicos y de actividades. Sin embargo algunas secciones no tienen ejemplos.

El estudiante no completo las secciones del portafolio con ejemplos o le faltaban muchas secciones sin completar.

Calidad Contenido claro, profesional y superior, incluyendo el ser visualmente atractivo

Contenido y apariencia apropiada.

Necesita mucha mejora en contenido y presentación.

No esfuerzo por hacer ver el portafolio atractivo. El portafolio en general no es aceptable

Navegación Claramente organizado. La tabla de contenido es fácil de seguir. Los materiales estan organizados de manera efectiva.

Organizado. La tabla de contenido es fácil de seguir.

No esta consistentemente organizado. La tabla de contenidos es algo difícil de seguir.

No organizado. No tiene tabla de contenidos.

Vocabulario relevante

El vocabulario es presentado de manera organizado. Y con las definiciones

La mayoría del vocabulario es presentado de manera organizada y con las definiciones

Casi todo el vocabulario es presentado de manera organizada y con las definiciones

El vocabulario relevante a la clase no ue incluido.




correspondientes correspondientes. correspondientes. Faltan palabras.

Tema y reflexiones

El portafolio es claro, creativo y esta relacionado al curso. Las reflexiones están completas

El portafolio es adecuado y relacionado al curso. Las reflexiones son mínimas.

El portafolio no esta claro y no es consistente. Las reflexiones no están claras o son mínimas.

El portafolio no es adecuado, claro o esta en orden.

Recursos y Referencias

Uso extensivo de recursos y referencias

Uso moderado de recursos y referencias

Uso limitado de recursos y referencias

No incluyo referencias.

Lenguaje 30%

Gramática No contiene errores de gramática que puedan distraer al lector.

1-2 errores de gramática que distraen al lector del contenido.

3-4 errores de gramática que distraen al lector del contenido.

Mas de 4 errores en gramática que distraen al lector del contenido.

Capitalización y puntuación

No tiene errores de capitalización o puntuación

De 1 a 2 errores de capitalización y puntuación.

De 3 a 4 errores de capitalización y puntuación.

. Demasiados errores de capitalización y puntuación. Más de 5 errores.

Estructura de las oraciones

Todas las oraciones estan construidas correctamente.

La mayoría de las oraciones estan construidas correctamente

Pocas oraciones estan construidas correctamente.

La estructura de las oraciones es incorrecta. Las mismas carecen de sentido y fluidez.

Date post:	07-Jul-2020
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EDUC 123 The Creative Expression in Childhood Development ... 123 DLP 200… · Pre -requisito:...

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