Serf Exported Syllabus Title: EARL-105-w1&2-fa99 syllabus Columns: 11 EventID: 14148 SyllabusID: 302 Position: 1 Type: 7 Heading: WELCOME Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: EventID: 14149 SyllabusID: 302 Position: 2 Type: 1 Heading: Tracking: 0 Weight: 0 Deadline: 0 Columns: 2 Formatting: 3 Text: Every Child is an artist. The problem is how to remain an artist once he grows up.
-Pablo Picasso EventID: 14150 SyllabusID: 302 Position: 3 Type: 1 Heading: WELCOME TO THE JOURNEY Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text:
    Prepare for a professional adventure!
EventID: 14151 SyllabusID: 302 Position: 4 Type: 1 Heading: COURSE DESCRIPTION Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Learn to support and extend children's use of the visual arts for creative expression, communication, and construction of knowledge. EventID: 14152 SyllabusID: 302 Position: 5 Type: 1 Heading: COURSE OUTCOMES Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: On completion of this course, students will:
    Describe, explain and analyze individual children's artistic abilities and interests, based on patterns and expectations for artistic development and knowledge about the child's family, culture, and biological infulences including disabilities.
    Plan, adapt and implement inclusive, responsive, aesthetic environments and visual arts experiences that are healthy, safe and integrated with music, movement, science, and language.
    Plan experiences that promote communication with parents, and identify community programs that are resources for information, support and advocacy related to the visual arts and preschool children.
    Articulate and apply their beliefs about teaching visual arts to young children in an inclusive early childhood setting.
EventID: 14153 SyllabusID: 302 Position: 6 Type: 1 Heading: CONTACTING THE INSTRUCTOR Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: I can be reached any of the following ways, in descending order of convenience and ease of contact:
    E-Mail: JKPruitt@msn.com
    Home #: 610-838-5833
    Fax #: 610-838-7468
    Voicemail #: 610-861-5472 x 1338
    Address: 1772 Flint Hill Road, Coopersburg, PA 18036 EventID: 14154 SyllabusID: 302 Position: 7 Type: 1 Heading: TEXTBOOKS Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text:
      Art as a Way of Learning by Patricia Pinciotti with Diann Berry, Cheri Sterman, and Rebecca L. Gorton
      Spreading the News by Marge Carter and Deb Curtis
      Available at NCC Book Store. The book store will also ship the books for an additional charge.
    EventID: 14155 SyllabusID: 302 Position: 8 Type: 1 Heading: ART FOCUS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Each class will focus on an art medium. The art medium will be listed under the "Art Focus" section. You will be expected to explore this medium and complete the questions asked in the "Discussion Forum". The art materials required for this course are listed under "Supplies". EventID: 14156 SyllabusID: 302 Position: 9 Type: 1 Heading: ART FOCUS SUPPLIES Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Supplies you will need for the ART FOCUS assignments: EventID: 14157 SyllabusID: 302 Position: 10 Type: 1 Heading: WORKING WITH CHILDREN Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text:
      Just as children build their own knowledge and attitudes through active engagement with the environment and peers, you will be actively involved in building your own understanding of effective teaching and caring for young children. You learn by doing, reflecting and evaluating, and doing again, rather than by being told. -NCC Early Childhood Education Student Manual, pg. 5
      An early childhood field experience is connected to this course. You will be able to put theory into practice each week by working with young children at a selected preschool or in your own classroom.
      Over the course of 14 weeks (2 hours a week), you will be interacting with children and teachers to implement your knowledge of visual arts and develop teaching skills in an early childhood environment. The field experience/lab is mandatory for this course. Please read page 7 in the Student Manual for more information on the field experience/lab.
      Steps for locating a field experience site
      If you are not currently employed at a child care center:
    1. Read the NCC ECE Student Manual and Off-Campus Lab Guide.
    2. Find a licensed child care center.
    3. Tour the center and use the criteria listed on the form titled "Criteria: Off-Campus Lab Centers".
    4. Meet with the director to explain the field experience.
    5. Select a person to serve as the field experience cooperating teacher (usually the classroom teacher or director).
    6. Have the director sign the "Criteria" form.
    7. Mail the form to the instuctor for review and approval.
      If you are working in a child care center:
    1. Read the NCC ECE Student Manual and Off-Campus Lab Guide.
    2. Fill out the "Criteria: Off-Campus Lab Centers" form.
    3. Meet with the director to explain the field experience.
    4. Select a person to serve as the field experience cooperating teacher (usually the classroom teacher, co-teacher, or director).
    5. Have the director sign the "Criteria" form.
    6. Mail the form to the instuctor for review and approval.
      Select a lab site within the first week and notify the instructor via e-mail with the following information: name, location, telephone number, director's name, e-mail address, and age of children in the field experience classroom.
      When the site is approved:
    • Please give the site a "Off-Site Lab Manual" when you begin.
    • A lab comment card (provided by instructor) will need to be filled out for each lab visit.
    • A total of 14 cards are due by the end of the term.
    • The cooperating teacher or director will also need to fill out an evaluation form provided by the instructor.
    • Please read page 10,11,13 in NCC ECE Student Manual.
      The "Working With Children" section describes the weekly field experience assignments.
    EventID: 14158 SyllabusID: 302 Position: 11 Type: 1 Heading: METHOD OF EVALUATION Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text:
      Quiz ( See class # 7).....5%
      Lab Packets(3).....30%
      Documentation Panel (See class #10).....10%
      Child Analysis Paper (See class #14).....10%
      Beliefs Paper (See class #13).....5%
      Teaching Skills Paper (See class #15).....10%
      Guiding Questions.....10%
      Participation (web sites,feedback,forums,etc).....5%
      Final Portfolio.....10%
      Evaluation (completed by cooperating teacher).....5%
    EventID: 16240 SyllabusID: 302 Position: 12 Type: 1 Heading: PORTFOLIO Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: Portfolio is defined as a "collection of work". In this class you are expected to create a portfolio representing your work. All work goes into a three-ring binder and samples of your work are sent in along with a "Table of Contents" at the end of the semester for a final grade. You will need a large three-ring binder and dividers to create your portfolio. Instructions to organize your portfolio are listed below. EventID: 16239 SyllabusID: 302 Position: 13 Type: 1 Heading: ORGANIZING YOUR PORTFOLIO Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text:
      Please divide, using dividers, your 3-ring binder into the following sections; be sure to label each section:
    • General Information
    • Children's Portfolio: collected children's work, notes
    • My Own Portfolio: your work, notes
    • Planning and Implementing: learning experience forms (lesson plans)
    • Teaching Skills: NCC Teaching Skills and Strategies, teacher observations,
    • Resources: articles, handouts
    EventID: 14159 SyllabusID: 302 Position: 14 Type: 1 Heading: DISCUSSION FORUM Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: The "Discussion Forum" is one of the weekly requirements for this course. Students are expected to visit the assigned forums and follow the instructions. The forum provides on going dialogue between the instructor and the students. You are graded for your participation in the forums. EventID: 14160 SyllabusID: 302 Position: 15 Type: 1 Heading: VISIT Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: In this course, you will see a section called "Visit". This section involves visiting web sites that relate to the course. The section lists the web site in blue, just click and go, and some questions to answer. Please follow the listed instructions that are located in the section. Think of this assignment as a "Field Trip" to view all the resources available to you without leaving your home. EventID: 14161 SyllabusID: 302 Position: 16 Type: 1 Heading: FEEDBACK Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: You are strongly encouraged to give feedback throughout this course. Please go to the "Discussion Forum" and click on the "Feedback" topic at any time to give your feedback or you may choose to send the feedback to the instructor via e-mail. EventID: 14162 SyllabusID: 302 Position: 17 Type: 1 Heading: GUIDING QUESTIONS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: The "Guiding Questions" are a weekly assignment for this course. You will need to read the listed question or questions and reply with an answer each week. EventID: 16241 SyllabusID: 302 Position: 18 Type: 1 Heading: TEACHING SKILLS AND BEHAVIORS RECORD Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: The cooperating teacher will need to complete this form on your lab performance twice during the semester. This form must be sent in with your portfolio assignment. Your cooperating teacher may choose to put the completed form in a sealed envelope. EventID: 14165 SyllabusID: 302 Position: 19 Type: 2 Heading: THE JOURNEY BEGINS Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: EventID: 14167 SyllabusID: 302 Position: 20 Type: 1 Heading: READ Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text:
      AWL pg.5-12
      NCC Student Manual, pg.1-15
      ______________________________________________________
    EXPLORE The "Art as a Way of Learning" Philosophy EventID: 14168 SyllabusID: 302 Position: 21 Type: 8 Heading: DISCUSS Tracking: 0 Weight: 1 Deadline: 7 Columns: 1 Formatting: 3 Text: Go to the Discussion Forum titled "Visual Arts: Introduce Yourself" and follow the listed instructions under the different topics. EventID: 14169 SyllabusID: 302 Position: 22 Type: 8 Heading: BUILDING THE BRIDGE Tracking: 0 Weight: 1 Deadline: 7 Columns: 1 Formatting: 3 Text: Register your e-mail address with SERF. Please go to the menu at the bottom of the page. Look for the "System" heading and click on "Register E-Mail". This will put your e-mail address in the system. When you need to e-mail the instructor, just click on the e-mail icon at the top of the page. EventID: 16232 SyllabusID: 302 Position: 23 Type: 1 Heading: WORKING WITH CHILDREN Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: Review the Observation Phase of the lab packet that was sent by the instructor. Get ready to begin "Observation Packet: Week 1". EventID: 16233 SyllabusID: 302 Position: 24 Type: 9 Heading: SUBMIT Tracking: 0 Weight: 0 Deadline: 5 Columns: 0 Formatting: 3 Text: Mail the "Off Site Lab" information form. This form needs to be completed for the instructor to review and approve. You must have the lab site approved by the instructor before you begin at the site. The form along with an envelope is enclosed in the packet mailed by the instructor. EventID: 14170 SyllabusID: 302 Position: 25 Type: 2 Heading: EXPLORATIONS IN TEACHING Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: EventID: 14172 SyllabusID: 302 Position: 26 Type: 1 Heading: READ Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: AWL Text, pg. 13-35
      _____________________________
    EXPLORE The language of visual arts EventID: 14173 SyllabusID: 302 Position: 27 Type: 1 Heading: ART FOCUS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text:
      Drawing
    • Explore with the drawing pencils or colored pencils and white paper.
    • Take a your piece of white paper and divide it into thirds.
    • Take a moment, close your eyes and imagine you are walking through a woods, fields, dirt road or digging in the yard and a rock appears. Is it large? Is it small? What shape is it? What does it feel like? Is it rough or smooth?
    • Once you have that mental image, draw it on the paper.
    • Now draw another rock, a rock that you imagine to be the "perfect" rock. How would it look? What shape would it be? What color would the rock be? Finally, find a real rock and look at it closely.
    • Draw this rock on your paper also.
    • Label each rock: memory, imagination, real object.
    • You should have three drawings of rocks.
  • Save this drawing for your portfolio. EventID: 16234 SyllabusID: 302 Position: 28 Type: 1 Heading: WORKING WITH CHILDREN Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Begin Observation Phase:Week 1
      WEBS: The web form included in your packet is to record all the activities you see the children doing while you are observing. You put the date of the visit in the circle, middle of the page, and just record what you see the children doing (i.e. three children in block area building, two children in house area using baby dolls, etc.).
      Also note: If you have any questions regarding the field experience please e-mail the instructor with your questions or comments.
    EventID: 16235 SyllabusID: 302 Position: 29 Type: 8 Heading: DISCUSS Tracking: 0 Weight: 0 Deadline: 7 Columns: 1 Formatting: 3 Text: Go to the Discussion Forum titled "Exploring With Drawing, Topic #1" and follow the listed instructions. EventID: 14176 SyllabusID: 302 Position: 30 Type: 2 Heading: CREATIVE AND CRITICAL THINKING Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: EventID: 14177 SyllabusID: 302 Position: 31 Type: 1 Heading: QUOTE OF THE WEEK Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: "Once put down a line provokes thought"
      -Sylvia Fein
    EventID: 14178 SyllabusID: 302 Position: 32 Type: 1 Heading: READ Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text:
      AWL text, pg.39-51
      EXPLORE: The cycle of creative and critical thinking
    EventID: 14179 SyllabusID: 302 Position: 33 Type: 1 Heading: ART FOCUS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Exploring with lines Take the three packs of crayons in various sizes and white paper. Start with the largest size crayon and make some strokes across the paper, back and forth. How does it feel in your hand? Are the lines thick or thin? Also, do this with the middle size and regular size crayons, again creating lines across the paper. Do you notice any differences in the lines you created? Did the size of the crayon matter? Which size did you prefer? Answer these quesions listed in the "Discussion Forum" titled "Exploring With Drawing, Topic #2." EventID: 14180 SyllabusID: 302 Position: 34 Type: 1 Heading: DEVELOPMENTAL STAGES OF CHILDREN'S ART Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Key Points to Remember:
      Random Scribbling (ages 1-2.5): random lines are made using the whole arm; tool held with hold hand; lines may extend beyond the paper.
      Controlled Scribbling(ages 2.5-3): begins to use wrist motions; stays on paper; makes smaller marks; controls where lines are placed.
      Named Scribbles(ages 3-5): holds tool with fingers; can make many different lines and shapes; names scribbles but often changes name.
    Based on the work of Kellogg (1967) and Lowenfeld and Brittain (1987). EventID: 14181 SyllabusID: 302 Position: 35 Type: 1 Heading: RESOURCE Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: A good children's book to explore:"Harold and the Purple Crayon" EventID: 14182 SyllabusID: 302 Position: 36 Type: 8 Heading: DISCUSS Tracking: 0 Weight: 0 Deadline: 7 Columns: 1 Formatting: 3 Text: Go to the Discussion Forum titled "Exploring With Drawing" and complete the topics. EventID: 16237 SyllabusID: 302 Position: 37 Type: 1 Heading: WORKING WITH CHILDREN Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: Continue with the Observation Packet: Week 2. EventID: 14184 SyllabusID: 302 Position: 38 Type: 9 Heading: GUIDING QUESTIONS Tracking: 0 Weight: 1 Deadline: 7 Columns: 1 Formatting: 3 Text:
      How would you describe your own critical and creative thinking process?
    EventID: 14185 SyllabusID: 302 Position: 39 Type: 2 Heading: THE ELEMENTS AND PRINCIPLES OF VISUAL LANGUAGE Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: EventID: 14186 SyllabusID: 302 Position: 40 Type: 1 Heading: READ Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: AWL text, pg.52-72 ___________________________________________________________
      EXPLORE: The Elements and Principles of ART
    EventID: 14187 SyllabusID: 302 Position: 41 Type: 1 Heading: ART FOCUS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text:
      Painting
    • Exploring with fingerpaints and paper.
    • Set up an area to create with fingerpaints and paper.
    • Bring a radio into the room and select either classical or jazz music.
    • Put some paint on the paper and begin to let your fingers make movements in the paint, let it glide across the paper.
    • Slowly add your whole hand into the paint. How does it feel?
    • Listen to the music.
    • Do your movements in the paint match the beat of the music? Is it slow? Is it fast?
    • What are you communicating with paper and paint?
    • Place this in your portfolio.
    EventID: 14188 SyllabusID: 302 Position: 42 Type: 1 Heading: DISCUSS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Go to the Discussion Forum titled "Exploring With Painting" and follow the listed instructions. EventID: 16238 SyllabusID: 302 Position: 43 Type: 1 Heading: WORKING WITH CHILDREN Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Continue with the Observation Phase: Week 3. EventID: 14190 SyllabusID: 302 Position: 44 Type: 9 Heading: GUIDING QUESTIONS Tracking: 0 Weight: 1 Deadline: 7 Columns: 1 Formatting: 3 Text:
      How can you increase your ability to use and become more aware of the elements and principles of visual organization?
    EventID: 14191 SyllabusID: 302 Position: 45 Type: 2 Heading: VISUAL ARTISTRY OF CHILDREN Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: EventID: 14192 SyllabusID: 302 Position: 46 Type: 1 Heading: READ Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text:
      AWL text, pg.73-83
      Handouts:
    • The Elements and Principles of Art
    • Painting Setups
    • Developmental Continuum in Children's Drawings
      • ________________________________________________________________ EXPLORE: Artistic Development in Children EventID: 14193 SyllabusID: 302 Position: 47 Type: 1 Heading: ART FOCUS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Painting with Watercolors
        Materials Needed:
      • Damp sponge
      • Watercolors and brush
      • White paper
          Directions
        • Find some type of tray to carry and set materials on.
        • Take your tray and materials outside. Look around. Does an object catch your eye? Find an object of nature to paint.
        • We call the object a "reference". Really look and study the object.
        • You may want to squeeze the spong over the top of the paints to wet them. Clean your brush by rubbing it over the sponge.
        • Begin to paint.
        REMEMBER to save all your own art work because you will be putting it in your portfolio. EventID: 14194 SyllabusID: 302 Position: 48 Type: 1 Heading: DISCUSS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Go to the Discussion Forum titled "Exploring With Watercolors" and follow the listed directions. EventID: 16243 SyllabusID: 302 Position: 49 Type: 8 Heading: WORKING WITH CHILDREN Tracking: 0 Weight: 10 Deadline: 7 Columns: 1 Formatting: 3 Text: Finish up the Observation Packet and mail to instructor. Begin the Co-Teaching Phase: Week 4. EventID: 14197 SyllabusID: 302 Position: 50 Type: 2 Heading: VISUAL ARTS CURRICULUM Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: EventID: 14198 SyllabusID: 302 Position: 51 Type: 1 Heading: READ Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: AWL text, pg. 84-92 __________________________________________
          EXPLORE: The Visual Arts Curriculum
        EventID: 14199 SyllabusID: 302 Position: 52 Type: 1 Heading: ART FOCUS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Painting Create a color wheel with paint. You will need two paper plates, brushes and paint: yellow, red, blue. Divide one paper plate into 12 sections. Label each section: yellow-green, green, green-blue, blue, blue-violet, violet, red-violet, red, red-orange, orange, yellow. Use the second paper plate to color mix, just like an artist palate.
          Color Mixing Recipe
        • Primary Colors: Red, Blue, Yellow
        • Secondary Colors: Mixing two primary colors in equal amounts results in a secondary color
        • Red + Yellow = Orange
        • Yellow + Blue = Green
        • Red + Blue = Purple
        • Intermediate Colors=mixing an adjoining primary and secondary color in equal amounts
        • Yellow + Orange = Yellow-Orange
        • Red + Orange = Red-Orange
        • Red + Violet (purple) = Red-Violet
        • Blue + Violet = Blue-Violet
        • Blue + Green = Blue-Green
        • Yellow + Green = Yellow-Green
        Be sure to save your color wheel for your portfolio and as a reference. EventID: 14200 SyllabusID: 302 Position: 53 Type: 1 Heading: DISCUSS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Go to Discussion Forum titled "Color Wheel" and follow the listed instructions. EventID: 16244 SyllabusID: 302 Position: 54 Type: 1 Heading: WORKING WITH CHILDREN Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Begin Co-Teaching Phase: Week 5. EventID: 14202 SyllabusID: 302 Position: 55 Type: 9 Heading: GUIDING QUESTIONS Tracking: 0 Weight: 1 Deadline: 7 Columns: 1 Formatting: 3 Text:
          What should toddler art curriculum should look like?
          What should preschool art curriculum should look like?
        EventID: 14203 SyllabusID: 302 Position: 56 Type: 9 Heading: VISIT Tracking: 0 Weight: 0 Deadline: 7 Columns: 1 Formatting: 3 Text: Check out the following web site, Louvre. Select a piece of work that you might use with young children in a preschool setting. Give the title of the art work and describe how you would use it with young children.
        http://www.sunsite.unc.edu/louvre/ EventID: 14204 SyllabusID: 302 Position: 57 Type: 1 Heading: STUDY Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Study the "Elements and Principles of Art" (handout). EventID: 14205 SyllabusID: 302 Position: 58 Type: 2 Heading: CREATIVE COLLABORATION Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: EventID: 14206 SyllabusID: 302 Position: 59 Type: 1 Heading: READ Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text:
          AWL text, pg. 93-109
        _________________________________________
          EXPLORE: Collaboration and the Stages of Partnership
        EventID: 14207 SyllabusID: 302 Position: 60 Type: 1 Heading: ART FOCUS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text:
          Collage
          Create a collage using found materials: fabric scraps, ribbons, magazine pictures, paper scraps, etc. Use either a glue stick or glue. Let your creative juices flow. If your collage is not too bulky, save it for your portfolio.
        EventID: 14208 SyllabusID: 302 Position: 61 Type: 1 Heading: DISCUSS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Go to the Discussion Forum titled "Collage Creations" and follow the listed instructions. EventID: 16245 SyllabusID: 302 Position: 62 Type: 1 Heading: WORKING WITH CHILDREN Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Continue with the Co-Teaching Phase: Week 6. EventID: 14210 SyllabusID: 302 Position: 63 Type: 9 Heading: GUIDING QUESTIONS Tracking: 0 Weight: 1 Deadline: 7 Columns: 0 Formatting: 3 Text: What might you do to create collaboration with a colleague? EventID: 14212 SyllabusID: 302 Position: 64 Type: 9 Heading: QUIZ Tracking: 0 Weight: 5 Deadline: 7 Columns: 1 Formatting: 3 Text: Go to the Georgia O'Keefe web site and examine plate 1, in the right hand corner, titled "Pink Sweet Pea". Click on the painting to enlarge it for a better view.
      • 1. Choose 3 elements or principles to describe this piece of art work.
      • 2. Imagine you had this print in your preschool classroom. You noticed some children looking at it one day. What might you say, using elements and principles, to describe what you see to them? What open-ended questions might you ask them, connecting it to theses elements and principles? Please give at least two examples of each.
        http://georgia.internal.org/flowers/gallery.html EventID: 14213 SyllabusID: 302 Position: 65 Type: 2 Heading: ARTS-INTEGRATED LEARNING Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: EventID: 14216 SyllabusID: 302 Position: 66 Type: 1 Heading: READ Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: AWL text, pg.110-123
          _______________________
        EXPLORE Planning, Implementing and Documenting EventID: 16246 SyllabusID: 302 Position: 67 Type: 1 Heading: ART FOCUS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Cutting, Tearning, Pasting
      • Take a piece of construction paper and tear it into many pieces. Next, take some glue or use a glue stick and glue pieces onto a sheet of construction paper. You have just created a "Tear Collage". This is a good activity for young children to experience especially those who cannot cut with scissors yet. Be sure to save this work for your portfolio. EventID: 14217 SyllabusID: 302 Position: 68 Type: 1 Heading: DISCUSS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Go to the Discussion Forum titled "Tearing, Cutting, And Pasting" and follow the listed instructions. EventID: 14218 SyllabusID: 302 Position: 69 Type: 1 Heading: WORKING WITH CHILDREN Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Continue with the Co-Teaching Phase: Week 7. EventID: 14219 SyllabusID: 302 Position: 70 Type: 9 Heading: GUIDING QUESTION Tracking: 0 Weight: 1 Deadline: 7 Columns: 1 Formatting: 3 Text: How does a teacher plan curriculum for young children? What does he/she need to think about? EventID: 16247 SyllabusID: 302 Position: 71 Type: 9 Heading: VISIT Tracking: 0 Weight: 1 Deadline: 7 Columns: 1 Formatting: 3 Text: Visit the Smithsonian Institute. How could you use this site with young children?
        http://www.si.edu EventID: 14221 SyllabusID: 302 Position: 72 Type: 2 Heading: ADVOCATING FOR THE ARTS Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: EventID: 16547 SyllabusID: 302 Position: 73 Type: 1 Heading: READ Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: AWL text, pg. 124-138
          _______________________
        EXPLORE How to advocate for the arts EventID: 14222 SyllabusID: 302 Position: 74 Type: 1 Heading: ART FOCUS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Printmaking
          For this experience you will need a sharp pencil, foam-type paper plate, paper, paintbrush or brayer (roller for paint) and paint.
        1. Cut the edges off the paper plate, so that it is flat, you are actually making a smaller plate.
        2. Make a design in the paper plate with the sharp pencil, you make want to press hard.
        3. Paint over your design with tempera paint, just one color.
        4. Take a piece of paper and lay it on the plate to create a print.
        5. Now you have two pieces of artwork: the plate and the print.
        We call this a "Monoprint", meaning one print. EventID: 16548 SyllabusID: 302 Position: 75 Type: 1 Heading: KEY POINTS: PRINTMAKING Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text:
          Some important points to remember:
        • Printmaking began with the cave dwellers.
        • Prints have been made in many cultures.
        • These are types of printmaking that you can do with young children:
        • *Press Prints (making prints of fingerprints on ink pads)
        • *Transfer Prints(the process of printing the shape and texture of an actual object onto paper (.i.e. leaf printing)
        • *Potato Prints
        • *Clay Prints
        • *Gadget Prints
        • *Sponge Prints.
        EventID: 14225 SyllabusID: 302 Position: 76 Type: 1 Heading: DISCUSS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Go to the Discussion Forum titled "Prints" and follow the listed instructions. EventID: 14226 SyllabusID: 302 Position: 77 Type: 1 Heading: WORKING WITH CHILDREN Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Continue with the Co-Teaching Phase: Week 8. EventID: 14227 SyllabusID: 302 Position: 78 Type: 9 Heading: GUIDING QUESTIONS Tracking: 0 Weight: 1 Deadline: 7 Columns: 1 Formatting: 3 Text: How can you demonstrate the value of the arts in the curriculum to the community? How can you also demonstrate this value to children's families? What about to other early childhood educators? EventID: 14228 SyllabusID: 302 Position: 79 Type: 5 Heading: VISIT Tracking: 0 Weight: 0 Deadline: 7 Columns: 1 Formatting: 3 Text: Go to the Crayola site and find information about printmaking and share what you learned here.
        http://www.crayola.com EventID: 14229 SyllabusID: 302 Position: 80 Type: 2 Heading: THE VISUAL LEARNING ENVIRONMENT Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: EventID: 14232 SyllabusID: 302 Position: 81 Type: 1 Heading: READ Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text:
          AWL text, pg. 139-149
          Handouts
          _____________________________________________
        EXPLORE The Visual Learning Environment EventID: 16550 SyllabusID: 302 Position: 82 Type: 1 Heading: ART FOCUS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Modeling
          Supplies Needed: Playdough and Clay
            Begin with exploring with the playdough. Move it in your hands and fingers. Create pancakes, snakes, and other shapes. Explore for about three minutes.
            Now put the playdough aside and begin the same exercise with the clay. Notice the differences of the two mediums. How did they feel? How do they smell? How did the shapes you made turn out?
          EventID: 14233 SyllabusID: 302 Position: 83 Type: 1 Heading: DISCUSS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Go to the Discussion Forum titled "3-D Modeling, Topic #1" and follow the listed instructions. EventID: 16551 SyllabusID: 302 Position: 84 Type: 8 Heading: WORKING WITH CHILDREN Tracking: 0 Weight: 10 Deadline: 7 Columns: 1 Formatting: 3 Text: Finish up the Co-Teaching packet and send off to the instructor. Begin the Planning Phase: Week 9. The Planning Phase instructions are listed below. EventID: 14234 SyllabusID: 302 Position: 85 Type: 1 Heading: PLANNING PHASE Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: The instructor will be sending you Learning Experience Plans, Journals and more Web Forms. Read the Planning Phase. Begin Planning Phase: Week 9.
            Planning Phase
          • Be prepared with lab apron, name tag and completed Lab Comment Card. Remember to check the classroom planning webs/plans and practice confidentiality.
          • The purpose of the planning phase is as follows: · Plan visual art experiences which are responsive to the interests of the children and appropriate for their development · To document the children's work as a way of informing parents about the learning that is happening with their child.
          • Planning Phase Steps:
          • 1. Continue to gather observations on the three selected children.
          • 2. Select an art medium (drawing, painting, sculpting and molding, building/constructing, cutting and pasting, collage, printmaking).
          • 3. Identify the outcomes, using Learning Opportunities and Teaching Strategies Wheel, on the Learning Experiences Plan.
          • 4. Plan two art experiences on the selected art medium. Example: if the medium is paint, begin with tempera or watercolor and finish with painting with a reference, fresh flowers.
          • 5. Plan one experience a week. You may need to provide the materials. Please get the classroom teachers approval before you do the art experience with the children.
          • 6. Put the art experiences on a web form.
          • 7. Observe the children's reaction to the art medium. Take notes and place on web under the experience title.
          • 8. Plan two more art experiences using all different mediums. For example, you can choose drawing, collage, printmaking. Complete steps #3,5,6,7 with these planned experiences.
          • 9. Collect children's work.
          • Planning Phase Checklist: _______ 6 Learning Experience Plans _______ 1 Web _______ 6 Journals _______ Children's Work EventID: 14235 SyllabusID: 302 Position: 86 Type: 9 Heading: GUIDING QUESTIONS Tracking: 0 Weight: 1 Deadline: 7 Columns: 1 Formatting: 3 Text: How can children be involved in aesthetic planning? EventID: 16561 SyllabusID: 302 Position: 87 Type: 8 Heading: DOCUMENTATION PANEL Tracking: 0 Weight: 10 Deadline: 0 Columns: 1 Formatting: 3 Text:
              DIRECTIONS
              Collect art work, photos, and quotes from the children working on visual art activities/experiences that you have planned for your last phase of lab/field experience.
              You will need the following materials: poster board, markers, glue, and construction paper.
              Use your handouts and texts as resources.
              Using the web form, put all the planned art experiences on the web (make connections to the children's interests and/or describe why you chose to plan that particular experience). Put the planning web in the middle of the board as a focal point. Also be sure to label the board with a title (i.e. Learning through Art). Decorate the rest of the area with the children's work, quotes, information from the texts, etc.
              You will need to draw a detailed copy of the panel and take photos of it. The detailed drawing and photos will be sent to the instructor by Dec. 14. If you have questions then e-mail the instructor.
            EventID: 14236 SyllabusID: 302 Position: 88 Type: 2 Heading: DEVELOPING AN ART MATERIALS CENTER Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: EventID: 14239 SyllabusID: 302 Position: 89 Type: 1 Heading: READ Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text:
              AWL text, pg.150-157
              Begin "Spreading the News" (pg. 4-29)
              ___________________________________________
            EXPLORE How to develop an art materials center EventID: 16552 SyllabusID: 302 Position: 90 Type: 1 Heading: ART FOCUS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: 3-D Creations( Modeling): Creating with clay using a reference:
              Begin by finding something in nature (i.e. rock, flower, branch).
              Warm up your hands by rubbing them together. Begin to soften the clay by rubbing it between your hands.
              Look at your object. What does it inspire you to create with the clay? Create your vision by using the clay.
              Remember 3-D is something you can walk around, standing up, not laying flat (which is 2-D).
            EventID: 14240 SyllabusID: 302 Position: 91 Type: 1 Heading: DISCUSS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Go to the Discussion Forum titled "3 D Modeling, Topic #2" and follow the listed instructions. EventID: 14241 SyllabusID: 302 Position: 92 Type: 1 Heading: WORKING WITH CHILDREN Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Continue with Planning Phase: Week 10. EventID: 14242 SyllabusID: 302 Position: 93 Type: 9 Heading: GUIDING QUESTIONS Tracking: 0 Weight: 1 Deadline: 7 Columns: 1 Formatting: 3 Text: If you were a preschool teacher how would you assess the effectivenesss of your materials center? How can productivity, movement, and material use be measured? How do children help shape the center design, materials, and usage? EventID: 14243 SyllabusID: 302 Position: 94 Type: 2 Heading: CONNECTING ENVIRONMENT TO CURRICULUM Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: EventID: 14246 SyllabusID: 302 Position: 95 Type: 1 Heading: READ Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text:
              AWL text, pg.158-179
              Finish "Spreading the News"
              _____________________________________
              EXPLORE
            • Integrating Curriculum
            • Displays and Documentation
            EventID: 16553 SyllabusID: 302 Position: 96 Type: 1 Heading: ART FOCUS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Creating with Blocks
              The Stages of Block Building
          • Note: Children, regardless of age, will go through all stages of block building. Older children will pass through the stages much more quickly than younger children.
          • Stage 1: Blocks are carried around, not used for construction. This applies to a very young child.
          • Stage 2: Building begins. Children make mostly rows, either vertically(stacked) or horizontally(rows) with lots of repetition.
          • Stage 3: Bridging which is two blocks with a space between them, connected by a third block.
          • Stage 4: Children make enclosures which are blocks placed in such a way that they enclose space.
          • Stage 5: Children become imaginative in their block building. They use more blocks and create more elaborate designs, using pattern and balance.
          • Stage 6: Naming of structures for dramatic play begins. Children may have named structures before but were not necessarily related to function of building.
          • Stage 7: Block buildings often reproduce or symbolize actual structures that children know.
          • How can teachers document these stages? What types of tools or resources can they use or create? What should an environment that supports block building look like?
          • This information can be found in The Block Book written by Elisabeth S. Hirsch (NAEYC). EventID: 14247 SyllabusID: 302 Position: 97 Type: 1 Heading: DISCUSS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Go to the Discussion Forum titled "Creating and Playing With Blocks" and follow the listed instructions. EventID: 14248 SyllabusID: 302 Position: 98 Type: 1 Heading: WORKING WITH CHILDREN Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Continue with Planning Phase: Week 11. EventID: 14249 SyllabusID: 302 Position: 99 Type: 9 Heading: GUIDING QUESTIONS Tracking: 0 Weight: 1 Deadline: 7 Columns: 1 Formatting: 3 Text: Where and how can you best present children's work? EventID: 14250 SyllabusID: 302 Position: 100 Type: 2 Heading: TEACHING STRATEGIES Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: EventID: 16554 SyllabusID: 302 Position: 101 Type: 1 Heading: READ Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text:
              AWL text, pg.181-186
              NCC Teaching Strategies and Skills
              _____________________________________________
            EXPLORE Teaching Strategies and Skills EventID: 14251 SyllabusID: 302 Position: 102 Type: 1 Heading: ART FOCUS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Note: No activity this week but go to the Discussion Forum titled "Woodworking With Young Children". EventID: 14254 SyllabusID: 302 Position: 103 Type: 1 Heading: DISCUSS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Go to the Discussion Forum titled "Woodworking With Young Children" and follow the listed instructions. EventID: 14255 SyllabusID: 302 Position: 104 Type: 1 Heading: WORKING WITH CHILDREN Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Continue with Planning Phase: Week 12. EventID: 14257 SyllabusID: 302 Position: 105 Type: 9 Heading: GUIDING QUESTIONS Tracking: 0 Weight: 1 Deadline: 7 Columns: 1 Formatting: 3 Text: How do you learn about children's interests? EventID: 16555 SyllabusID: 302 Position: 106 Type: 9 Heading: BELIEFS PAPER Tracking: 0 Weight: 5 Deadline: 7 Columns: 1 Formatting: 3 Text:
              Describe, explain, and analyze your beliefs based on the following guiding questions:
          • What is the value of visual arts to a young child's development?
          • What is the teacher's role?
          • What type of opportunities are important for children to experience?
          • What do you hope to accomplish? EventID: 14258 SyllabusID: 302 Position: 107 Type: 2 Heading: SUPPORT & STIMULATE Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: EventID: 16556 SyllabusID: 302 Position: 108 Type: 1 Heading: READ Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text:
              AWL text, pg.187-211
              Handout: Documentation Panel
              ____________________________________________
              EXPLORE
            • Support: Respond to Children's Ideas
            • Stimulate: Increase Knowledge and Understanding
            EventID: 14259 SyllabusID: 302 Position: 109 Type: 1 Heading: ART FOCUS (Last One) Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Fabric
            It's your turn to "plan and do" an art activity using fabric. Use fabric scraps and your imagination to make a creation. Please be sure to share your idea and the details of the creation on the Discussion Forum, "Fabric Creations". Also, make sure to save the creation for your portfolio. Have fun and think about how this could be done with young children. EventID: 14262 SyllabusID: 302 Position: 110 Type: 1 Heading: DISCUSS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Go to the Discussion Forum titled "Fabric Creations" and follow the listed instructions. EventID: 14263 SyllabusID: 302 Position: 111 Type: 1 Heading: WORKING WITH CHILDREN Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text:
              Continue Planning Phase: Week 13
                  NOTE: Make sure you are collecting children's art work, quotes from the children and photos (with permission).
                EventID: 14264 SyllabusID: 302 Position: 112 Type: 9 Heading: GUIDING QUESTIONS Tracking: 0 Weight: 0 Deadline: 7 Columns: 1 Formatting: 3 Text:
                1. Have you observed a teacher taking children's ideas seriously? How do you see the teacher putting their ideas into action?
                2. How will you use art references to enhance your aesthetic environment?
                EventID: 14265 SyllabusID: 302 Position: 113 Type: 5 Heading: VISIT Tracking: 0 Weight: 1 Deadline: 7 Columns: 1 Formatting: 3 Text: Find an art museum online. Send back the web address of this museum. EventID: 16558 SyllabusID: 302 Position: 114 Type: 9 Heading: CHILD ANALYSIS PAPER Tracking: 0 Weight: 10 Deadline: 0 Columns: 1 Formatting: 3 Text:
                  Directions
                  Select one of the three children you have been observing this semester:
                • Gather the notes and art work on this selected child and reflect back on what you have documented.
                • The first paragraph of the paper should introduce the child. Provide the reader with basic information: age, gender, family information (if you know this information), culture, etc.
                • The second paragraph: Development and Knowing (AWL, pg. 76) Use examples to describe: the child's growth, fine motor skills, how did you observe this child's artistic development over the past few months.
                • The third paragraph: Artistic Learning (AWL, pg. 77) Focus on the elements and principles you observed the child using. Give examples from notes and art work.
                • The fourth paragraph: Perception and Style (AWL, pg. 78). Describe the child's style. Did he/she express feelings, moods, ideas?
                • The fifth paragraph: Conclusion What are the child's strengths? What might be the next steps if you were this child's teacher? Also, include a list of the collected work following the paper (i.e. 2 easel paintings, 1 watercolor, 2 pictures of block structures). NOTE: THIS IS NOT DUE TO INSTRUCTOR UNTIL DECEMBER 14. EventID: 14273 SyllabusID: 302 Position: 115 Type: 2 Heading: STRETCH & SPARK Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: EventID: 14276 SyllabusID: 302 Position: 116 Type: 1 Heading: READ Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text:
                    AWL text, pg.212-229
                    ____________________________________
                    EXPLORE
                  • Stretch: Develop Imagination and Artistic Skills
                  • Spark: Discover Personal Meaning
                  • Teaching Skill: Plan
                  • Teaching Skill: Direct
                  EventID: 16562 SyllabusID: 302 Position: 117 Type: 8 Heading: WORKING WITH CHILDREN Tracking: 0 Weight: 10 Deadline: 14 Columns: 1 Formatting: 3 Text: Finish up Planning Phase: Week 14. Mail packet to instructor. EventID: 16567 SyllabusID: 302 Position: 118 Type: 9 Heading: GUIDING QUESTIONS Tracking: 0 Weight: 0 Deadline: 7 Columns: 0 Formatting: 3 Text: How can you stretch your current level of visual literacy? EventID: 16563 SyllabusID: 302 Position: 119 Type: 9 Heading: TEACHING SKILLS PAPER Tracking: 0 Weight: 10 Deadline: 7 Columns: 1 Formatting: 3 Text:
                    DIRECTIONS
                  Teaching Skills Analysis Paper
                    Describe, explain, and analyze your performance in each of the Teaching Skills Categories.
                    The paper should include a paragraph on each of the seven Teaching Skills. Be sure to include your strengths and weaknesses for each skill. The final paragraph needs to include an action plan with goals to improve your weak areas.
                    Please refer to the "NCC Teaching Strategies and Skills" guide.
                  EventID: 14286 SyllabusID: 302 Position: 120 Type: 2 Heading: WRAPPING IT UP! Tracking: 0 Weight: 0 Deadline: 0 Columns: 0 Formatting: 3 Text: EventID: 16231 SyllabusID: 302 Position: 121 Type: 1 Heading: DISCUSS Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: Go to the Discussion Forum titled "Final Wrap Up" and follow the listed instructions. EventID: 16568 SyllabusID: 302 Position: 122 Type: 9 Heading: GUIDING QUESTIONS Tracking: 0 Weight: 0 Deadline: 7 Columns: 1 Formatting: 3 Text: Reflecting back when you started this course, describe how your views on visual arts has changed. What did you learn? What was reinforced? Where did the journey take you? EventID: 16564 SyllabusID: 302 Position: 123 Type: 8 Heading: COOPERATING TEACHER EVALUATION Tracking: 0 Weight: 5 Deadline: 7 Columns: 1 Formatting: 3 Text: Please mail the NCC's Teaching Skills and Behaviors Evaluation form completed by cooperating teacher. Send to instructor. EventID: 16565 SyllabusID: 302 Position: 124 Type: 8 Heading: FINAL PORTFOLIO Tracking: 0 Weight: 10 Deadline: 7 Columns: 1 Formatting: 3 Text: FINAL PORTFOLIO
                    Please send your best examples of the following (taken from your portfolio):
                • Children's work.
                • Your own work from the Art Focus assignments.
                • Copy of your portfolios "Table of Contents" (a detailed list of the contents).
                • Please mail to the instructor.
                EventID: 16566 SyllabusID: 302 Position: 125 Type: 1 Heading: CONGRATS! Tracking: 0 Weight: 0 Deadline: 0 Columns: 1 Formatting: 3 Text: You have just finished this course!