A study of the early development of creative expression and the role of the arts in fostering whole‑child learning. Candidates examine how music, drama, movement, and visual arts support intellectual curiosity, problem solving, communication, and cultural understanding in young children. Emphasis is placed on planning developmentally and culturally appropriate arts‑integrated learning experiences that align with academic standards and learning targets. Candidates apply multiple media, techniques, and technologies to design instruction for diverse learners and demonstrate how the arts connect to other disciplines and everyday life.
Standards Alignment: CAEP 1.1, 1.3; InTASC 1, 2, 3, 4, 5, 7, 8; OSTP 1, 2, 3, 4; WC PLOs 1, 2, 4, 5.
ED230 recommended
Meeting Times, Location, & Course Delivery Details
This course is delivered in a traditional hybrid format that combines face-to-face instruction, online learning, and authentic field experiences. Weekly learning is intentionally organized to help teacher candidates connect educational theory with elementary classroom practice.
Monday (Face-to-Face)
- Participate in collaborative class activities, discussions, demonstrations, and hands-on learning experiences.
- Explore new instructional strategies and prepare for field-based application throughout the week.
Tuesday–Friday (Online & Field Experience)
- Complete weekly learning activities and professional resources in Blackboard.
- Apply course concepts through authentic field experiences and classroom observations.
- Complete the weekly Professional Engagement Reflection and Module Assessment.
Each Blackboard module follows a consistent learning sequence:
- Start Here
- Learn Together
- Field Connection & Professional Reflection
- Professional Learning Summary
- Module Assessment
This consistent organization is designed to help students easily navigate the course, understand weekly expectations, and manage their learning throughout the semester.
Course materials are organized using Quality Matters and accessibility best practices. Weekly modules include clearly stated learning objectives, step-by-step instructions, and opportunities to apply learning in authentic educational settings. Students who encounter barriers accessing course materials are encouraged to contact the instructor as soon as possible so appropriate support can be provided.
Contact Information
Upon successful completion of this course...
1. The student will plan integrated learning experiences, using the central concepts and tools of inquiry in
curriculum content areas with the arts (music, drama, and visual). (PLO1)
2. The student will recognize basic techniques, tools, and processes for creating and performing works in
the various arts. (PLO2)
3. The student will explain the rationale for developmentally and culturally appropriate methods that
include play, small group projects, open-ended questioning, group discussion, problem solving, cooperative
learning, and inquiry experiences to help young children develop intellectual curiosity, solve problems, and
make decisions. (PLO2)
4. The student will plan developmentally and culturally appropriate creative instructional activities based
on multiple means of assessment, standards, and learning targets. (PLO4)
5. The student will demonstrate knowledge of the ways the arts can be used as a form of
communication, self-expression, and social expression and the connections between the art disciplines,
other disciplines, and everyday life. (PLO5)
No textbook is required for this course. Course materials consist of carefully selected professional resources, including Ohio Department of Education and Workforce publications, NSTA resources, instructional videos, educational research, and other open educational resources (OER). All required materials will be provided through Blackboard at no additional cost.
By the end of this course, teacher candidates will be able to:
- Apply principles of instructional design, assessment literacy, evidence-based instructional decision making, and the Ohio Learning Standards to support effective elementary teaching and student learning.
- Design standards-aligned instructional plans, meaningful learning targets, formative and summative assessments, and instructional experiences that promote equitable learning opportunities for all elementary students.
- Integrate research-based instructional practices, backward design, Universal Design for Learning (UDL), differentiation, MTSS, technology, and artificial intelligence to support responsive, student-centered instruction.
- Use assessment evidence, student learning data, formative feedback, and professional judgment to make informed instructional decisions that improve teaching effectiveness and student achievement.
- Create inclusive, engaging, and supportive learning environments that foster collaboration, family partnerships, reflective practice, ethical technology use, and continuous improvement for diverse elementary learners.
- Connect course learning to authentic classroom practice through field experiences, professional reflection, Signature Performance Assessments, and evidence-based analysis of instructional decision making.
- Demonstrate the professional dispositions, professional knowledge, instructional skills, assessment competencies, reflective dispositions, and commitment to continuous professional growth expected of effective elementary educators through the development and presentation of a Professional Teaching Portfolio.
| Week / Module | Topic | Course Assessments |
|---|---|---|
| 1 | Becoming an Evidence-Based Instructional Decision Maker | Module Performance Assessment |
| 2 | Standards & Learning Progressions | Module Performance Assessment |
| 3 | Backward Design | Module Performance Assessment |
| 4 | Evidence-Based Teaching | Module Performance Assessment |
| 5 | Learning Targets | Module Performance Assessment |
| 6 | Formative Assessment | Module Performance Assessment |
| 7 | Feedback | Module Performance Assessment Signature Performance Assessment #1 – Portfolio Artifact #1: Field Experience Analysis |
| 8 | Assessment Systems | Module Performance Assessment Portfolio Artifact #1 Revision & Revision Reflection Submission |
| 9 | Student Work Analysis | Module Performance Assessment |
| 10 | Data & Professional Learning Communities | Module Performance Assessment Signature Performance Assessment #2 – Portfolio Artifact #2: Professional Learning Analysis |
| 11 | Differentiation, UDL & MTSS | Module Performance Assessment Portfolio Artifact #2 Revision & Revision Reflection Submission |
| 12 | Family Communication | Module Performance Assessment |
| 13 | Technology & Artificial Intelligence | Module Performance Assessment Signature Performance Assessment #3 – Portfolio Artifact #3: Professional Growth Reflection |
| 14 | Professional Integration | Module Performance Assessment Portfolio Artifact #3 Revision & Revision Reflection Submission |
| 15 | Launching Your Professional Teaching Portfolio | Professional Teaching Portfolio Submission (Google Slides) |
| 16 | Professional Growth Showcase | Professional Growth Presentation (Power Point) |
Course Schedule Note
Weekly Module Performance Assessments provide opportunities for teacher candidates to demonstrate their understanding of each module's professional learning.
Throughout the semester, each Signature Performance Assessment is evaluated using a detailed rubric and instructor feedback before teacher candidates submit a required Revision & Revision Reflection. The revised work becomes Portfolio Artifact #1, Portfolio Artifact #2, and Portfolio Artifact #3, which are incorporated into the Professional Teaching Portfolio completed during Module 15.
During Week 16, teacher candidates demonstrate their professional growth by presenting evidence of their learning, reflection, and instructional decision making from the Professional Teaching Portfolio submitted during Module 15.
Subject to change during the semester. Adequate notice of changes will be given.
Throughout this course, teacher candidates will demonstrate their professional growth through authentic, performance-based assessments that emphasize instructional design, assessment literacy, evidence-based decision making, reflection, and continuous improvement.
Module Performance Assessments (Modules 1–14)
Each instructional module concludes with a Module Performance Assessment designed to help teacher candidates demonstrate their understanding of key concepts explored during the week. Assessments may include licensure-style questions, professional reflection, instructional analysis, or application of course concepts to authentic classroom practice.
Signature Performance Assessment #1
Portfolio Artifact #1 – Field Experience Analysis
Teacher candidates will analyze an authentic classroom observation by connecting field experiences to instructional design, assessment practices, and evidence-based instructional decision making. After receiving instructor feedback, candidates will submit a revised artifact and a Revision Reflection Statement. The revised work becomes Portfolio Artifact #1 in the Professional Teaching Portfolio.
Signature Performance Assessment #2
Portfolio Artifact #2 – Professional Learning Analysis
Teacher candidates will analyze a professional learning experience by examining how new learning influences instructional planning, classroom practice, and professional decision making. Following instructor feedback, candidates will submit a revised artifact and a Revision Reflection Statement. The revised work becomes Portfolio Artifact #2 in the Professional Teaching Portfolio.
Signature Performance Assessment #3
Portfolio Artifact #3 – Professional Growth Reflection
Teacher candidates will reflect on their professional growth throughout the semester by synthesizing evidence from coursework, field experiences, instructional design, assessment, and professional reflection. After receiving instructor feedback, candidates will submit a revised artifact and a Revision Reflection Statement. The revised work becomes Portfolio Artifact #3 in the Professional Teaching Portfolio.
Professional Teaching Portfolio
During Module 15, teacher candidates will organize their three revised Portfolio Artifacts into Version 1 of the Wilmington College Elementary Education Professional Teaching Portfolio using a Google Slides presentation. The portfolio communicates professional growth, instructional decision making, reflective practice, and readiness to continue in the Elementary Education Program.
Professional Portfolio Showcase
During Week 16, teacher candidates will present their completed Professional Teaching Portfolio to classmates. The showcase provides an opportunity to communicate professional growth, celebrate accomplishments, and demonstrate readiness for continued clinical experiences and future professional practice.
The grading scale will be as follows:
Evaluation of Student WorkStudent learning will be evaluated using a variety of authentic, performance-based assessments that measure professional growth, instructional decision making, assessment literacy, and the application of course concepts to elementary classroom practice.
Course assessments are designed to provide multiple opportunities for teacher candidates to demonstrate learning through formative assessment, professional reflection, field-based application, revision based on instructor feedback, and authentic performance tasks.
All major assessments are evaluated using clearly defined rubrics. Teacher candidates are encouraged to use instructor feedback to strengthen their professional practice through required revisions and reflective analysis. Revised work serves as evidence of professional growth and contributes to the Professional Teaching Portfolio developed throughout the semester.
Successful completion of this course is demonstrated not only by acquiring knowledge, but also by applying that knowledge to instructional planning, assessment, evidence-based decision making, and professional reflection in preparation for effective elementary teaching.
| Course Assessment | Points |
|---|---|
| Module Performance Assessments (14) | 140 |
| Signature Performance Assessment #1 | 75 |
| Artifact #1 Revision & Reflection | 25 |
| Signature Performance Assessment #2 | 75 |
| Artifact #2 Revision & Reflection | 25 |
| Signature Performance Assessment #3 | 75 |
| Artifact #3 Revision & Reflection | 25 |
| Professional Teaching Portfolio | 35 |
| Professional Portfolio Showcase | 25 |
| Total | 500 |
Point Values for Final Letter Grades
Based on the 500-point course grading system, final grades correspond to the following point ranges.
| Letter Grade | Percentage | Point Range (500 Points) |
|---|---|---|
| A | 93–100% | 465–500 |
| A− | 90–92% | 450–464 |
| B+ | 87–89% | 435–449 |
| B | 83–86% | 415–434 |
| B− | 80–82% | 400–414 |
| C+ | 77–79% | 385–399 |
| C | 73–76% | 365–384 |
| C− | 70–72% | 350–364 |
| D+ | 67–69% | 335–349 |
| D | 63–66% | 315–334 |
| D− | 60–62% | 300–314 |
| F | Below 60% | 0–299 |
Then add one sentence.
Final letter grades are assigned using the Wilmington College grading scale. Point ranges above are provided as a guide to help candidates monitor progress throughout the semester.
Instructor Course Policies
Because this is a professional teacher preparation course, regular participation is essential to your success. Much of our learning occurs through collaboration, professional discussion, instructional modeling, and authentic connections between coursework and field experiences.
Teacher candidates are expected to attend and actively participate in each Monday face-to-face class session and to complete all Tuesday–Friday online learning activities, field experiences, and course assessments by the published due dates.
If an absence is unavoidable, notify the instructor as soon as possible. While you are responsible for reviewing missed course materials and completing all required learning activities and assignments, some collaborative learning experiences and professional discussions cannot be fully replicated outside of class.
Consistent attendance, active participation, timely completion of coursework, and professional communication are essential expectations of future educators and contribute to your overall professional growth throughout this course.
As future educators, students are expected to demonstrate honesty, responsibility, and professionalism in all coursework. All submitted work should represent your own learning and appropriately acknowledge the ideas or work of others. Artificial intelligence (AI) may be used to support learning, but it should not replace your own thinking, reflection, or instructional decision-making. Academic dishonesty will be addressed in accordance with Wilmington College's Academic Integrity Policy.
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Undergraduate: FA26 Final Exam Schedule
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery Definition of Courses |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. Academic Integrity Policy |
Class Attendance Policy Institutional Class Attendance Policy |