ana g. méndez university system school for … 402 dlp... · los estudiantes presentarán las...
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Ana G. Méndez University System School for Professional Studies
Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo
ECED 402
THE CREATIVE EXPRESSION IN THE CHILD’S DEVELOPMENT
LA EXPRESIÓN CREATIVA EN EL DESARROLLO INFANTIL
© Sistema Universitario Ana G. Méndez, 2008
Derechos Reservados.
© Ana G. Méndez University System, 2008. All rights reserved.
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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TABLE OF CONTENT/TABLA DE CONTENIDO
Páginas/Pages
Prontuario ......................................................................................................................3
Study Guide .................................................................................................................10
Workshop One.............................................................................................................16
Taller Dos .....................................................................................................................18
Workshop Three ..........................................................................................................20
Taller Cuatro ................................................................................................................22
Workshop Five.............................................................................................................24
Appendix A/Anejo A ....................................................................................................27
Appendix B/Anejo B ....................................................................................................29
Appendix C/Anejo C ....................................................................................................30
Appendix D/Anejo D ....................................................................................................31
Appendix E/Anejo E ....................................................................................................32
Appendix F/Anejo F.....................................................................................................33
Appendix G/Anejo G....................................................................................................35
Appendix H/Anejo H ....................................................................................................36
Appendix I/Anejo I .......................................................................................................37
Appendix J/Anejo J .....................................................................................................38
Appendix K/Anejo K ....................................................................................................39
Appendix L/Anejo L.....................................................................................................41
Appendix M/Anejo M ...................................................................................................42
Appendix N/Anejo N ....................................................................................................43
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Prontuario
Título del Curso: La expresión creativa en el desarrollo infantil
Codificación: ECED 402
Duración: cinco semanas
Pre-requisito: ninguno
Descripción:
Discusión, análisis y aplicación de técnicas y estrategias educativas que
fomentan la expresión creativa, en la población de niños entre las edades de 2 a 8
años, enmarcados en la teoría de la Inteligencia Múltiple de Howard Gardner y los
hallazgos recientes en torno en torno la cerebro. Incluye, además de los fundamentos
teóricos, talleres de ritmo y moviendo, de artes plásticas y expresiones dramáticas.
Objetivos
Una vez finalizado el curso el estudiante podrá:
1. Señalará la importancia que tienen las actividades de expresión creativa para la
formación del ser humano.
2. Identificará y discutirá la relación que existe entre las experiencias de creatividad
y la manera en que se organiza el cerebro.
3. Establecerá la importancia de la expresión creativa como otro medio de
comunicación de necesidades, intereses, deseos e ideas, aplicarla a distintas
actividades de la vida.
4. Valorará la expresión y experiencia creativa dentro del marco del desarrollo de
los niños dentro de la edad temprana.
Referencias:
Chenfel, M. B. (2002). Creative Experiences for Young Children. 3rd.ed. Heinemann Company.
Skelton, S. (2001). How to teach art to children: grades 1-6. Evan-Moor Educational Publishers
Gordon.A.M. Williams-Browne, K (2007). Beginnings & Beyond: Foundations in Early Childhood Education . 4ta edición USA Delmar Publishers
LeBoulch, Jean. (1985). La educación por el movimiento en la edad escolar. 1ra
reimpresión. México, Paidos.
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Evaluación:
Asistencia y participación 20%
� Clase demostrativa 20%
� Caja de utilería 10%
� Manual: Talleres creativos para estudiantes 10%
� Mini taller de técnica de expresión plástica 20%
� Portafolio 20%
Total 100%
Curva de evaluación
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Asistencia y participación
• El/la estudiante debe demostrar compromiso y responsabilidad en su proceso de
aprendizaje.
• Puntualidad y asistencia en todas las secciones de clase.
• Traer los materiales a clase.
• El Facilitador puede utilizar el Anejo F para evaluar este criterio.
Clase demostrativa
Los estudiantes presentarán las destrezas estudiadas, en una clase
demostrativa, la misma se trabajará en grupos cooperativos. Se deben presentar las
estrategias y técnicas estudiadas en clase. Se debe usar la literatura infantil para
generar el tema en el cual se desarrollaran las mismas. Se entregará al Facilitador:
plan de la clase y ejemplos de los materiales educativos que se usarán en la misma.
El/la Facilitador/a indicará cualquier especificación adicional para la presentación del
trabajo. Taller cinco.
Caja de utilería
Cada estudiante confeccionará una caja de utilería que le ayudará en su
desempeño futuro como maestro. En la misma el estudiante recopilará diferentes
materiales y recursos educativos para poder llevar a cabo clases dinámicas y creativas.
Se seleccionará un tema para coleccionar los materiales (Ej. pájaros bosques
carnaval, navidad…). El estudiante debe de darle un nombre a su caja. Se debe de
incluir en la caja: literatura infantil, música, cintas, paños, instrumentos musicales de
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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fácil elaboración entre otras cosas. Se debe de ser creativo e innovador. Se entregará
una guía de utilización de la misma que incluya: introducción, base teórica, descripción
de los materiales incluidos y tres planes de clase en que se utilicen los materiales. Se
presentará en el taller cinco. El Facilitador debe de evaluar el trabajo en el taller para
que los estudiantes la puedan conservar. La guía de utilización se entregará al
Facilitador.
Manual: Talleres creativos para estudiantes
El estudiante diseñará un manual con talleres para estudiantes de: música,
movimiento corporal y dibujo. Pueden ser de tema libre. El manual debe tener
presentar para cada taller: título, objetivos, materiales y actividades (ilustraciones de
ser necesarias). El manual debe de tener una introducción y referencias. El estudiante
debe de activar su creatividad. Se entregará en el taller cuarto.
Mini taller de técnica de expresión plástica
Presentación en grupo. Se presentara una técnica de dibujo seleccionada, (Anejo C) se
demostrará la técnica y se trabajará con el grupo la misma. Se debe de proporcionar
literatura que ilustre el procedimiento, materiales y actividad. Talleres tres y cuatro.
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
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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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:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en
la nota existente.
b. 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
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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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 SUAGM 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 motores de búsqueda y
sitios Web 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
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o
añadir algunas de ser necesario.
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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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.
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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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.
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Study Guide
Course Title The Creative Expression in the child’s development
Code ECED 402
Time Length Five Weeks or as applicable
Pre-requisite None
Description Discussion, analysis, and application of techniques, and educational
strategies, that promote the creative expression, in children between the ages of 2 and
8 years old, framed by the Multiple Intelligent Theory of Howard Gardner, and the recent
findings related to the brain. Besides the theory foundation statements, it will also
include rhythm and movement workshops, plastic arts, and drama expressions.
General Objectives
1. The students will point out the importance of the creative expressions for the
human being formation.
2. The students will identify and discuss the relation between the creative
experiences and the way the brain is organized.
3. The students will establish the importance of the creative expression as an
additional way of expressing the needs, interests, desires, and ideas, and to apply
it to different life activities.
4. The students will value the creative expression and experience framed by the
early child’s development stages.
References:
Chenfeld, M. B. (2002). Creative Experiences for Young Children. 3rd.ed. Heinemann Company.
Skelton, S. (2001). How to teach art to children: grades 1-6. Evan-Moor Educational Publishers
Gordon.A.M. Williams-Browne, K (2007). Beginnings & Beyond: Foundations in Early Childhood Education . 4ta edición USA Delmar Publishers
LeBoulch, Jean. (1985). La educación por el movimiento en la edad escolar. 1ra
reimpresión. México, Paidos.
Evaluation
Attendance and Participation………………………………………………..20%
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Demonstration Class…………………………………………………………20%
Utilities Box……………………………………………………………………10%
Manual: Creative Workshops for Students………………..………………10%
Small Workshop………………………………………………………………20%
Portfolio ……………………………………………………………………….20%
TOTAL................................................................................................. 100 %
Evaluation scale
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Attendance and Participation:
• The student should demonstrate commitment and responsibility in his/her
learning process.
• Timely attendance in all five workshops.
• Bring classroom materials.
• Appendix F could be used by the Facilitator to evaluate this criteria.
Demonstrative class:
The students will show the studied skills, in a demonstrative class, worked in
cooperative groups. This demonstration class should have the strategies and
techniques studied in class. Early childhood literature should be used to generate a
topic to use. The student should handle to the Facilitator: lesson plan, and example of
teaching materials to be used in this demonstration class. The facilitator will indicate
any additional requirement for this presentation. Workshop five.
Utilities box
Each student will construct an utilities box which will help the student in his/her future as
a teacher. The student will collect for this box different materials and educational
resources in order to develop creative and dynamic classes. One topic should be
selected to collect the needed materials (Ex. Birds, Forest, carnival, Christmas…) The
student should give a name to the box. The box should have childhood literature,
music, tapes, pieces of clothes, musical instruments, among others.
Manual: Creative workshops for students
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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The student will design a manual with workshops for students about: music, corporal
movement, and drawing. The topic is open. This manual should present for each
workshop: title, objectives, materials and activities (illustrations if necessary). The
manual should also have an introduction and references. The student should activate
his/her creativity. It will be turn in on workshop four.
Small workshop on plastic art expression
This is a group presentation. A chosen drawing technique will be presented (Appendix
C), demonstrated and worked among the group. Literature that illustrate the procedure,
materials, and activity, should be turn in. Workshops three and four.
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
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
13
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.
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
14
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 stop your investigation. There are many search engines and other links you
can use to search for information. These are some examples:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
The facilitator may make changes or 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
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
15
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.
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Workshop One
Specific Objectives:
By the end of workshop one, student will:
1. Compare the definition of intelligence between the traditional concept and the
multiple intelligences concept.
2. Recognize the importance of the multiple intelligences theory of Howard Gardner
3. Illustrate the teacher’s role in the creative process of the student.
4. Identify environments and materials that affect the creative expression in the school
and pre-school settings.
Language Objectives:
Students will:
1. Express themselves orally and in written using English as the language of
communication.
2. Discuss the content of instruction with minimal effort using appropriate grammar,
syntax, and verb usage.
3. Engage in the writing process to communicate ideas and points of view with the
correct grammar.
URL’s:
Multiple Intelligences
http://galeon.com/aprenderaaprender/intmultiples/intmultiples.htm
Education and Multiple Intelligences
http://www.monografias.com/trabajos12/intmult/intmult.shtml
Howard Gardner(1943 - )
http://www.contexto-educativo.com.ar/2001/1/gardner.htm
Games Theories
http://www.bibliodgsca.unam.mx/tesis/tes15marg/sec_2.htm
Art and Photography
http://www.geocities.com/epahu/
Assignments before Workshop One:
1. Study the multiple intelligences theory of Howard Gardner.
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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2. Investigate the teacher’s role in the creative process and the environments and
materials that affect the creativity of the student, to be discussed in class.
3. Search of creative characters on the history.
4. Read the module. Pay special attention to the rubrics since they will be used to
assess your knowledge.
Activities:
1. Introduction of the Facilitator.
2. Ice-breaker activity.
3. Election of the student representative.
4. Introduction of the course, assignments, rubrics, and evaluation procedures.
5. The Facilitator will explain the details of the tasks that will be done during the
course: attendance and participation, demonstration class, utilities box, and the
Manual: Creative Workshops for students.
6. The students will be divided into sub-groups to discuss the multiple intelligences
theory of Gardner, each group will be assigned one of the intelligences to present
to the class during the next workshop and will recommend educational activities
to promote intelligence.
7. Students meet in groups to discuss the teacher’s role in the creative process and
the environments and materials that affect the creativity of the student. Students
will verbally share their findings.
8. The Facilitator will lead the development of a brainstorming activity about the
function of the teacher into the teaching process. All ideas will be written in the
board and discussed.
9. The students will develop a graphic organizer to identify environments, and
materials that affect the creative expression in the school and pre-school
settings. The Facilitator will lead the discussion.
10. Each student will comment on a character from history that has been recognized
for his/her creativity (presentation of illustrations).
11. The Facilitator will clarify the doubts related to the next workshop.
Assessment:
Students will fill out the reflexive diary entry.
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Taller Dos
Objetivos de contenido:
Al finalizar el Taller, el/ la estudiante:
1. Creará actividades que presenten ritmo y movimiento.
2. Integrará las destrezas de expresión corporal y creatividad.
3. Utilizará la música como medio para la estimulación de la creatividad.
Objetivos de Lenguaje:
Al finalizar el Taller, el/ la estudiante:
1. Se expresarán en el lenguaje del taller usando un vocabulario correcto.
2. Los alumnos desarrollarán ideas para solucionar problemas usando el vocabulario y
gramática adecuada.
Direcciones electrónicas
Letra y música de canciones infantiles
http://www.mundopadres.com/herramientas/canciones/portada_canciones.htm
Expresión musical, talleres de instrumentos musicales
http://www.escolares.com.ar/paralaescuela/expartistica/expmusical.html
Tareas a realizar antes del Taller Dos
1. Hacer una búsqueda de música y canciones para el desarrollo de destrezas que
estimulen la creatividad.
2. Confeccionar un instrumento musical de fácil elaboración.
3. Trabajar en el manual de talleres para estudiantes.
4. Trabajar en la presentación de la clase demostrativa.
5. Trabajar en su caja de utilería.
Actividades
1. El facilitador repasará el material del primer taller y aclarará dudas relacionadas
con las asignaciones.
2. Conversatorio (reunión para discusión grupal) para definir los conceptos de:
expresión corporal, desarrollo del lenguaje, gestos, mímicas, literalidad, balance,
conciencia sensorial, percepción global del espacio, orientación del espacio,
coordinación de movimientos.
ECED 402 Creative Expression in Children
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3. Los estudiantes realizaran su presentación en PowerPoint acerca de las
inteligencias múltiples.
4. Presentar el instrumento musical confeccionado por el estudiante (explicar
manera de confeccionarlo).
5. El Facilitador presentará técnicas para el desarrollo de ritmo y movimiento que
practicará con los estudiantes.
6. Los estudiantes divididos en sub-grupos, seleccionarán una melodía (traer al
salón los recursos técnicos para hacer posible la actividad) para desarrollar una
actividad en que se presenten gestos, mímicas, movimientos, literalidad, balance
del cuerpo, percepción del espacio, usando cintas ondulantes, pañuelos,
sabanas, cordones, instrumentos musicales confeccionados por los estudiantes
y otros recursos.
7. Presentación de la actividad trabajada.
8. Los estudiantes crearán una tirilla cómica donde expondrán la importancia de las
inteligencias múltiples. Compartirán la misma con el resto de la clase.
9. El facilitador discutirá las asignaciones previas al taller.
Avalúo
Los estudiantes llenarán el diario reflexivo.
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Workshop Three
Content Objectives:
By the end of workshop three, student will:
1. Identify the stages on the drawing development.
2. Know and work with different techniques and ways of drawing.
Language Objectives:
Students will be able to:
1. Use the appropriate written language when working on the manual.
2. Express themselves clearly and understandable in English.
3. Summarize information using correct grammar and spelling in English after
reading a selection.
Direcciones Electrónicas:
Project Ideas
http://www.escolares.com.ar/paralaescuela/expartistica/edplastica.html
Origami
http://www.origami-usa.org/
Art activities Ideas
http://www.arttoremember.com/Lessons_5th_grade_3.html
Artistic education
http://www.escolares.com.ar/paralaescuela/expartistica/cbc_artistica.htm
http://www.eduteka.org/comenedit.php3?ComEdID=0016
Assignments before workshop three:
1. Student will look for information about drawing techniques for the small
workshops in workshop three.
2. Work on the manual of workshops for students.
3. Work on the demonstration class.
4. Work on his/her utilities box and the portfolio.
Activities:
1. The facilitator will review the last workshop’s material and will answer any
questions.
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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2. The students will group in couples to complete a table to define the different
stages in the drawing process (Appendix B).
3. Students will discuss the stages of drawing.
4. Presentation of mini workshops to demonstrate the plastic art techniques.
5. A session of questions and answers will follow every workshop.
6. Students will create a concept map related to the mini workshops. They will
select any workshop and will disclose everything they learned from it.
7. Students will share the concept map.
8. The facilitator will clarify the assignments before the workshop.
Assessment:
Students will work with their reflexive diary.
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Taller Cuatro
Objetivos de Contenido:
Al finalizar el Taller, el/ la estudiante:
1. Conocerá y trabajará diferentes técnicas y medios del dibujo.
2. Demostrara diferentes juegos dramáticos.
3. Integrará conocimientos adquiridos para crear talleres de expresión creativa para
estudiantes.
Objetivos de Lenguaje:
El estudiante será capaz de:
1. Usar el tono de voz apropiado al hacer las presentaciones.
2. Aplicar el lenguaje técnico apropiado para la presentación del manual.
Direcciones Electrónicas:
Teorías del Juego y del Juguete
http://www.bibliodgsca.unam.mx/tesis/tes15marg/sec_2.htm
Desarrollo del pensamiento lógico en el niño
http://www.more4kids.info/index.php?tag=logical-thinking
Tareas a realizar antes del taller cuatro:
1. Buscar ejemplos de juegos dramáticos.
2. Trabajar en el manual de talleres para estudiantes
3. Trabajar en la presentación de la clase demostrativa.
4. Trabajar en su caja de utilería y en el portafolio.
Actividades
1. El facilitador comenzará con un repaso del material discutido en el taller
anterior y aclarará dudas con las asignaciones.
2. Presentación de mini talleres ilustrativos de técnicas de expresión plástica.
3. Los estudiantes comentarán las actividades diseñadas para su manual de
talleres creativos.
4. Entregarán el manual preparado como parte del curso.
5. En conversatorio se discutirá las implicaciones del juego dramático, sus
propósitos; comunicar y representar.
6. Presentación de juegos dramáticos.
ECED 402 Creative Expression in Children
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7. Los estudiantes crearán un ensayo de una página donde reflexionarán sobre
el material aprendido en la clase.
8. El facilitador hablará sobre las asignaciones previas al taller.
Avalúo
Los estudiantes llenarán su diario reflexivo.
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Workshop Five
NOTA: Este taller será bilingüe.
Algunas de las mini-clases serán en
inglés y otras en español. El
facilitador hablará español o inglés,
dependiendo del informe que esté
ofreciendo el estudiante.
NOTE: This will be a bilingual
workshop. Some of the
demonstrative lessons will be in
Spanish and others in English. The
facilitator will use the language of
instruction used in each lesson as
well.
Content Objectives:
By the end of workshop five, the student will:
1. Integrate the skill studied in class for the design of effective classes.
2. Choose documents, materials and strategies for the creativity development of
the students.
Language Objectives:
Students will be able to:
1. Express themselves orally and in writing using English or Spanish as the
language of communication.
2. Present their demonstrative mini class with correct enunciation.
3. Engage in the writing process to communicate ideas and points of view with
the correct grammar and syntax.
URLs:
PowerPoint Presentations http://www.actden.com/pp/
http://oregonstate.edu/instruction/ed596/ppoint/pphome.htm
Tips for an effective Presentation
http://mason.gmu.edu/~montecin/powerpoint.html
http://mason.gmu.edu/~montecin/powerpoint.html
Assignments before Workshop Five
1. Work with the demonstrative class (use the language of your preference).
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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2. Give the final touches to the portfolio.
3. Finish working with the utility box.
Activities:
1. The facilitator will start with a review of the previous workshop (in English).
2. The facilitator will answer any questions related to the assignments (in English).
3. Students will present their demonstrative classes (English or Spanish).
4. A questions and answer section will follow each demonstration (English or
Spanish).
5. Students will write an essay of one page related to one of the classes. Each
student will answer these questions: What did you learn? What would you have
done to improve the class? What techniques could be applied? What type of
intelligence(s) will better benefit from that class? (in English).
6. Each student will share the experiences obtained during the design of their
utilities box (in Spanish).
7. Students will create a comic strip related to the workshop. The strip should be
educational in nature (in Spanish).
8. Students will hand in their class portfolio.
9. Turn in the utilities box.
10. Closing activity: To be determined by the facilitator.
Assessment:
Students will fill out their reflexive journal entry (in English).
The student representative will conduct the course evaluation.
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Anejos/Appendixes
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Appendix A/Anejo A
Matriz Valorativa para Asistencia y Participación en Clase
Nombre: ____________________ Fecha ________________Curso: ______________
Asistencia y puntualidad
1.Faltó al taller; 2. Llegó tarde al taller 2 horas.3 Llegó tarde al taller una hora.4. Asistió
a tiempo
Taller 1 Taller 2 Taller 3 Taller 4 Taller 5
Aportación a la clase
Adjudique puntuación de 1 a 4 para cada criterio
CRITERIOS Puntuación
Contribuye frecuentemente a las discusiones en clase
Demuestra interés en las discusiones en clase
Contesta preguntas del facilitador y sus compañeros
Formula preguntas pertinentes al tema de la clase
Viene preparado(a) a clase
Contribuye a la clase con material e información adicional
Presenta argumentos fundamentados en las lecturas y trabajos
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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de la clase
Demuestra atención y apertura a los argumentos de sus
compañeros
Contesta preguntas y planteamientos de sus compañeros
Demuestra iniciativa y creatividad
Total
Asistencia y puntualidad _________ _________%
Aportación a la clase _________ _________%
Total _________
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Appendix B/Anejo B
Etapas en el desarrollo del dibujo
Etapa
Características
Ejemplo
Garabateo
Pre-esquemático
Esquemático
Comienzos del
realismo
Seudo naturalista
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Appendix C/Anejo C
Técnicas para Mini Taller de Expresión Plástica
Técnica
Estudiantes asignados
1. Collage
2. Trazo libre
3. Soplado con sorbete
4. Crayón derretido
5. Impresiones
6. Arreglo de cajas
7. Efectos claro -oscuro
8. Origami
9. Recorte
10. Esculturas amorfas
11. Modelado en barro plasticina
12.
13.
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Appendix D/Anejo D
Libros Disponibles en Biblioteca para el Curso ECED 402
372.5 Sz24a Szekely, George. The art of theaching art. Massachusetts:
Simon and Shuster Publishing, 1988
153.35 G174a E Gardner, Howard. Arte, mente y cerebro: Una aproximación
cognitiva a la creatividad. (Art, mind and brain [Español])
Barcelona: Paidós, 1999. (UNE – Manatí)
370.118 Es66n Espriu Vizcaíno, Rosa María. El niño y la creatividad.
México: Trillas, 1993.
372.86 N623 1995 Amicale des enseignants d’EPS. El niño y la actividad física:
2 a 10 años. Barcelona: Paidotripo, 1995 (UNE – Manatí)
508 H18c E Hamilton, Leslie. Los niños y la naturaleza: Juegos y
actividades para inculcar en los niños el amor y el repeto
por el medio ambiente. Barcelona: Oniro 1999
613.7042 Ed82 La educación física en la educación infantil de 3 a 6 años.
1999 Barcelona: Inde Publicaciones, 1999
372.86 Sa59j Santini Rivera, Mariano. Juego y movimiento en la
educación física elemental y adaptada. Guaynabo, PR:
Editorial Movimiento, 2000.
796 In5 La iniciación deportiva y el deporte escolar. Barcelona:
INDE Publicaciones, 1999
371.94 J564t Jiménez, F. Talleres de actividad para el desarrollo del
sistema corporal. Barcelona: Ediciones CEAC,1999
793.1922 M66g Mina Atilio. El gran libro de los juegos para niños de 2 a 8
años. Barcelona: Editorial De Vecchi, S.A., 1998
793.93 P657j Pinos Quílez, Martín. Juegos de Aventura: Juego
innovadores para Educación Física y tiempo libre. Barcelona:
Editorial Paidotribo, c2001
796.5 C144d Camerino Foguet, Oleguet. Deporte recreativo. Barcelona:
INDE, 2000
ECED 402 Creative Expression in Children
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Appendix E/Anejo E
RUBRIC TO EVALUATE WRITTEN WORK
Student Name: ______________________ Date: _______________
Criteria Value Points Student Score
Content
The paper is clear, focused and
interesting. Identifies purpose,
objectives and principal ideas
included in the paper
10
Presentation of ideas is organized,
coherent and can be easily followed
10
The paper properly explains content. 10
The presentation of ideas and
arguments are based in sources
presented, consulted or discussed in
class.
10
The paper demonstrates substance,
logic and originality.
10
The author presents his point of view
in a clear, convincing and well based
manner.
10
Contains well-constructed sentences
and paragraphs that facilitate lecture
and comprehension.
10
Language
Demonstrate a command of standard
English (vocabulary used, syntax and
flow of ideas).
10
Uses grammar appropriately and
correctly.
10
Manages and uses verbs appropriately
and correctly.
10
Total Points 100 (70% content and
30% language)
Student’s total Score:
_______
Student’s Signature: ____________________Facilitator’s Signature:___________________
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Appendix F/Anejo F
MATRIZ VALORATIVA PARA EVALUAR PARTICIPACIÓN EN GRUPO
Nombre del Estudiante: _____________________ Fecha: _______________
Grupo: ________ Nombre del estudiante evaluador: _____________________
Criterio Puntos Puntuación del estudiante
Asistió a las reuniones o actividades del grupo.
10
Colaboró en la planificación y organización de las reuniones o actividades de grupo.
10
Demostró disposición para cooperar con el grupo.
10
Contribuyó frecuentemente a las discusiones del grupo
10
Participó activamente en las reuniones y actividades.
10
Demostró interés en las discusiones y actividades del grupo.
10
Vino preparado(a) a las reuniones, actividades y discusiones del grupo.
10
Demostró atención y apertura a los puntos y argumentos de sus compañeros.
10
Contribuyó al grupo con material e información adicional.
10
Contribuyó significativamente al trabajo que presentó el grupo.
10
Totals 100
Evaluación de cada estudiante sobre sus compañeros de grupo. Estas reuniones o actividad son fuera del salón de clase.
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIES
Students name: _________________________ Date: _______________
Group: ________ Name of evaluating student: ______________________
Criteria Points Students Points
Attended all the meetings and activities of the group.
10
Collaborated with the planning and organization of activities of the group.
10
Demonstrated cooperation and team work with the group.
10
Contributed frequently with the discussions of the group.
10
Participated actively in the meetings and activities.
10
Demonstrated interest in the discussions and activities of the group.
10
Came prepared to meetings, activities and discussions of the group.
10
Demonstrated attention to the arguments within the group.
10
Contributed to the group with additional information.
10
Contributed significantly with the work that presented the group.
10
Totals 100
Student’s evaluation on other student’s participation. These meeting or activities are out of the
classroom.
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Appendix G/Anejo G
RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION
Student Name:____________________________Date:___________________
Criteria Value Points Student Total Score
Content Performs an effective introduction to the
theme identifying the objectives, ideas
and principles that are included in the
presentation.
10
The presentation is organized and
coherent, and could be easily followed
10
The presenter demonstrates domain of the
theme or subject by means of properly
explaining content without incurring in
errors
10
The ideas and arguments of the
presentation are well founded by the
resources presented, consulted or
discussed in class
10
Capture of the attention and interest of the
audience and/or promote their
participation, as applicable
10
Effective personal projection, corporal
posture and manage of the audience;
10
Uses a variety of speaking strategies to
define concepts, interpretation, application
and evaluation of processes using
experience on concepts or content of
class.
10
Language
Student pronounces words in a clear and
correct manner so as to make the correct
language used 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: __________________
This evaluation is for the individual presentation within the group.
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Appendix H/Anejo H PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Metro Orlando Campus
Universidad del Este, Universidad Metropolitana, Universidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate
� Graduate
Concentration
Student’s Name
Facilitator’s Name
Course:
Portfolio rated as
Reason of this rate
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Appendix I/Anejo I Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
ECED 402 Creative Expression in Children
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38
Appendix J/Anejo J
Checklist for Portfolio Assessment
Has the student set academic goals?
Does the portfolio include enough entries in each area to make
valid judgments?
Does the portfolio include evidence of complex learning in realistic
setting?
Does the portfolio provide evidence of various types of student
learning?
Does the portfolio include students’ self-evaluations and
reflections on what was learned?
Does the portfolio enable one to determine learning progress and
current level of learning?
Does the portfolio provide clear evidence of learning to users of
the portfolio?
Does the portfolio provide for student participation and
responsibility?
Does the portfolio present entries in a well-organized and useful
manner?
Does the portfolio include assessments based on clearly stated
criteria of successful performance?
Does the portfolio provide for greater interaction between
instruction and assessment?
Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson
Education, Inc.
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Appendix K/Anejo K
Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
� Readable: Are entries typed in an appropriate font and size? Are
entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
� Professionalism: Is the appearance of the portfolio
professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
� Organization: Is the portfolio organized in a manner that makes
it easy to follow and easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
� Content: Are all required entries included in the portfolio? Are
entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
� Authenticity: Are the samples and illustrations a true reflection
of the student’s efforts and abilities?
� Growth/Development: Do samples provide thorough
understanding of growth and development related to their field of concentration? Do items show what the student has learned?
� Collaboration: Do items show examples of both individual and
group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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� Reflection and Personal growth: Do items show exceptional
understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
� Professional Conduct: Do items show clear understanding of
ethical behavior and professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
� Is this portfolio an asset in demonstrating the student’s value
(skills, abilities, knowledge) to a potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted
02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro
Orlando Campus
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Appendix L/Anejo L Portfolio Assessment Feedback Template
Strengths Weaknesses Improvement Ideas Facilitator’s comments
Student’s response and comments
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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.
Appendix M/Anejo M
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the office of Assessment and Placement to
keep a copy of my portfolio for six months and return it to me at the end of this
period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
ECED 402 Creative Expression in Children
Prep. 2005. Ida Rosado Figueroa, M.Ed., Rev. 2008. Prof. Angel Rios, M.Ed.
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Appendix N/Anejo N
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the Office of Placement and Assessment to
keep a copy of my portfolio for six months and discard it at the end of this period
of time.
.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature