YORK UNIVERSITY

FACULTY OF EDUCATION
Integra8on Through Arts
ED/EDIN 4000

Term: Fall 2023

Course Instructor: Samara L. Thompson

samara@edu.yorku.ca
samara@yorku.ca

Office Hours: student mee;ngs available by request

Time and Loca8on: Sec;on A Friday 8:30 am MC 050C

Sec;on E Friday 11:30 am MC 050C
Sec;on R Thursday 8:30 am CEC

_____________________________________________________________________________________

ACKNOWLEDGEMENT OF INDIGENOUS PEOPLES AND TRADITIONAL TERRITORIES

York University recognizes that many Indigenous na;ons have longstanding rela;onships
with the territories upon which our campuses are located that precede the
establishment of York University. We acknowledge our presence on the tradi;onal
territories of the Mississaugas of Credit First Na;on, the Huron-Wendat, the
Haudenosaunee Confederacy, and the Mé;s Na;on of Ontario.

EXPANDED COURSE DESCRIPTION

Organiza8on of the Course
This course examines basic understandings of, and apprecia;on for, implementa;on of
the arts within an integrated curriculum. Emphasis is placed on the arts as a unique
resource for integra;on across subjects and as a means for rich learning and student
engagement.

This course provides an opportunity for Teacher Candidates to develop methods of

instruc;on, planning and assessment through the arts curriculum (gr. 1-8) with a focus
on how the arts can be integrated with other subject areas to enhance instruc;on,
learning and expression. There is a focus on the role of arts as a resource for integra;ng
and teaching a range of subject ma\er and topics. Further, the arts are explored as a
means of engaging students in meaningful and relevant learning and connec;on to
culturally relevant and responsive pedagogy.

Teacher Candidates will also reflect on how arts-based educa;on facilitates student
engagement, self-expression, and rich learning. Students will be asked to cri;cally reflect
on their thinking about the arts and how their past experiences have influenced how
they view themselves – both as an ar;st person and as an arts-based educator. This
 course u;lizes ac;ve, par;cipatory, hands-on ac;vi;es, which model strategies for
students to u;lize in their own prac;ce. By par;cipa;ng in a variety of learning
experiences in and through the arts, students will develop the knowledge, skill, and
confidence necessary to develop meaningful learning experience that are experien;al,
cross-curricular and student-centered.

Theory, discussion, observa;on, and prac;cal work will run concurrently throughout the
course. It will incorporate a variety of learning experiences including lectures, small
group work, and interac;ve sessions. The course content, group discussions, and
personal prac;ce will serve to enrich, clarify, and illustrate the key components of arts
integra;on.

ANre
To par;cipate in physical ac;vity such as dance, athle;c and/or loose fibng clothes are
recommended, as are running shoes.

COURSE LEARNING OBJECTIVES

Statement of Purpose and Learning Objec8ves
By the end of this course, Teacher Candidates will be able to:
• explore the crea;ve process in each of the strands of the Arts curriculum;
• plan lessons in any subject with an integra;on of the Arts;
• demonstrate a commitment to equity, diversity and social jus;ce;
• understand and be able to implement a variety of arts-based pedagogical
strategies that engage the needs of diverse learners;
• ac;vely engage in their own professional development through considera;on of
student needs, cri;cal pedagogy, and teacher responsibility;
• develop learning goals and success criteria that are connected to expecta;ons
found in the The Ontario Curriculum Grades 1-8 The Arts;
• collect a wide range of resources to facilitate arts integra;on;
• create and maintain a posi;ve, inclusive, and engaging learning environment;
• develop a further working knowledge and understanding of assessment for/as/of
learning;
• view themselves as an arts-based educator.

COURSE TEXT / READINGS

Required Reading
The Ontario Curriculum, Grades 1-8: The Arts, 2009 (Revised)
h\ps://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf

Growing Success Document

h\p://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf

Addi8onal readings will be assigned on eClass.

EDIN 4000: Integration Through Arts Page 2 of 7

 Other
In lieu of a purchasing a textbooks, students are required to make an art kit which consists of the
following:
• Sketchbook, 8.5” x 11” minimum size
• *Pencil
• *Markers and/or pencil crayons
• *Watercolour paints
• *Paint brush
• White glue or tape
• Acrylic or tempera paints
• Scissors
• Cardboard (packing boxes or cereal/cracker boxes will work)

Note: addi8onal supplies may be required throughout the term

Note: All items with a * must be brought to each class

You need to bring a connected device, such as a computer or tablet to each class, as well as a
camera. A camera on a phone is ideal.

EVALUATION
The final grade for the course will be based on the following items, weighted as indicated. More
informa;on about the assignments will be given in class and will be available on eClass.

Par8cipa8on 10%
As professionals, learners and teachers, Teacher Candidates are expected to come to
class prepared by having read the assigned ar;cles or books, and, come to class
prepared for discussion and ques;oning/cri;cal analysis of the materials presented. You
are encouraged to ques;on everything, to reflect on your insights and wonderings, to
challenge ideas presented in class in construc;ve and cri;cal ways, and to be conscious
of the areas of growth that would best serve your development as an educator. Full
par;cipa;on is expected.

Teacher Candidates are to demonstrate full a\endance for all classes unless an
emergency situa;on arises. Please email the Course Director in the event of an
unavoidable absence or tardiness. You are not required to share any personal
informa;on regarding the reason for your absence. You should email any classmates to
get a sense of the conversa;ons and materials you missed. Unexcused or frequent
absences, lateness, and par;al a\endance (i.e., leaving class early or a\ending only half
the class) might impact your final grade as our classes are meant to provide a common
learning experience that is to inform all course assignments. You are required to make
up all work that is missed. However, some course work is done in class and cannot be
made up. It is also the responsibility of the Teacher Candidate to obtain any notes,
readings, etc. which may have been shared in class. A reminder, that this is a
professional training program, so you are expected to adhere to professionalism as
though you are ‘on the job’.
Due: ongoing

EDIN 4000: Integration Through Arts Page 3 of 7

 Group Projects 25%
There will be several group projects in a variety of arts disciplines that exemplify arts
integra;on.
Due: TBD

Final Assignment 40%

This is a three part assignment based on your work in your porlolio. Your porlolio will
be collec;on of prac;cal assignments done both in class and on your own. This
assignment demonstrates your growth and understanding in this course.
Part 1 - Lesson Plan and Art Piece 20%
Part 2 - Presenta;on 10%
Part 3 - Wri\en Reflec;on 10% About the process
Due: Part 1 & 2 due class 12; Part 3 due 3 days aoer the last class

Journals 25%
Weekly journal posts discussing various aspects of your par;cipa;on and reflec;on are
due at the end of each class. Time will be given each class to complete them. As well,
throughout the term some longer, more in-depth journals posts will be required.
Due: ongoing

GRADING, ASSIGNMENT SUBMISSION

Grading Scheme
The grading scheme for the course conforms to the 9-point grading system used in
undergraduate programs at York (e.g., A+ = 9, A = 8, B+ - 7, C+ = 5, etc.). Assignments
and tests will bear either a le\er grade designa;on or a corresponding number grade
(e.g. A+ = 90 to 100, A = 80 to 90, B+ = 75 to 79, etc.) (For a full descrip;on of York
grading system see the York University Undergraduate Calendar
h\p://calendars.registrar.yorku.ca/2010-2011/academic/index.htm .

Physical Demands
This course will include elements that are physically demanding. Prior injuries can be
aggravated by strenuous exercise so check with your physician and inform the Course
Director before beginning the course. Be sure to share with the Course Director any
changes in your injury or health that may impact your par;cipa;on. No personal
informa;on is required to be shared with the Course Director.

Missed Teacher Presenta8ons

It is expected that all students will fully par;cipate in the collabora;ve teacher
presenta;ons. Extenua;ng circumstances are the only reason an absence from a teacher
presenta;on will be excused. Please let both your group members and Course Director
know should you an;cipate an absence on the scheduled teacher presenta;on days. If
you cannot make a due date, it is your responsibility to speak with the Course Director. If
a student misses a presenta;on without taking the aforemen;oned steps, the student
will receive a grade of zero on that presenta;on.

EDIN 4000: Integration Through Arts Page 4 of 7

 Assignment Submission
Proper academic performance depends on students doing their work not only well, but
on ;me. Accordingly, assignments for this course must be received on the due date
specified for the assignment. All assignments are to be handed in on eClass. Email
submissions will not be accepted. Alternate arrangements may be considered on an
individual basis and must be agreed upon by the Course Instructor in advance of the due
date.

Lateness Penalty
Assignments received later than the due date will be penalized. The penalty is 5% per
day that the assignment is late. Excep;ons to the lateness penalty for valid reasons such
as illness, compassionate grounds, etc., may be entertained by the Course Instructor but
may require suppor;ng documenta;on (e.g., a doctor’s le\er).

HEALTH AND SAFETY INFORMATION

COVID-19 Safety
In this course, all university community members must comply with York’s health and safety
protocols, found on the Be\er Together website. All are strongly encouraged to:
• wear masks while indoors on campus;
• self-screen using theProvince of Ontario’s self-assessment tool prior to coming to campus for
any in-person ac;vi;es if you have any symptoms of COVID-19 or have tested posi;ve;
• NOT a\end in-person ac;vi;es at any of York’s campuses/loca;ons if feeling unwell or if you
answer yes to any of the screening ques;ons.

All members of the York community share in the responsibility of keeping others safe on
campuses and ensuring respeclul interac;ons with one another.

Mental Health
We all face stressors and anxiety in our lives, both academic and otherwise. Please be kind and
gentle with yourselves and others. There are a number of online free resources available to help
support you. If you need help, the following list of websites (this is not an exhaus;ve list) may be
a good place for you to start:
• h\ps://good2talk.ca/
• h\ps://counselling.students.yorku.ca/
• h\ps://yube\ertogether.info.yorku.ca
• h\ps://yorkinterna;onal.yorku.ca/

IMPORTANT COURSE INFORMATION FOR STUDENTS

All students are expected to familiarize themselves with the following informa;on, available on
the Senate Commi\ee on Academic Standards, Curriculum & Pedagogy webpage (see Reports,
Ini;a;ves, Documents):
• Senate Policy on Academic Honesty and the Academic Integrity Website
• Research Involving Human Par;cipants
• Academic Accommoda;on for Students with Disabili;es (Policy)
• Academic Accommoda;on for Students with Disabili;es Guidelines procedures and
Defini;ons
• Code of Student Rights and Responsibili;es

EDIN 4000: Integration Through Arts Page 5 of 7

 • Religious Observance Accommoda;on

York University seeks to provide for equal rights and opportuni;es without discrimina;on for all
students. The overall aim is a climate of understanding and mutual respect for the dignity and worth of
each community member so that each person feels a part of York University and is able to fully
par;cipate in university life.

The following informa;on describes some of your important rights and responsibili;es as students, along
with the supports, accommoda;ons and services made available to you by York.

Academic Honesty and Integrity

York students are required to maintain the highest standards of academic honesty and they are
subject to the Senate Policy on Academic Honesty (secretariat-policies.info.yorku.ca/policies/
academic-honesty-senate- policy-on/). The Policy affirms the responsibility of faculty members
to foster acceptable standards of academic conduct and of the student to abide by such
standards. Comprehensive informa;on about academic honesty, along with informa;on about
how to find resources at York to help improve your research and wri;ng skills and cope with
University life, can be found at: www.yorku.ca/academicintegrity/

Conduct in Academic Situa8ons

Students and instructors are expected to maintain a professional rela;onship characterized by
courtesy and mutual respect. It is the responsibility of the instructor to maintain an appropriate
academic atmosphere in the classroom and other academic sebngs, and the responsibility of
the student to cooperate in that endeavour. Further, the instructor is the best person to decide,
in the first instance, whether such an atmosphere is present in the class in keeping with the
Senate Policy and Procedures on Disrup;ve and/or Harassing Behaviour in Academic Situa;ons
(secretariat- policies.info.yorku.ca/policies/disrup;ve- andor-harassing-behaviour-in-academic-
situa;ons- senate-policy/).

Ethics Review Process

York students are subject to the York University Policy for the Ethics Review Process for Research
Involving Human Par;cipants (secretariat- policies.info.yorku.ca/policies/ethics-review-process-
for-research-involving-human-par;cipants- policy/). Ethics approval must be obtained prior to
the star;ng any research ac;vi;es involving human par;cipants, including research conducted
by students in a graduate or undergraduate course, for an undergraduate thesis or project, or for
a Major Research Paper, Thesis or Disserta;on. If you are in doubt as to whether this
requirement applies to you, contact your Course Director immediately. More informa;on can be
found at: www.yorku.ca/research/human-par;cipants/

Religious Accommoda8on
York University is commi\ed to respec;ng the religious beliefs and prac;ces of all members of
the community, and making accommoda;ons for observances of special significance to
adherents. Should any of the dates specified in your course syllabus pose such a conflict for you,
contact the Course Director within 14 days of the date for which accommoda;on is sought.
Other procedures are outlined in the York University policy, guidelines and procedures on
Academic Accommoda;on for Students’ Religious Observances
(secretariat-policies.info.yorku.ca/policies/academic-accommoda;on-for-students-religious-
observances-policy-guidelines-and-procedures/).

EDIN 4000: Integration Through Arts Page 6 of 7

 Please note that to arrange an alterna;ve date or ;me for an examina;on scheduled in the
formal examina;on periods (December and April/May), students must complete an Religious
Accommoda;on Agreement, which can be found at: registrar.yorku.ca/pdf/exam-
accommoda;on.pdf

Accessibility Services
Student Accessibility Services (accessibility.students.yorku.ca/) provides academic
accommoda;ons and supports for students with temporary and permanent disability including
physical, sensory, medial, learning, and mental health disabili;es. Students who had an
Individualized Educa;on Plan (IEP) in high school are eligible for support. Please note that
registering with disabili;es services and discussing your needs with your professors is necessary
to avoid any impediment to receiving the necessary academic accommoda;ons to meet your
needs.

Academic Skills Support

York University Libraries (www.library.yorku.ca) and the Learning Commons
(learningcommons.yorku.ca/) provide students with academic support for their course
assignments and research requirements. The Libraries offer an array of supports, services,
workshops, resources and people available to help ensure con;nued success during a student’s
academic career.

Centre for Human Rights, Equity, and Inclusion

The Centre for Human Rights, Equity and Inclusion (rights.info.yorku.ca/) facilitates confiden;al
processes to discuss allega;ons of discrimina;on and harassment by York Community members.
There are also robust training opportuni;es and workshops available to the community year
round.

Counselling, Health and Well Being

Student Counselling, Health & Well Being (counselling.students.yorku.ca) supports students in
realizing and developing their personal poten;al in order to maximally benefit from their
university experience and manage the challenges of university life. Services include: peer-led
workshops, cer;ficate training programs, support groups, same-day and appointment-based
counselling, short-term therapy, and more.

Sexual Violence Response and Support

The Centre for Sexual Violence Response, Support and Educa;on (thecentre.yorku.ca) facilitates
support, services and accommoda;ons for those who have experienced sexual violence. The
support offered is based on the needs and wishes of the person disclosing/repor;ng.

Student Community Rela8ons

The Office of Student Community Rela;ons (oscr.students.yorku.ca/) supports students
impacted by cri;cal incidents, facing personal crises or mul;ple complex issues, such as, but not
limited to, cri;cal illness or injury of a student, student death, a\empted suicide and sexual
assault. OSCR provides advice, referrals, alternate dispute resolu;on methods and judicial
processes (local adjudica;on, tribunals).

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