Course Description

Arts And Human Development, EDUC 104D

Students use various arts disciplines (e.g. studio art, music, dance, drama, and media arts) to investigate how visual and performing arts support individual human development. Introduction to pedagogy for integrating the arts in K-12 settings.

Key Information

Credit: 4 quarter units / 2.67 semester units credit
UC Irvine, Education

Course Credit:

Upon successful completion, all online courses offered through cross-enrollment provide UC unit credit. Some courses are approved for GE, major preparation and/or, major credit or can be used as a substitute for a course at your campus.

If "unit credit" is listed by your campus, consult your department, academic adviser or Student Affairs division to inquire about the petition process for more than unit credit for the course.

UC Berkeley:
Unit Credit

UC Davis:
Unit Credit

UC Irvine:
Major Requirement: Education major: upper division elective

UC Los Angeles:
Unit Credit

UC Merced:
Units toward degree (see your advisor)

UC Riverside:
General Education: Elective units

UC San Diego:
General Education: TMC 1 course toward lower division disciplinary breadth if noncontiguous to major; ERC - 1 quantitative/formal skills; Revelle Math (must also take 2 calculus courses); Warren - Formal Skills; May be counted depending on major/PofC, Transfer students may use for UD GE depending on major

UC San Francisco:
Unit Credit

UC Santa Barbara:
Unit Credit

UC Santa Cruz:
Major Requirement: Elective for Education minor

Course Fees

None

More About The Course

*Week 1: The arts—drama/stories, visual art, music and dance--are found in all human
cultures. This course looks at what the arts add to human life.
*Weeks 2 & 3: How stories and drama help children to build both language skills and
an understanding of human relationships
*Weeks 4 & 5: How visual art can deepen cognitive understanding
*Weeks 6 & 7: How music can build social-emotional connections
*Weeks 8 & 9: How dance can encourage relationships and confidence
*Week 10: Review key concepts and prepare for the final exam

Relevant Website

Course Creator

Liane Brouillette
Liane Brouillette
Professor
School of Education
University of California, Irvine

Dr. Brouillette received her A.B. in Philosophy from Rice University, her M.S. in Secondary Education from the University of Southern California, and her Ph.D. in the Foundations of Education from the University of Colorado. She currently serves as Professor of Education at the University of California, Irvine and as Managing Editor of the Journal for Learning through the Arts. Her research focuses on integration of arts-based strategies to enhance learning. Recent Publications Include:

Brouillette, L. (2019). Arts integration in diverse K-5 classrooms: Cultivating literacy skills and conceptual understanding. New York: Teachers College Press.

Gara, T., Brouillette, L. & Farkas, G. (2018). Did the frequency of early elementary classroom arts instruction decrease during the No Child Left Behind era? If so, for whom? Early Childhood Research Quarterly: https://doi.org/10.1016/j.ecresq.2018.01.004

Greenfader, C.M. & Brouillette, L. (2017). The arts, the common core, and English language development in the primary grades. Teachers College Record 119(8):
http://www.tcrecord.org/library ID Number: 21915

Graham, N. J. & Brouillette, L. (2016). Using arts integration to make science learning memorable in the upper elementary grades: A quasi-experimental study. Journal for Learning through the Arts, 12(1): http://escholarship.org/uc/item/9x61c7kf

Greenfader, C.M., Brouillette, L. & Farkas, G. (2015). Effect of a performing arts program on the oral language skills of young English learners. Reading Research Quarterly, 50(2), 185-203. DOI:10.1002/rrq.90

Greenfader, C.M. & Brouillette, L. (2013). Boosting language skills of ELLs through dramatization and movement. The Reading Teacher, 67(3), 171–180. DOI:10.1002/TRTR.1192
 
Liane Brouillette Professor School of Education University of California, Irvine Dr. Brouillette received her A.B. in Philosophy from Rice University, her M.S. in Secondary Education from the University of Southern California, and her Ph.D. in the Foundations of Education from the University of Colorado. She currently serves as Professor of Education at the University of California, Irvine ...

Liane Brouillette
Professor
School of Education
University of California, Irvine

Dr. Brouillette received her A.B. in Philosophy from Rice University, her M.S. in Secondary Education from the University of Southern California, and her Ph.D. in the Foundations of Education from the University of Colorado. She currently serves as Professor of Education at the University of California, Irvine and as Managing Editor of the Journal for Learning through the Arts. Her research focuses on integration of arts-based strategies to enhance learning. Recent Publications Include:

Brouillette, L. (2019). Arts integration in diverse K-5 classrooms: Cultivating literacy skills and conceptual understanding. New York: Teachers College Press.

Gara, T., Brouillette, L. & Farkas, G. (2018). Did the frequency of early elementary classroom arts instruction decrease during the No Child Left Behind era? If so, for whom? Early Childhood Research Quarterly: https://doi.org/10.1016/j.ecresq.2018.01.004

Greenfader, C.M. & Brouillette, L. (2017). The arts, the common core, and English language development in the primary grades. Teachers College Record 119(8):
http://www.tcrecord.org/library ID Number: 21915

Graham, N. J. & Brouillette, L. (2016). Using arts integration to make science learning memorable in the upper elementary grades: A quasi-experimental study. Journal for Learning through the Arts, 12(1): http://escholarship.org/uc/item/9x61c7kf

Greenfader, C.M., Brouillette, L. & Farkas, G. (2015). Effect of a performing arts program on the oral language skills of young English learners. Reading Research Quarterly, 50(2), 185-203. DOI:10.1002/rrq.90

Greenfader, C.M. & Brouillette, L. (2013). Boosting language skills of ELLs through dramatization and movement. The Reading Teacher, 67(3), 171"180. DOI:10.1002/TRTR.1192
 

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