M.Ed. in Elementary (1-6) and Creative Arts in Learning

This program of study is approved by the Massachusetts Department of Elementary and Secondary Education for Initial Licensure in the Commonwealth of Massachusetts, and leads to an Initial License in Elementary Education (1-6).

Based in the nationally-recognized Creative Arts in Learning Division, the Master of Education in Elementary (1-6) and Creative Arts in Learning offers courses, fieldwork, and a practicum that provide graduate students with multiple paths to teaching. Students discover the power and potential of integrating the arts into classroom practice and curriculum in order to enhance teaching and learning. The strength of this program rests in the underlying philosophy that the arts are central to human learning.

The curriculum is designed to offer students current theoretical and practical knowledge and skills in math, literacy, special needs education, science, an arts approach to multicultural education, history and social sciences, and the various arts modalities. The curriculum addresses culturally and linguistically diverse learners and emphasizes an understanding of child development, content knowledge, state standards, assessment strategies, basic technology applications, inclusive learning environments, accommodation of different learning styles, and the empowerment of students through creativity and individual expression.

It is possible to complete the program in a year and a half of full-time study. Students have the option to customize their program to meet their needs on either a part-time or full-time basis.

*Must be completed prior to the practicum.
**Must be completed prior to the practicum and include field-based assignments.
For information on Massachusetts licensure, see: http://www.lesley.edu/certification.html.
***As early in the program as possible, and prior to the practicum, graduate students must complete a 75-hour Early Field Experience in a classroom appropriate to the license sought. In some cases, recent appropriate classroom experience may be used to document this requirement. (This is not a credit-bearing course, and there are no fees required.)

EARED 6110 Arts and Education: History and Philosophy
Considers the history and philosophy of American education with special emphasis on the arts and their place in education. The approach includes using both mainstream sources and those (especially biographical narratives) from minority groups (African-American, Asian-American, Native American, Latino, religious minorities, and recent immigrants). How the arts emerge from various racial and cultural communities and how schools, communities, and the arts can come together in the education enterprise are examined.

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EARED 5018 Arts and Human Development
This course familiarizes students with stages of human development from childhood through adulthood. Knowledge of human development is enhanced through interaction with art materials, music, movement, drama, and writing.

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EEDUC 6102 Language and Literacy: Development and Diversity
This course examines diverse aspects of language acquisition and literacy development with emphasis on educational implications. The major theories and current research in first and second language acquisition are reviewed with particular attention to linguistic and cultural diversity.  Educational topics in language and literacy are addressed, including concerns for reading, writing, oral language, phonics, spelling, academic English, grammar, language assessments, and language-based learning disabilities.

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EEDUC 5121  Literacy: The Integration of the Language Arts
This course presents fundamental principles of elementary reading and language arts. Focus is on students understanding the interrelationship of reading, writing, listening, and speaking. Students will also become knowledgeable about current materials, instructional strategies, and classroom-based assessment for emergent reading, beginning reading, and fluent reading.

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EEDUC 5102 Teaching Elementary School Mathematics
Mathematics in the United States has historically been a difficult field because it has not always taken children’s developmental and learning needs into account. In this course, we support learners gaining knowledge needed to teach school-age children and increase competency in the mathematics itself. A variety of materials and models are used to show connections to daily life, and many different approaches to mathematics are investigated. Relevant children’s literature and technology are also emphasized.

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EARED 6115 Interdisciplinary Curriculum: Arts, History and Social Science
This course is designed to provide the participants with an introduction to integrating the arts into the teaching of history and social science in the elementary classroom. The course will provide the participants with an opportunity to explore the arts as a powerful language to express and integrate knowledge in the teaching domains of history, geography, civics, economics, and social studies. Note: Offered in intensive format both fall and spring semester.

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EEDUC 5135 Science in the Elementary School: Thinking With Evidence
In this course, participants develop a scientific stance and conceptual understandings important to teaching inquiry-based science to elementary school students. Participants plan and carry out sustained investigations, reflect on their own learning, and develop strategies for implementing and assessing inquiry-based science in the classroom.

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ESPED 5114 Designing Instruction for the Inclusive Classroom
The design of curriculum and instruction for diverse learners in inclusive classrooms is the focus of this course.  Course participants investigate universally designed approaches that draw on brain research, differentiated instruction, multiple intelligences approaches, and new technologies to respond to the needs of all learners, including students with disabilities and students who are culturally and/or linguistically diverse.  Course participants will be introduced to Response to Intervention as well as to evidence-based practices that provide access to the curriculum for all learners.

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EEDUC 5104 Literature for Children and Young Adults
This survey of children’s books from preschool through the adolescent years identifies the characteristics of the various literary genres, develops criteria for evaluating children’s books, fosters an awareness and nurtures a consideration of how the developmental and diverse cultural needs of children affect their responses to literature, and shares strategies for integrating literature across the curriculum for enjoyment, learning, and classroom reading instruction.

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EARED 6003 An Arts Approach to Multicultural Education
This course explores ways to approach human diversity and build understanding about similarities and differences through drama, movement, visual arts, music, poetry, and literature. Application is made for the classroom and other work settings.

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ESPED 6121  Classroom Management and Behavior Support
This courses addresses the social and behavioral aspects of the classroom. Course participants analyze a range of classroom management approaches, with particular focus on preventing and proactively addressing student behavior problems in culturally and linguistically diverse classrooms.  Participants examine strategies for developing and maintaining appropriate standards of behavior and enhancing the emotional development of children. Central themes of the course include analyzing behavior, developing individualized strategies for addressing challenging behaviors, and creating opportunities for learning effective social skills.  A range of environmental, social, behavioral, psycho-educational, and cognitive theories and interventions are reviewed and critiqued.  Effective strategies for collaborative problem-solving, conflict resolution, and family involvement are also addressed.

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EEDUC 7733 Practicum and Seminar in Elementary Education (1–6)
Full-semester, full-time practicum in an elementary (1–6) classroom under the supervision of a supervising practitioner and University program supervisor. Practicum is accompanied by a seminar addressing issues in the field. Prerequisites: Completion of a 75-hour early field experience, required pre-practicum courses, and MTEL requirements. Permission required.

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Note: Lesley University reserves the right to engage in periodic review of courses, credits or programs of study to strengthen the academic integrity of the program and/or satisfy external accrediting agencies without prior notice. Licensure programs will be revised from time to time to be in compliance with the Massachusetts Teacher Regulations. All students should contact their faculty advisors to obtain current information regarding program requirements.

"My new understandings about multicultural arts approaches to curriculum that I developed at Lesley formed the core of my teaching when I re-entered the classroom.  I taught my students critical literacy and arts integration as I had been taught. For instance, they were able to learn about the many groups of people who helped form our country." -Alumnus