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:
Upper Division Unit Credit (see your Academic Advisor)
UC Riverside:
General Education: EDUC Elective units
UC San Diego:
General Education: Revelle - 1 social science; TMC 1 course toward upper division disciplinary breadth if noncontiguous to major; Warren - May be counted depending on major/PofC/AS, Transfer students may use for UD GE depending on major. Sixth - 1 course Social Analysis. Muir: 1 course in Social Sciences theme in "Mind and Cognition"
UC San Francisco:
Unit Credit
UC Santa Barbara:
Major Requirement: Minor: likely applicable to "Area III. Elective" requirement for Educational Studies Minor after petition.
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
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 ...
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), 171â€"180. DOI:10.1002/TRTR.1192
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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), 171â€"180. DOI:10.1002/TRTR.1192
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