Fieldwork: EDU 543

Integrating Visual/Performing Arts and Physical Education into the Elementary Classroom
California Baptist University School of Education
General Overview and Procedures
1. The fieldwork experience in EDU 543 is designed to give candidates opportunities to observe and participate in
theoretically based instructional practices in a diverse school population. Candidates are required to complete
two lesson observations (usually about 30 -45 minutes each) in both VAPA and PE. Schools with before /after
school tutoring opportunities would be helpful. Reviewing teaching videos for PE is an acceptable alternative
provided if approved by professor. VAPA lessons are easier to find being taught so you should be able to see
lessons in your observational setting. If not, view the two VAPA teaching videos from Teacher Tube type
sources instead of an actual lesson in a school classroom. Each candidate will submit the observation reports
and fieldwork activities by posting them in your e-Resource Project. The Log and Evaluation reports must be
turned it to professor either in class or in the office to be put in the mailbox of the professor.
2. Fieldwork Teacher Aiding Activity: See format for activities. Two hours for completing the Teacher Aiding
activities (beyond your observation of two lessons in PE and in two lessons in VAPA) is required in an
observation classroom. All hours in the public school classroom must be noted/verified on the log of hours and
a satisfactory report of performance must be submitted on the fieldwork evaluation forms before a grade for
this class will be given.
3. This fieldwork is usually done in a public school. However, in this course a candidate can choose to do
fieldwork in a private WASC or ACSI accredited school.
4. The Log and Evaluation of Fieldwork must be submitted to the professor. For Summer Term classes please
submit the Log and Evaluation in an envelope in the SOE Office to be placed in Professors mail box or bring it
to the Professor’s office during office hours at the end of the semester. One evaluation form and your log
signed by the Field Supervisor is sufficient.
Final Submission of Fieldwork:
 An e-copy of the fieldwork activities must be submitted in class and then attached in the EDU 543 e-
Project.
 Log and evaluation forms must be submitted to professor for permanent file.

PROFESSIONAL BEHAVIOR
Please remember that this fieldwork is part of your professional preparation and provides a wide range of
educational experiences among different age groups. It is important to keep professional behavior in mind as you
begin your fieldwork.
The list below includes several points to keep in mind:
1. Boundaries: Never give out any personal information to students. Never give your cell phone number or
email address to ANY students.
2. Be careful about your appearance, behaviors, attitudes, confidentiality, and professionalism.
3. Use only the bathrooms for adults/teachers …never those for students. Never touch a student or a
student’s property. Do not take hold of clothing and try to move a student.
4. Follow all school rules and dress codes which are posted on-line for most schools (or in school office).
5. Do not assume any supervision or discipline responsibilities. You are not an official substitute and have
no legal covering beyond classroom observations.
6. Be your BEST! Negative memories linger! You may be interviewing for a job in the future with the same
professional educators you work with during this fieldwork experience.
 Fieldwork Activity Information and Forms
Fieldwork Background Information:

Readings: You will be looking for information concerning instruction and assessment in each of the observation
areas. In order to be fully prepared please read the appropriate Framework chapters for each content area.
Activities: Read the directions carefully and use the forms below to guide your responses. Where there is no form
just type as a regular document.
Observation reports: The key is to take extensive notes during the observation so that you can use the information you
have gathered to complete the lesson reports.

TPEs: The full TPE document will be posted in Blackboard and easily found on the CTC website. Please bring a printed
copy of the TPE document to your observation. As you are writing your observation notes include specific elements of the
TPEs that are appropriate for the information needed for completing your fieldwork tasks.

edTPA: The edTPA tasks assess the TPEs and they are in the edTPA Handbook. Please download and begin to apply what
you are learning in this fieldwork to answering the questions (especially concerning the context for learning).
 EDU 543 Lesson Plan Observation Reports
PE observation: 1
Name: Alyssa Fisk School: YouTube video Grade: 6 Teacher:
Standards: Integration with other content areas:
Students demonstrate knowledge of movement concepts, Integration was not apparent
principles, and strategies that apply to the learning performance
of physical activities
Instructional/Assessment Strategies: What did the teacher Student Activities: What did the students do? List
do? List
Teaching PE lesson: https://youtu.be/G6XAJuug-JM  Students jogged and did step slides in a circle around the
 Before the students came into the gym she told them gym, then did a tag warm up game
they are going to start their warm up by jogging, she
had a tambourine that she drummed and when she
stopped the students would freeze and she gave a new
warm up to do, step slide. Following the slides she
quickly and clearly explained a tag warm up game.  Students skipped, froze with hands on knees, when they
Once they did two rounds the sat down. got to their groups they moved quickly and sat down,
 Following the warmup, she instructed them to skip, waited for direction. Then moved quickly to stations when
then freeze, she said go when I say go first she blew the directed to and started as soon as the music began
whistle 3 times then said go and students got into  Students each began the activity while when the music
groups of 3. Next, she explained that each group will be played
going to the closest circuit station and they will begin
when the music starts and stop when the music stops  Students moved on to next activity in the circuit
 Played the music, while student did their activities she
circulated around and gave feedback  Grapevined a lap around the gym
 Stopped music directed them to move forward
 After a few rotations, she had them all grapevine  Students “two stepped.” When they were getting tow to
around the gym toe if they didn’t have a partner they put a hand up so they
 Asked students to “two step” around the gym and then can easily find who else does not have a partner. When
switched directions. Get “toe to toe” one partner sit. the students “Freeze” they put down the equipment
 The standing partner get a red hockey stick and ball. immediately and put hands on knees
Then the sitting partner gets a yellow stick and ball.
Practice hockey skills around the room, changing  Students practice getting control of the ball by trying to
direction and avoiding classmates. When she wants take from a classmate, students pair up and try taking
them to stop she says “freeze” control, students try making goals,
 The teacher progresses skills by clearly explaining the
specific skills they are working on. She only introduces  Students had the opportunity to practice all the skills
and has them practice one skill at a time. before playing in a game mode. Full class did not play all
 She gradually moves the class towards working in together
bigger groups then introduces them to playing the game
 Brought the students in for a closure circle, she asked
specific questions to have students think back to what
they did and why they did it, referring to what
exercising worked which muscles

Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking. Developmentally
appropriate (state what and why for each area)
The strategy seemed appropriate because they had many aspects addressed such as warm up, clear direction, clear transitions, all
students were involved, the teacher was giving specific feedback, completed with a closure to review what they did. The activities
were appropriate for sixth grade students.

Lesson Reflection: What are some changes you might make to further accommodate learning in this lesson based on your
insights as an observer? Provide reference to the Framework/other resource documents for your ideas.
If I were to recreate this lesson, I would include a cool down for the students before having them sit down to review. It is important to
let the muscles cool down as well as let the heart rate and breathing relax before completely sitting down and abruptly ending activity.
 EDU 543 Lesson Plan Observation Reports
PE observation: 2
https://www.pecentral.org/mediacenter/video_basketballdribblinglesson.html
Name: Alyssa Fisk School: YouTube video Grade: 4 Teacher: Tom
Winieki
Standards: Integration with other content areas: (ex. PE Framework p.
Students demonstrate knowledge of movement concepts, 204)
principles, and strategies that apply to the learning performance ELA: (CA.CCSS.ELA.L.3.2.F: Use spelling patterns and
of physical activities generalizations (e.g., word families, position-based spellings,
syllable patterns, ending rules, meaningful word parts) in
writing words.

Instructional/Assessment Strategies: What did the teacher
do?
 Teacher started by asking students to discuss what
makes a good dribbler. Then excused them to get a
basketball to practice dribbling with
 Teacher asked them to freeze and then gave them new
direction. He asked them to notice other people while
they're dribbling and make a mental note of who they
saw because he’s going to ask them to share who they
noticed.
 Teacher moved around and talked to students to see
who they were looking at or checking to make sure
they were practicing looking up
 Teacher said freeze, gave new direction to practice
spelling words that were posted on the wall while they
dribble, each letter is a bounce.
 Has students freeze, and gives them new direction of
where to go and what to do when they get there. They
are verbally going to review with a neighbor specific
skills
 Teacher reviews the specifics of the drill for practicing
their follow through, then walks around and works
with students
 Has students sit to talk about next progression, review
what they already know about this skill, asks a student
to demonstrate and the students observe to look for the
specific footwork. The teacher then explained and
talks about the different skill levels they are at and
reminds them to work at their skill level and progress
to the next step when ready. He explained the
progression again. Walked around and gave feedback
to students while they practiced
 Had students freeze, gave new instruction for next
progression
Student Activities: What did the students do?
 Students discussed with their neighbors and then shared
with their teacher different attributes and skills a good
dribbler exhibits. After discussing the moved around the
room with their own basketball practicing dribbling
 When the students had to freeze, they all stopped and
held the ball between their legs while the teacher gave
instructions
 Students practiced dribbling while looking around and
watching others
 Students waited and listened to new instruction with ball
held between their legs. Practiced dribbling by bouncing
the ball for every letter in their spelling words. The did
right hand, then left hand, switching hands, last, they
could move around the room.
 Students freeze with ball between legs and listen to
instruction. Then they go sit down and share what they
know with a classmate.
 Students practice throwing the ball up with a follow
through
 Students come sit with ball in lap, share with someone
next to them what the footwork was called that they
worked on in the previous lesson, they observe a
classmate demonstrate.
 Students practiced lay ups, some skipped, some
dribbled, they had about 5 or 6 hoops they could
practice at allowing the students to get an abundance of
practice
 Students had to freeze, listen for new instruction
 Students continued practicing dribbling, this time from
hoop to hoop and then practicing a layup

Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking.
This lesson showed a great use of progression in skills at a tempo in which kept all students active and engaged. They had enough
material for all students to be active. The activities were appropriate for fourth grade motor skills and allowed them to improve
skills no matter what skill level they were at.

Lesson Reflection: What are some changes you might make to further accommodate learning in this lesson based on your
insights as an observer? Provide reference to the Framework/other resource documents for your ideas.
I loved the clear instruction of what to do when he said freeze and his clear instruction showed that he was knowledgeable about
what he was teaching. If I were to change anything to this lesson it would be getting more of a variety of students answering the
questions rather than just one or two or letting the same students answer. I also think that more modeling should have been done,
even if it they were reviewing skills.
 EDU 543 Lesson Plan Observation Reports
VAPA observation: 1

Name: Alyssa Fisk School: YouTube video Grade: K-2 Teacher:

Standards:
ELA:
Participate in collaborative conversations
Create stories to verify ideas, thoughts, and thinking
Instructional/Assessment Strategies: What did the teacher
do? List
 Teachers are using dance and drama to teach the
standards from common core.
 One teacher was teaching the students about the
concept of tempo. First she explain the definition and
had the words listed on the board. Then she played a
song and had the students listen to it and notice the
different tempos, then as the students danced and
moved she could give feedback and visually see and
assess the students understanding through their
motions.
 One teacher was having students acting out the read
alouds. This is great for understanding what words
actually mean, especially for ELLs. Not only does
this build vocabulary it keeps students engaged and
has the potential to improve comprehension of the
story.
 Teacher integrates both dance and ELA standards.
Students are asked to make letter shapes with their
partner, teacher gives students time to make the
shape by playing music
 One teacher integrated the movements of dance and
locomotor skills in her transitions throughout the day.
She asks students do move from one place to the next
in a particular way using locomotor skills
https://youtu.be/uOZe33fFOSs
Integration with other content areas: (ex. PE Framework p.
204) Dance and Drama to teach Language Arts
EL acquisition
Connects with a variety of ELA standards K-2
Student Activities: What did the students do? List
 Students act out different concepts, make letter shapes
with their bodies
 students are getting up to move and physically do what the
words are saying and meaning. Ex: when learning about
tempo, students are moving slow or fast depending on the
tempo in the music. First, they listen to hear the music and
the difference then they show through movement their
understanding of different tempo
 students acting out what the cat was doing, as the teacher
read that the cat yawned, showed her claws and stretched,
the students acted out all of these moves just as a cat
would
 students make letter shapes with their body, exhibiting
special awareness, body awareness, and letter recognition

Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking.
1. Developmentally appropriate (state what and why for each area)

These teachers were working with students K-2, the imagination and simplicity of the movements, construction, group work, and the
presentations of the work were appropriate for the grade levels. The lessons were fun, engaging, and directly integrated with the ELA
standards.

Lesson Reflection: What are some changes you might make to further accommodate learning in this lesson based on your
insights as an observer? Provide reference to the Framework/other resource documents for your ideas.

If I were to recreate any of these lessons, I would want to make it more clear what we are working on in our ELA standards. I was
not sure how exactly they were assessing student understanding and comprehension on these activities, so I would want to make it
clear and direct what the teacher is looking for when the students are performing their dances or dramatic remakes of stories and
ideas.
 EDU 543 Lesson Plan Observation Reports
VAPA observation: 2

Name: Alyssa Fisk School: YouTube video Grade: Teacher: Wendy

https://youtu.be/XoB4_qXDkTk
Standards: Integration with other content areas: (ex. PE Framework p.
204)
Instructional/Assessment Strategies: What did the Student Activities: What did the students do? List
teacher do? List  students try to pronounce the name, then repeat it after
 introduces the artists name, asks students to try to Miss Wendy the correct way
pronounce it, explain it is not American and then  students share things that they see and know
teaches them how to pronounce the name
 introduces a piece that the artist produced asks
student to observe and share what they notice
 talked about where the artist is from and showed a
map so the students can visually see all the places  students shared if they remembered the paintings she
the artist had been and traveled to showed, named the titles and artists of them
 showed students different painting that they are  point out the different music things and colors they see in
familiar with and explained that the artist they are the pictures (piano and violin, primary colors, secondary
talking about it from the same time period. colors)
 Showed students a picture of the artists painting,
asks them to notice what they see, clarifies what  students share the shapes, colors, had a hard time
primary colors and secondary colors are reviews explaining feelings,
what complementary colors are
 Shows a second painting, asks for observations and  shares that complementary colors make you happy
what they notice and to compare with to the last
painting, what kind of feelings
 Third painting, asks them what kind of colors they
see, complementary colors
 Shows two examples of what she did with her art  students now have the opportunity to listen to the music
and has the kids notice the difference between the and create their own versions of how the music effects
two, she then explains she was listening to a their artistry
different song for each. So they are going to do the
same thing. She explains she will be handing out
one black square for everyone and when she plays
the music they will work on their art square. She
shows by example first how a song can influence  students start working with brighter colors
the colors you use. Ex: Soft colors for calm soft 
music
 As the music picks up and goes faster she might
choose to use a different, stronger and brighter color
 Gave feedback to students as they worked
 After first square was done she showed some
students examples to the class and pointed out the
things she liked about them
 Plays song number two for students to listen and
create to, shows a student example that is already
very different that the previous one

Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking.
1. Developmentally appropriate (state what and why for each area)
It was unclear what grade level the video was observing, it appears to be primary levels. The way in which Miss Wendy
presented the background information as well as connecting the artist to other artists from previous lessons was a great
progression and introduction. She included the terminology of colors and art as well. I believe she explained through the
introduction and connection very well, leading smoothly into how she recreated and how they too will have the
opportunity. She presented the project and led them through in a way that was clear but also allowed the students to be
free with their art and make it their own.
Lesson Reflection: What are some changes you might make to further accommodate learning in this lesson based on your
insights as an observer? Provide reference to the Framework/other resource documents for your ideas.
If I were to do this lesson I would want the students to have more interaction and ideas of their own, I felt this lesson was very
structured in a way that the students were not given the opportunity to deepen their thinking and understanding of the artist and
making artistic choices.
 edTPA 2016 Handbook
EDU 543 Teacher Aiding /Fieldwork Activities (2 hours in a classroom required)
Do the following:
Activity 1: Research the VAPA and PE program in the school where you are observing and report findings in both areas. How do
they complete the standards for both areas of the curriculum? Note programs such as the 100 Mile Club/others that may be part of
the way standards are being met.
The first-grade classes put on a Gingerbread Man show in December. The upper grades have a drama club, choir, and a band class.
The have a festival of arts each year. The whole district participates in the Pen, Pencil, and Brush contest. The participate in Jump
Rope for Heart.
Activity 2: List and provide a brief explanation/description of your Teacher Aiding types of activities that you have engaged in
during your fieldwork experience for this course. Activities that provide support for the Field Supervisor Teacher as well as those
activities dealing directly with students should be included.
 Hand out balls to students
 Demonstrate how to bounce the ball in place, moving, to a partner
 Help explain how to play four square
 Advised at a four square court

Teacher Aiding Grade level Description of Activity

Activity Type Teacher/School
PE Program Grade 1/ Mrs. Report of findings:
Fisk/ Jurupa  I helped encourage and guide the students with their bouncing skills, several kids
Vista have a hard time controlling the ball and using their hand eye coordination
Elementary  Some students had a particularly hard time bouncing the ball while moving
 When it was time to bounce the ball to a friend, a few had a hard time controlling
where it was going while others struggle with the hand eye coordination of
catching
 When it was time to put all the skills together into the game, the students needed
help keeping clarification of the rules and definitely needed adult referees. Other
students were trying to call people out.
 Some students had a hard time with getting the ball to the next square, while
others struggles with the aiming of their ball
 Overall the students had a good time and I saw some gross motor skill
improvement in just a week
VAPA Program Report of findings: did not help with VAPA
Other activities: Describe activity: did not help with other activities

Finally: Help yourself become proficient at getting to know students.

Download several Interest Surveys: Google interest surveys for elementary students and get ideas. Arts and PE are great
areas of the curriculum to learn more about the interests and attitudes of your students and helps you plan other content area
lessons.

1. Student Interest Survey:

http://view.officeapps.live.com/op/view.aspx?src=http%3A%2F%2Fdaretodifferentiate.wikispaces.com%2Ffile%
2Fview%2FElementary%2BInterest%2BSurvey%2B2.doc – More for elementary students. Seventeen questions in
length. Another survey that asks about general interests such as favorite books, television shows, etc. This is a Word
Document and can easily be printed and edited.
2. Student Interest Survey: http://www.scholastic.com/content/collateral_resources/pdf/student_survey.pdf -- This
begins as another general interest survey, but then gets more specific. For example: “If I had a million dollars I
would...” and “This is what one of my teachers did last year that I liked the most/least...” Then, it lets students give
a list of favorites. It seems to be set up mostly for middle grades, but could easily be adapted for all grades. It is
three pages long. This survey is in PDF format and can be printed, but unless you have the proper software,
it cannot be edited.
 3. Reading Interest Survey: https://s-media-cache-
ec0.pinimg.com/originals/2b/78/aa/2b78aa154635591113b46dae1bd8f00b.jpg -- This survey is billed as more of an
elementary survey, but it could work for middle grades as well. It can give the teacher a good idea of what the
student likes to read. It can also give the teacher an idea of what the reading environment at home is like.
4. Student Interest Survey: http://www.ladybugsteacherfiles.com/2011/08/student-interest-survey.html -- This
comes from a second grade teacher’s blog. Questions I liked that could tell me more about a student: “Where did
you celebrate your last birthday?” “What is the name of the last movie you watched?” “What class job would you
like? Why?” The last question could help get your classroom community started. This can be downloaded into PDF
format, shared, and/or embedded.

Develop you own interest survey geared for the content areas of VAPA and PE. Include your survey with
this section of the fieldwork: *next page*
 All About Me
Name Favorite color
______________ ______________

Favorite movie
______________

Birthday Favorite hobby

______________ ______________

Favorite book
______________

Favorite show Favorite game

______________ ______________

Favorite book
______________

Favorite super
Favorite animal hero
______________ ______________