page i · missed & late assignments all in-class assignments (i.e. tests, in-class activities,...

Appendix A

Course Code: CAYW 211 Semester: 4 Campus: Kingston

Faculty: Jillian Maiming Phone/Ext: 1653 Email: [email protected]

Additional Contact Information: Availab for appointments arranged via email, office #33070.

Initials of Campus /Associate Dean: Approved for Academic year: 2016-2017 Term: Winter

Required Texts, Materials, Resources or Technical Materials Required

There is no text for this course.

Students will need to bring the following art supplies to every class: pencil, eraser, markers, pencil crayons or crayons, scissors, glue.Students may also be required to bring additional supplies to class based on the weeks in -class activities.

Attendance and Participation

Attendance

Students are responsible for all information that is communicated and distributed in class and via Blackboard. There is no grading linked to attendance alone, however, there is a noted correlation between attending class and higher achievement. Consider attending as many classes as possible during this course in order to do well. When students cannot attend, they are responsible for checking Blackboard for missed content. There is no opportunity to make up missed work later in the semester. The expectation is that students will be in attendance, punctual, and prepared to learn. Any absences or extenuating circumstances should be relayed via email to the Professor, in advance of the missed class, in order to be eligible for extensions or alternatives.

Participation

In this course, you are required to participate regularly. Participation will be marked at a group level and at an individual level. The ?pup participation takes the form of completing in-class activities and assignments. Group participation is worth a total of 10% of the overall grade. Individual participation, which includes in-class learning activities, is worth a total of 10% of your grade. In order to achieve the full marks, students should be punctual, prepared, positive, and professional. Since students can track their own attendance and absences from classes, students are responsible to stay aware of how much course time they are missing, and connecting with the Professor if needed.

Classroom Behaviour

Classroom disruptions will not be tolerated during class time. If you are disruptive in the learning environment while class is occurring, you may be asked to leave, and a reduction in participation points will occur. This includes students frequently coming in late or leaving early. Seat selection and manner of entry/exit should be considered. Should disruptions become an issue, the Professor reserves the right to implement classroom policy regarding appropriate entry and exit. Repeated disruptions may warrant a meeting with the Instructor. Examples of disruptions include, but are not limited to: talking while the Instructor is talking, disrespecting classmates, listening to your iPod, texting on your cell phone, misuse of food, or using a laptop in an inappropriate way. The classroom is first and foremost a learning environment, and there are limitations on the appropriateness of other activities and conduct.

Special Notes about this Course

Group Assignments (10 Assignments x 1% each = 10%)

Students are expected to complete up to ten in-class group assignments worth 1% each.Group size is usually 4-6 students. Group assignments will be completed in class and submitted to the Instructor for marking at the end of each class. Missing a group assignment (by choice or by circumstance) results in a mark of 0 marks earned for that item. Students leaving before the group assignment is fully completed and submitted will earn only partial marks for that item. Students missing a group assignment due to extreme extenuating circumstances can communicate and meet with the Instructor to discuss options.

Amended 2014, Copyright @ 2009, St. Lawrence College, Kingston, Ontario. All rights reserved. Page i This document can be made available in accessible format upon request.

Classroom Learning Activities: (10 Activity Days x 1% each = 10%)

Students are expected to participate in weekly classroom creative activities to enhance their learning. These may include (but are not limited to) videos, case studies, role-plays, discussions, skits, and hands-on art activities. Students must be present in the classroom to gain these marks, unless otherwise indicated. Instructor will note participation and conduct. Students missing a class due to extreme extenuating circumstances can communicate and meet with the Instructor to discuss options.

Project One: Photo Collage Portfolio (15%)

Students will be collecting photos of their in-class work and anything completed at home, and packaging the photos into a summary collage of their creative arts experiences. Students will be evaluated on the completion of contents, use of medium, creativity, design, and summary or presentation of relevant information.

Project Two: Tool-Kit and Presentation (20%)

Students will be required to work in small groups to create and present a tool-kit of creative intervention items and techniques for a specific case study. Students will be evaluated on the quality of their submission, accuracy of their intervention choices, presentation skills, and their adherence to project guidelines.

Project Three: Creative Arts Program (30%)

The student is required to design, implement, and evaluate a series of six (6) small group sessions at their placement focused on a therapeutic topic. Students will be evaluated on the program design, delivery, and evaluation data and their adherence to project guidelines.

Show and Tell Activity (5%)

Students will vocally and visually share with the class one thing they learned from implementing their group program. Students will be evaluated on their reflective practice, and their level of engagement listening to others.

Classroom Supplies

This course runs a weekly practical component to solidify learning through application. To participate, students are required to have appropriate supplies, consisting of a pencil, eraser, markers, pencil crayons or crayons, scissors, and glue. Students will not be able to fully participate if they are unprepared for class. To earn full participation marks, a student needs to be present in the classroom, a positive participant in the activity, and have appropriate supplies with them. Since some of these activities are completed individually, sharing supplies will not count as prepared.

Other Notes:

Evaluation The student will be evaluated using a series of measurements including in-class assignments, out-of-class assignments, and written evaluations. In order to pass this course and be eligible for graduation, the student must achieve an overall course average of 50% or higher. All grades are fmal and there are not any make-up exams or assignments to improve a grade. If you wish to discuss a grade on an assignment or test, you must wait 24 hours before contacting the teacher to make an appointment to discuss this assignment.

Missed & Late Assignments

All in-class assignments (i.e. tests, in-class activities, presentations etc.) must be completed on the specified date and time in order to be eligible for full marks (see course delivery timetable for dates). Students who fail to complete in-class assignments on the specified time and date will receive a mark of zero (0). Students who obtain permission from the Instructor in advance of the in-class assignment due date and who are eligible due to extenuating circumstances, may be allowed to write a missed in-class assignment on an alternative date determined by faculty.

All projects must be handed in within the first 15 minutes on the specified date reflected in the course delivery timetable printed above. Any projects not handed in on the specified date and time will be given a grace period of twenty-four hours (24 hrs) from the designated due date. All projects handed in during the twenty-four hour grace period will receive a late penalty of fifty per cent (50%) of the value of the project. Any assignments handed in after the twenty-four hour grace period will not be accepted and the student will receive a mark of zero (0) for the late project. If a student requires an extension on the assignment they need to speak with the Professor in advance of the due date with a rough draft of the

Amended 2014, Copyright © 2009, St. Lawrence College, Kingston, Ontario. All rights reserved. Page ii

This document can be made available in accessible format upon request.

Course Delivery Schedule

Initials of Campus/Associate Dean: Date: No yo il Please Note: Any changes to this delivery schedule will be communicated in writing by the professor to the students.

Evidence of Learning

Week/Module Intended Learning Resources and References

Intended Delivery Process

Assessment Strategy Evaluation and Weighting

Week One Jan. 10th

Introduction to Creative Interventions. Course Content and Expectations. Course Learning Outcomes.

Discussion of Project One, Project Two, and Project Three

Course Outline, Course Appendix, Assignment Outlines, Handouts

Lecture, Q&A. Group Assignment, Group #1 - 2%

Week Two Jan. 17th

Theories of Creative Therapies, (CLO#1) Review of Therapeutic Activity Concepts.

Review of Project One, Project Two, and Project Three

Power Point Presentation, Class Notes.

Lecture, Q&A, Small Group Assignment t,

Group Assignment, Learning Activities

Group #2 - 2% Activities #1 — 1%

Week Three Jan. 24th

Role of the CYC,(CLO#1) Effective Practice and Use of Techniques


Lecture, Q&A, Small Group Assignment


Group #3 - 2% Activities #2 — I% Field Placement Sign Sheet Due

Week Four Jan. 31st

Relaxation Interventions, (CLO#2,3,4) Power Point Presentation, Class Notes.

Lecture, Q&A, Small Group Assignment b



Week Five Feb. 7th

Play Based Interventions, (CLO#2,3,4) Power Point Presentation, Class Notes.



Group #5 - 2% Activities #4 — I%

Week Six Feb. 14th

Art Based Interventions, (CLO#2,3,4) Power Point Lecture, Q&A, Small Group Assignment


Group #6 - 2% Activities #5 — I% Presentation, Class

Notes.

Week Seven Drama Based Interventions,(CLO#2,3,4) Power Point Lecture, Q&A, Group Assignment, Group #7 - 2%

Amended 2014, Copyright © 2009, St Lawrence College, Kingston, Ontario. All rights reserved. Page iv


assignment already prepared. The amount and quality of work already completed will be a determining factor in the granting of extensions.

Continuance Policy:

Students must successfully complete all pre-determined pre-requisites in order to proceed to the next course/graduation (See program manual for pre-requisite list). Students are required to attain an overall grade of D (50%) in their classes in order to pass.

Use of Electronic Devices:

The use of electronic devices used for data storage is permitted during non-test classesprovided that the use is appropriate and does not interfere with teaching or learning of others.

Are Rubrics Attached: Yes: X No:

Amended 2014, Copyright C) 2009, St. Lawrence College, Kingston, Ontario. All rights reserved. Page iii This document can be made available in accessible format upon request.

Feb. 21st Presentation, Class Notes.

Small Group Assignment

Learning Activities Activities #6 — 1%

Week Eight Feb. 28th

Music Based Interventions, (CLO#2,3,4) Power Point Presentation, Class Notes.



Group #8 - 2% Activities #7 — I%

Week Nine Mar. 7th

Story Based Interventions, (CLO#2,3,4) Power Point Presentation, Class Notes.




March 13- 17th MARCH BREAK

Week Ten Mar. 21st

Group Work re: Project Two Submission of Project One: Portfolios (CLO#5)

Group work Group Work Individual Portfolio Project One — 15%

Week Eleven Mar. 28th

Project Two: Tool Kit Presentations, (CLO#1,2,3,)

Presentations -

Presentations Group Presentation, Learning Activities

ProjectTwo- 20% Activities #9 — 1%

Week Twelve Apr. 4th

Project Two: Tool Kit Presentations, (CLO#1,2,3,)

Presentations Presentations Group Presentation, Learning Activities

Project Two- 20% Activities #10 — 1%

Week Thirteen Apr. 1 l th

Resiliency (CLO#1) Creative Intervention Challenges (CLO#5) Final Submissions of Project Three (CLO#1,2,3,4,5)



Group Assignment, Individual Write-up

Group #10 - 2% ProjectThree- 30%

Week Fourteen Apr. 18th

Show and Tell Activity (CLO#5) Group Activity Group Activity Individual Sharing Show/Tell — 5%

Week Fifteen Apr. 25th

Course Wrap Up Assignment Return (i.e. Project Three) Outstanding content or presentations

Amended 2014, Copyright © 2009, St Lawrence College, Kingston, Ontario. All rights reserved. Page v

This document can be made available in accessible format upon request

Assessment/Evaluation Plan

Assignment Description Students will demonstrate learning in the following ways: Evaluation Methodology Tentative Due

Dates % of Grade

Group Assignments

Classroom Learning Activities

Project One: Photo Collage Portfolio

Project Two: Tool-Kit and Presentation

Project Three: Creative Arts Program

Show and Tell Activity

Students have the opportunity to complete a total of 10 in-class group assignments focused on

applicable weekly topics.

Students will transition theory into practice through in-class learning activities. This may include participating in the activities, sharing experiences, asking questions, discussion, and

showing interest in the content, but also general classroom professionalism, and preparedness.

Students will be collecting photos of their in-class work and anything completed at home, and

packaging the photos into a summary collage of their creative arts experiences,

Students will be required to work in small groups to create and present a tool-kit of creative ry inteention items and techniques for a specific

case study.

The student is required to design, implement, and evaluate a series of six (6) small group sessions at

their placement focused on a therapeutic topic.

Students will vocally and visually share with the class one thing they learned from implementing

their group program.

Assignments will be completed in-class (unless otherwise arranged with the Professor) and submitted for marking at the end of each class. Each week listed r,

is worth 2%.

Classroom observations and recorded weekly in Instructor's Notes. Each week listed is worth 1%.

Students will be evaluated on the completion of contents, use of medium, creativity, design, and

summary or presentation of relevant information.

Students will be evaluated on the quality of their submission, accuracy of their intervention choices, presentation skills, and their adherence to project

guidelines.

Students will be evaluated on the program design, delivery, and evaluation data and their adherence to

project guidelines.

Students will be evaluated on their reflective practice' and their level of engagement listening to others.

Weeks 1-9 and week 11.

Weeks 2, 3, 4, 5, 6, 7, 8, 9, 11, 12.

Week 10

Week 11 & 12

Last date for submission is Week 13

Week Fourteen

20%

10%

15%

20%

30%

5%

Amended 2014, Copyright © 2009, St. Lawrence College, Kingston, Ontario. All rights reserved. Page vi This document can be made available in accessible format upon request.

Project One - Photo Collage Portfolio

Due: Week 10

Worth: 15 points or 15% of final grade

This is an individual assignment.

There is no write-up attached to this assignment.

Photos: Throughout the semester students are encouraged to take photos of their learning activities, such as finished artwork, the creative process, or working together with a partner or small group.

Privacy: All students are to be respectful of individual student confidentiality and privacy, therefore there should be no faces or identifying information in any of the photos. Angle your photos to include other ways to showcase your participation, such as hands, or backs of the head.

Collage: In lieu of a written assignment, students are creating a photo collage of their participation. This can be done in one of three ways (please see the list below).

• Using the full space, create a layout showcasing what you have learned during our practical activities, using your photos, and other creative medium such as paint, marker, crayon, scrapbooking paper, stickers, etc.

• Each photo should be labeled as to what you learned or a caption about the activity.

• You can get your photos professionally printed, print out your photos on computer paper, or insert them electronically onto a page.

• Be creative! The only rule is that your materials must be flat, so no beads, noodles, or other raised medium.

Choose one method to complete this assignment from below.

1. Bristol Board Collage (22 x 28)

2. Poster Page Collage (11x17)

3. Duotang Collection (8.5x11)

Amended 2014, Copyright 0 2009, St. Lawrence College, Kingston, Ontario. All rights reserved. Page vii This document can be made available in accessible format upon request.

Project One — Photo Collage Portfolio Rubric

3 2 1

Organization of Layout Layout is easy to follow and read.

Layout is adequate design, some efficient use of space.

Layout is scattered with limited thought.

Confidentiality No photos or other medium show a student identity.

Limited attention regarding confidentiality, some student information identifiable.

No attention to confidentiality, students can be identified.

Professionalism and Completion

Complete, professional, and polished finished product.

Finished product adequately displays completion.

Finished product is haphazard, unfinished, or unpolished.

Use of Medium (i.e. paint, marker, crayon, chalk, sticker, decorative paper, etc.)

Use of 3 or more mediums in addition to photos.

Use of 2 mediums in addition to photos.

Use of one medium in addition to photos.

Creativity and Creative Process

Student demonstrated full participation in the creative process, including exploration of colour, design, and variety of medium.

Student participated in the creative process, and explored some techniques such as use of space or a new medium.

Student was limited in their participation, demonstrates a lack of detail or exploration.

Amended 2014, Copyright @ 2009, St Lawrence College, Kingston, Ontario. All rights reserved. Page viii This document can be made available in accessible format upon request

Project Two — Therapeutic Tool-Kit

Due: Week 11 and Week 12

Worth: 30 points or 20 % of final grade

(Tool-Kit = 15 pts or 10% /Write-up = 15 pts 01 10%)

Groups: Students will work in groups of 4-5 to create a functional tool kit which can be used when working with children and youth. Students will present the tool kit to their classmates in week 11 or 12, as well as submit a collective written assignment.

Tool-Kit: The tool-kit will be created for a specific case study supplied by the Instructor. The tool kit will include a minimum of 10 items. The items should reflect the age group and case study of the clients it is intended for. At least three of the ten items are expected to be original.

Write-Up: The written assignment will have a cover sheet that includes the title of the report, the course title and code, the instructor's name, and student names. The report will conform to college standards in grammar and punctuation. The printed pages will be typed on 8.5 x 11 white paper, single-spaced, stapled, and a font size that will conform to something reflective of Times New Roman 14.

The written report will include the following headings:

1) Introduction: This will be a general description of the group of children/ youth that the kit was designed for. It will include a description of the outward appearance of the kit and reasons for the appearance.

2) Contents: Each item in the kit will be listed in this section with its own sub-heading. A detailed description of the item including how it would be used as well as the reasoning for inclusion should be included.

3) References: This section will include any sources used to develop the tool kit. Please note that references should follow a specific format (see reference section in this document).

Amended 2014, Copyright © 2009, St. Lawrence College, Kingston, Ontario. All rights reserved. Page ix This document can be made available in accessible format upon request.

Project Two- Tool-Kit Presentation Rubric

3 2 1

Organization Information is presented in a polished and seamless order.

Information is presented in a logical order.

Information is not presented in a logical order.

Group members collaborate well within the presentation.

Group members are aware of their part in the presentation.

Group members are unaware or confused of their part within the presentation.

Knowledge Thorough demonstration of tool kit items.

General demonstration of tool kit items.

Brief demonstration of tool kit items.

Detailed explanation of their intended use

Adequate explanation of their intended use.

Limited explanation of their intended use.

Group Evaluation Student was always respectful, contributed to the group, made themselves available to the group, completed tasks and met deadlines

Student was often respectful, contributed to the group, made themselves available to the group, completed tasks and met deadlines

Student was sometimes respectful, contributed to the group, made themselves available to the group, completed tasks and met deadlines

Amended 2014, Copyright C) 2009, St. Lawrence College, Kingston, Ontario. All rights reserved. Page x


Project Two — Tool-Kit Write-Up Rubric

3 2 1 Spelling/Grammar No spelling/grammar

errors 1-3 spelling/grammar errors

4-6 spelling/grammar errors

Format All sections of assignment, headings and sub-headings are included

All sections of the assignment are included, Some headings and sub- headings are included.

Some sections of the assignment are included. Lack of proper headings and sub-headings

Originality Kit includes more than 5 original items/ideas

Kit includes 3-5 original items/ideas

Kit includes 2 original items/ideas

Quality All items have a detailed description, usage and reason for inclusion, Photos and/or illustrations are included

All items have a detailed description, usage and reason for inclusion.

All items have a description, usage and reason for inclusion

Demonstration of Knowledge

All items in kit are effective tools for the case study.

Most items in kit are effective tools for the case study.

Some items in kit are effective tools for the case study.

Presentation Write-up Total /15 points /15 points /30 points

Amended 2014, Copyright @ 2009, St Lawrence College, Kingston, Ontario. All rights reserved. Page xi


Project Three — Creative Arts Program

Due: Last week to submit is Week 13 (you can submit earlier).

Mark: 30 % of final mark

The student is required to design, implement, evaluate, and write-up a series of six group sessions thirty to forty-five-minutes in length.

The program will combine play, art, relaxation, storytelling, music, and drama in its delivery and will be suitable for children or youth in one of the following age groupings middle childhood (6 — 9 yrs), late childhood (10 -12 yrs); early adolescence (13— 15 yrs) and late adolescence (16— 19 yrs).

The Program:

Students will design and implement 6 sessions of a program during their placement. The 6 sessions may be the entire program or they may be a section of a larger program the student is running.

Students are required to consult their placement supervisor about the expectations and guidelines of the program project prior to beginning the development of the program.

The program must have a focus topic that ties the 6 sessions together.

Examples of some possible focus topics could be: How to Make a Friend, How to Resolve Conflict, Street-Proofing, Problem Solving, Decision Making, Assertiveness, Self Esteem, Bullying, Separation and Divorce, Body Image.

The student will be required to indicate why this particular theme or life skill is important to the developmental level of this particular group of children/youth.

Written Report:

The written assignment will have a cover sheet that includes the title of the report, the course title and code, the instructor's name, student name, and student number. The report will conform to college standards in grammar and punctuation. The printed pages will be typed on 8.5 x 11 white paper, single-spaced, stapled, and a font size that will conform to something reflective of Times New Roman 14.

The written report will include the following headings:

1. Introduction: This should be a general description of the group including ages, numbers, where the activity was held, times, dates, etc.

Amended 2014, Copyright 0 2009, St. Lawrence College, Kingston, Ontario. All rights reserved. Page xii This document can be made available in accessible format upon request.

2. Objectives: This is to include your goal or theme for the program, why you feel this is a suitable goal for the group, as well as the main objectives you wish to accomplish and how you plan to accomplish them for each individual session.

3. Program: Each session will have a one-page outline of the session including the main goal or focus for that particular session followed by each activity written up in the prescribed format. All activities, lessons, interventions, discussions, and demonstrations must be written up using the activity format provided on blackboard.

4. Evaluation: The student must collect feedback from the clients, their supervisor as well as themselves. The student will include in their report:

• A summary of the group's evaluation, supervisor's evaluation as well as a self-evaluation.

• A description and/or an example of how you collected evaluative data.

• Make sure to include positive insight along with areas, both in leadership and in program design that can be improved upon and developed further.

• Be sure to provide reflection on the feedback received.

5. Conclusion: This section will summarize the preceding information and provide a statement or statements regarding the importance and validity of program development and evaluation.

6. References: This section will include any sources the student used to develop her program. Please note that references should follow a specific format (see reference section in this document).

Amended 2014, Copyright 0 2009, St. Lawrence College, Kingston, Ontario. All rights reserved. Page xiii This document can be made available in accessible format upon request.

Project Three: Creative Arts Program - Activity Format

Name: The name of the game, intervention or activity. If there is not one provided make one up.

Purpose:

Age & Size:

The intended goal or reason for the intervention, not the object of the activity but what you hope to accomplish by facilitating the activity. This section should be a maximum of two sentences.

The appropriate age grouping as suggested in your project guidelines and the size of the group in terms of specific numbers. The size is determined by how many children you feel you can manage for this particular activity. Do not use the catch-all phrase any age any size group. Age and size only. Avoid explaining reasons for your choice — age and size only.

Materials: Any and all materials required for the activity, game or craft.

Instructions: A clear description that anyone could follow in order to conduct the game, craft or activity. Do not copy the activity word-for-word from the text.

Cautions: Anything the adult leader should be aware in order to successfully complete the activity. Challenges that this particular activity might have to children with psycho-social difficulties, mental health issues or learning challenges.

Variations: Other ways in which the activity may be played or variations to suit other age groupings.

Amended 2014, Copyright 0 2009, St. Lawrence College, Kingston, Ontario. All rights reserved. Page xiv This document can be made available in accessible format upon request.

Awe* St. Lawrence

College

Child and Youth Care Program Creative Therapeutic Interventions

CAYW 211

Field Placement Signing Sheet #1 DUE: Week Three

• The student named below has presented and shared the Project Three expectations, guidelines and expected timeline with me.

• Based on these expectations, guidelines and timeline the student will be able to complete the project at this placement.

• Should the student not be able to complete the project due to placement restrictions, it is required that the placement supervisor provide explanation via email or on placement letterhead.

Student's name

Field Placement Location

Field Placement Supervisor's Signature

Date

Amended 2014, Copyright 0 2009, St. Lawrence College, Kingston, Ontario. All rights reserved. Page xv This document can be made available in accessible format upon request.

itioffig

St. Lawrence College

Child and Youth Care Program Creative Therapeutic Interventions

CAYW 211

Field Placement Signing Sheet #2 To be submitted with Project Three

• The student named below programmed and implemented 6 sessions within the field placement.

• The student adhered to all rules of conduct and confidentiality reflective of the educational and or therapeutic setting.

Student's name

Field Placement Location

Field Placement Supervisor's Signature

Date

Amended 2014, Copyright 0 2009, St. Lawrence College, Kingston, Ontario. All rights reserved. Page xvi This document can be made available in accessible format upon request.

Project Three Marking Rubrics (x3)

Presentation Evaluation Program Design Total Grade /24 pts /16 pts /30 pts /70 pts /30%

Presentation Rubric (24 Points)

5 4 3 2 1 Spelling/Grammar There are no

spelling/ grammar mistakes.

There are1-2 spelling/grammar mistakes.

There are 4-5 spelling/grammar mistakes.



Field Placement Signing Sheet #1

Signed sheet is submitted by deadline.

Field Placement Signing Sheet #2

Signed sheet is included with project upon submission.

Bibliography Bibliography is included in proper format.

Bibliography is included with some formatting errors.

Bibliography does not follow proper format.

Organization Project is very well organized and includes clear sub- headings.

Project is organized and includes sub- headings.

Project is somewhat organized with sub- headings.

Project is missing one or more sub-heading.

Amended 2014, Copyright © 2009, St. Lawrence College, Kingston, Ontario. All rights reserved. Page xvii


Evaluation Rubric (16 marks)

5 4 3 2 1 Quality and Quantity of evaluation data

Use of more than one evaluation method. Detailed description and reasoning of chosen evaluation method(s). Example of evaluation(s) included.

Detailed description of evaluation method used and reasoning for choice. Example of evaluation method included

Detailed description of evaluation method used. Example of evaluation method included

Description of evaluation method used. Example of evaluation method included

.

Example of evaluation method included

Description of group reaction to program

Detailed description of the group reaction, with specific examples

Detailed description of the group reaction.

Somewhat detailed description of the group reaction.

Interpretation of data collected

Based on feedback student is able to describe multiple areas of effectiveness and areas of improvement

Based on feedback student is able to identify multiple areas of effectiveness and areas of improvement

Based on feedback student is able to identify some areas of effectiveness and/or areas of improvement

Effectiveness of self- evaluation

Student is exceptionally reflective in their response to feedback and able to demonstrate learning and insight within both programming and implementation

Student is reflective in their response to feedback and able to demonstrate learning and insight within both programming and implementation

Student is somewhat reflective in their response to feedback and able to demonstrate some learning and insight within both programming implementation

Student provides response to feedback as well as identifies areas of personal improvement and growth.

Student provides minimal response to feedback acquired through evaluation.

Amended 2014, Copyright @ 2009, St Lawrence College, Kingston, Ontario. All rights reserved. Page xviii


Program Design Rubric (30 Marks)

5 4 3 2 1 Originality of activities

Student includes more than 5 original activities in their program

Student includes 4-5 original activities in their program

Student includes 3 original activities in their program

Student includes 2 original activities in their program

Student includes 1 original activity in their program

Quality of activities

All activities are engaging and purposeful with a clear objective,

Most activities are engaging and purposeful with a clear objective,

,

Some activities are engaging and purposeful with a clear objective,

Few activities are engaging and purposeful with a clear objective.

Age appropriateness of topic and activities

The program topic is clear, relevant and meaningful to the age-group. All activities are focused to the chosen age group.

The program topic is relevant and meaningful to the age-group. Most activities are focused to the chosen age group.

The program topic is unfocused. Some activities are focused to the chosen age group.

Sequencing of session

All sessions have a clear structure and include a beginning, middle and end.

Most sessions have a clear structure and include a beginning, middle and end.

Some sessions have a clear structure and include a beginning, middle and end.

Few sessions have a clear structure and include a beginning, middle and end.

Sessions lack a clear structure and do not include a beginning, middle and end.

Pacing of Program (session to session)

There is a very clear progression and beginning, middle and end to the program.

There is a clear progression and beginning, middle and end to the program.

There is a somewhat clear progression and beginning, middle and end to the program.

Program lacks a clear progression and beginning, middle an. end

Use of Creative Arts in programmin g

Student includes all creative formats in the overall program. Student includes diverse programming in individual sessions

Student includes all creative formats in the overall program. Student includes

some diverse programming in individual sessions.

Student includes most creative formats in the overall program. Student includes diverse programming in individual sessions

Student includes most creative formats in the overall program. Student includes some diverse programming in individual sessions

Student includes some creative formats in the overall program. Student includes some diverse programming in individual sessions

Amended 2014, Copyright @ 2009, St Lawrence College, Kingston, Ontario. All rights reserved. Page xix


Activities in All activities are in the Most activities are in Some activities are in

proper format proper format the proper format the proper format

Amended 2014, Copyright © 2009, St Lawrence College, Kingston, Ontario. All rights reserved. Page xx


"Show and Tell" Activity Outline

Due: Week 14

Mark: 5 % of final grade

• Students will come to class prepared to share an experience from their creative therapeutic intervention program.

• The experience could be positive or negative.

• Students are encouraged to bring a visual aid to enhance their sharing.

• Students will be reflective in their sharing process and be able to identify areas of learning a growth.

5 4 3 2 1 Student is extremely Student is prepared to Student is prepared to Student is able to share Student is not prepared to prepared to share a specific experience,

share a specific experience.

share a specific experience.

an experience,

Student is able to identify

share an experience.

Student is unable to They are reflective They are somewhat They are able to identify learning identify growth or and identify learning and growth.

reflective and identify learning.

learning learning.

Student uses a visual aid to enhance sharing

Amended 2014, Copyright © 2009, St. Lawrence College, Kingston, Ontario. All rights reserved. Page xxi


page i · missed & late assignments all in-class assignments (i.e. tests, in-class activities,...

Documents