ART 373: Public School Art Lecture (1 semester hour
credit) Fall 2003 ART 374: Public School Art Studio (2 semester hour credits)
Tuesday and Thursday,
Instructor:
Office:
Telephone: 399-6474
E-mail: mgordon@barton.edu
Office Hours: Monday-Thursday
Required Text: Herberholz and Herberholz, Artworks for Elementary Teachers:
Developing Artistic and Perceptual Awareness and the accompanying workbook Art Starts: A
Supplement for Implementing the Concepts in Artworks for Elementary Teachers,
McGraw Hill, 2002
Purpose of Course: Art is offered in the elementary grades as a way to
provide opportunities for creative self-expression. It also serves as a means of developing
sensory perception, nonverbal communication, and dexterity. This course
includes investigation of art education at the elementary school level as well as
a significant studio component.
Philosophy related to the course:
--from
Barton’s Statement of Purpose, page 6, 2003-04 catalogue. The goal of
The Teacher Education
Program fosters the four strands of Knowledge of Content, Pedagogy, Diversity,
and Leadership.
Content Knowledge:
Studio art skill development is promoted though studio projects
in painting, drawing, basic 2- and 3-dimensional design, and
Pedagogical Skills:
Successful teachers are able to conceptualize and organize
integrated art programs from kindergarten through high school, and they
confidently apply a creative approach to problem solving in a wide variety of
individual situations. Acquiring
pedagogical knowledge requires that the prospective art teacher examine
different methodologies of teaching and learning through classroom, laboratory,
and clinical experience at all levels. An art specialist teacher is expert in
integrating with other curricular areas, acquiring knowledge of other
disciplines as they relate to visual arts.
Technological knowledge includes current digital technology
such as classroom web pages, internet-based research, powerpoint and hyperstudio,
and electronic portfolio presentation. Teacher education candidates broaden
their knowledge base by becoming familiar with materials and tools of the art
studio. In addition, medium-specific technologies such as basic sculpture
equipment, workshop power tools, ceramic kilns, printing presses, and
photographic developers are essential tools for the emerging art specialist
teacher.
Cultural Responsiveness:
Knowledge and experience with diverse student populations forms
an integral part of the Teacher Education candidate’s education. The visual
arts explore and celebrate human commonality across cultures. Production of visual art provides all
students, including those with language, physical, and developmental
differences, a means of exploring and expressing individual creative ideas.
Leadership Skills:
Dispositions for the successful teacher candidate include
leadership and awareness: leadership as professionals with a trajectory of
continued learning as educators; understanding of the significance of art in
our multicultural society. The
achievement of this goal is enhanced by visual arts integration into the
classroom. The teacher education candidate uses visual arts awareness as an
important tool to become a respected and knowledgeable member and leader in the
total school community.
Course Objectives:
At the end of the course the
student should be able to:
1. Manipulate art materials
with expertise (Knowledge of content)
2 Understand the role of art in
elementary school (Leadership)
3. Articulate instructional
objectives for lesson planning (Pedagogy) 4. Compile an array of effective
rubrics for evaluating art-based projects (Pedagogy)
5. Develop teaching
strategies to integrate art with other subjects Pedagogy)
6. Understand the role of art in a multicultural
and global society (Diversity)
7. Plan units to include parents in your
classroom learning community (Leadership)
8. Learn strategies for teaching art activities
within the guidelines of the NC Standard Course of Study and the National
Visual Arts Standards (Knowledge of content)
Important dates:
Last day to add the course:
September 2
Last day to drop the course:
September 23
Final Examination: Tuesday,
December 17,
Course Requirements and Grading:
10% Practice team-teaching, art lesson,
and written reflections
The class will present a
variety of art lessons for a local elementary/after school program. The class
will visit St. Therese Elementary during the early part of the term. In pairs,
students will present on hands-on art lesson to students at St. Therese. Each of these mini-lessons should be tied to
one curriculum area (such as language arts, science, math, reading, community,
or geography). You may glean ideas or
specific lessons from books, magazines, or find a project on the Internet. Each teaching session will form the basis for
an individual journal-style 300-word reflective paper. This reflection will be
evaluated on the basis of your personal growth and effort. Include observations
about project logistics, curricular tie-ins, classroom management, “what it’s
like to be a teacher,” students’ responses, what you would improve in the
lesson, clean-up, possible evaluation methods for students’ artworks, and level
of cooperation within your team. (May be handwritten or typed.)
These teaching visits are between
The current St. Therese guidelines for student behavior and
disciplinary procedures will be presented by Ms. Margie Diggins,
head of the after-school program, as part of our September 9 orientation. During all teaching sessions, the classroom
teacher/daycare supervisor will be present in the room and will be responsible
for overall classroom management.
5% Midterm exam
OPEN BOOK. This exam covers
material from the text (to page 152), class lectures, and discussions. Constructed-response and
short multiple-choice questions.
Tuesday, October 21
20% “You teach the class“
Each student will develop an
original art activity lesson for grades 5-6, present a detailed 6-point or DBAE
lesson plan, and teach it to the ART 373 class using a variation of the “Julia
Child time-lapse method.” See “Tips on Using Art Materials” in Art Starts Supplement for practical
hints. Also refer to text pages 113-119.
Include:
--a fully-developed and completed teacher’s sample project
--written classroom management procedures
--detailed assessment rubric
--400-word reflection on your practice project and preparation prior to the teaching
--12 copies of a 2-page lesson plan hand-out are to be distributed for class discussion.
--10 minutes are budgeted for presentation, demonstration, and clean-up.
--related enrichment activity for gifted students
--accommodations for one type of special needs student
A class presentation
assessment rubric will be distributed in early November. This presentation will
be videotaped. Tuesday, December 2
50% Studio projects
Drawing, painting, printmaking, paper mosaic, and clay.
Projects
will be introduced with in-class demonstrations, slide presentations, and
written guidelines. Evaluation will be based on effort, growth, and
neatness; individualized rubrics for each project will be employed. Clay will
be provided.
Studio Project Due Dates
Clay,
September 9
Crayon Resist,
September 30
Drawing,
October 16
Painting,
October 28
Mosaic,
November 11
5% Sample Classroom Webpage
Each student will present to a sample
class home-page for students and parents, incorporating 4 Internet links for
students’ use and 4 internet links for parents’ use. Examples will be
presented in class. Sources are also mentioned on page 135 of the text. A
printed version (one copy) must be handed in as part of this presentation. In
addition, a one-page typed hand-out must be given to each class member.
Due: November 20.
10% Written final exam
This cumulative exam covers
all classroom information (lectures and class presentations) and material from
the textbook. Consists of multiple choice, matching, and
short-essay constructed response.
Tuesday, December 16,
Late assignments: Each student is responsible for turning in any
assignments or projects missed due to absence.
Except in the case of valid prior arrangement, late assignments will
receive a 10% grade reduction per day.
Major Areas of Study--Course Outline
The nature of a combined lecture-studio art course requires
that scheduling flexibility needs to be maintained. Changes to this outline may be made with
appropriate notice and efforts to communicate such changes. Local field trips and special-guest visits
will be included during class time.
Lectures, Readings, Studio projects, Presentations
August 26 and 28:
Introduction to the Elements of Art
September 2 and 4:
Introduction to the Fundamentals of Design
September 9 and 11:
Strategies for Understanding Artworks: Art Criticism, Art History, and
Aesthetics
September 9: Visit local
elementary school for orientation and art lesson advanced preparation.
September 16 and 18:
Children Make and Respond to Art
A Portrait of Learners,
Developmental Stages and Sequential Art Curriculum
September 23 and 25:
Assessing the Artworks of Elementary Students; Rubrics; Writing Instructional
Objectives for Lesson Planning
Incorporating the NCSCS and National Standards
Review of DBAE and 6-point lesson plan
Rubric samples and NC
Standard Course of Studies are on Reserve. Sample lesson plans available in
classroom. National Standards (Text pp.140-1)
September 30 and October 2:
Cross-Curricular Integration of the Visual Arts;
October 7 and 9: Practice
teaching: art team-teaching lessons at local elementary school.
Discussion,
review, and evaluation of presentations.
Fall Break: October 10-15
October 16: New Directions
for the Twenty-First Century Technology and Curriculum Design
Orientation to new
technology consoles.
October 21 and 23: Review
and exam
October 23: Midterm exam.
Text pages 1-152, lectures, discussions and presentations.
Guest
teacher Tonda Jeffcoat.
October 28 and 30: Classroom
Technologies and Room Plans
Arranging the Classroom: Got Art?
Laminations, Stations, and Freebies
Visiting
art teacher from local middle school (TBA).
November 4 and 6: Mental or Physical Disabilities; Giftedness;
Connecting with Parents of Your Students: class websites, open house tips, and
the role of art in the school community
November 11 and 13:
Multiculturalism and Art Education
Due November 11: readings:
“Every Child’s Teacher: Core Standards for the Teaching Profession,” and
Johnson et. al., Introduction to the Foundations of
American Education, “Global Perspectives: Antiracist and Multicultural
Education” (pp. 145-153) on reserve
November 18 and 20: Looking
at Western and Non-Western Artworks
Due November 18: text, pages
153-206
November 20: Sample webpage
due.
November 25: Looking at
Western and Non-Western Artworks (continued) Due November 25: text, glossary
and pronunciation guide
November 26-30 is
Thanksgiving Break.
December 2 and 4:
December 2: “You teach the
class” presentations
December 4: Review of
student videos. Feedback, discussion and analysis.
December 9: Review for final
exam
Individual
meetings to discuss teaching styles.
Final Examination: Tuesday,
December 16,
----------------------------------------------------------------------
Grading:
A: exemplary, outstanding, excellent
B: above-average
C: average
D: below-average, barely
acceptable work
F: unsatisfactory,
unacceptable
A 100-94 C 77-74
A- 93-90 C- 73-70
B+ 88-89 D+ 68-69
B 87-84 D 67-64
B- 83-80 D- 63-60
C+ 79-78 F Below 60
Art Department civility
policy
Civility in the classroom is
essential to create a positive learning environment and is defined as
“politeness” and “courtesy.” Practicing
civility helps individuals develop lifelong skills necessary to become
effective and successful members of society.
Examples of incivility:
Habitual tardies
Lack of concern for the rights and feelings of others
Engaging in side conversations during a presentation or lecture
Leaving class early for non-emergency reasons
Using language likely to offend
College Honor Code and
Academic Honesty
(Page 70 in the 2001-2002
Barton College catalogue)
The following list of violations outlines infractions. The list is not comprehensive.
Academic dishonesty is defined as any act of cheating or
plagiarism.
Cheating is defined as giving or receiving aid, including
attempting to give or receive aid, without the specific consent of the
professor, on quizzes, examinations, assignments, etc.
Plagiarism is defined as presenting as one’s own the writing or
work of others. Whenever
phrasing is borrowed, even if only two or three words, the indebtedness should
be recognized by the use of quotation marks and mention of the author’s name. The language of another is not made the
writer’s own by omission, rearrangements, or new combinations; such an act is
plagiarism.
Disruption of the education process is defined as the obstruction
or disruption of teaching, disciplinary procedures, administration, or other
College activities.
Attendance policy: Students are expected to be in attendance and
on time. Each student should refer to the school attendance policy articulated
in the
Students with a diagnosed
disability must speak with the instructor at the beginning of the term about
any special needs or equipment necessary to accomplish the requirements for
this course.
Supplies needed for Art
Studio 274
liquid tempera or acrylic paint
(yellow, blue, red, black, white)
2 inexpensive small-medium brushes
pencils: “2b or not 2b...”
colored pencils and crayons
(--”scraps” are fine)
ruler, compass, eraser
Exact-o knife and scissors
glue stick or tiny bottle of white
glue
magic markers, thick and thin
Arches cold-pressed paper or posterboard
Details and suggested
sources will be discussed in class.
Supplemental
Arnheim, Thoughts on Art Education, Getty Foundation, 1989
--Art as a mode of visual
thought.
Barrett, Talking About
Student Art, Art Education in Practice,
Bates, Becoming An Art Teacher,
--Whys, whats,
and hows of art education for K-12 students.
Beattie, Assessment in Art Education, Art
Education in Practice,
--Performance assessment
strategies; scoring and judging; formative and summative assessment; validity
and reliability.
Gaudelius and Speirs,
Contemporary Issues in Art Education,
Prentice, 2001 --Introduces challenging cultural-educational situations, and
issues-based student art content.
--Multiple modes of
intelligence
Hallahan and Kauffman, Exceptional Learners: Introduction to
Special Education,
Allyn and Bacon, 2000
--Current trends in
education for exceptional students; helps future teacher develop both
professional knowledge and personal sensitivity.
Johnson, Dupuis, Musial, Hall, Gollnick, Introduction to the Foundations of American
Education, Allyn and Bacon, 1999 --General text
for educators; overview of the teaching field
Koster, Bringing Art into the Elementary Classroom,
North Carolina Department of
Public Instruction, “Arts Education K-12: Integrating with
North Carolina State Board
of Education, “Every Child’s Teacher: Core Standards for the Teaching
Profession,” 1999
Public Schools of North
Carolina, Department of Public Instruction, “North Carolina Standard Course of
Study: Arts Education,” revised 2000
Simpson, Delaney, Carroll,
Hamilton, Kay, Kerlavage, and Olson, Creating Meaning Through
Art: Teacher as Choice Maker, Merrill, 1998
Wachowiak and Clements, Emphasis Art: A
Qualitative Art Program for Elementary and Middle Schools, Sixth Edition,
Longman/Addison Wesley, 1997 --Survey of potential K-8 student art projects and
effective
teaching strategies
Recent
Library Acquisitions:
Stankiewicz, Roots of Art Education Practice
(Video) Tesselations: How to Create Them
Corwin, Editor, Exploring the Legends: Guideposts to the
Future
National Art Education
Association, 2001
Bolin, et.
al., Remembering Others: Making Invisible
Histories of Art Education Visible National Art Education Association, 2000
The Getty Education
Institute for the Arts, 1997
Dobbs, A guide to Discipline-based Art Education: Learning in and through Art
The Getty Education Institute for the Arts, 1998
Efland, Art and Cognition
National Art Education
Association, 2002
Klein, editor, Teaching Art in Context: Case Studies For Preservice Art Education
National Art Education Association
Freedman, Teaching Visual Culture
National Art Education
Association, 2003
Hume, Art Teacher’s Book of Lists
Prentice Hall, 1998
Hogan, Multicultural Studio Art Projects for Secondary Students
Prentice Hall, 1997
Classroom Teacher’s Survival Guide, Center for Applied Research in Education, Prentice Hall, 1999
Bloom and Walter, Multicultural Art Activities Kit
Center for Applied Research
in Education, Prentice Hall, 1994
Romberg and Rutz, Art Today and
Every Day: Classroom activities for the elementary school year, Parker
Publishing Co., Prentice Hall 1972
Telling Pieces: Art as Literacy in Middle School Classes, Albers and Murphy, Laurence
Erlbaum Publishers, 2000 [electronic book]
Assessing Expressive Learning: A Practical Guide for Teacher-Directed
Authentic Assessment in K-12 Visual Arts Education 2003
Charles Dorn. Laurence
Erlbaum Publishers
Integrating Multiple Literacies in K-8
Classrooms: Cases, Commentaries, and Practical Applications Richards and McKenna, 2003
Laurence Erlbaum Publishers
Conferences
Schedules and handouts are
available from presentations at the following annual conferences and training
institutes: North Carolina Art Education Association (NCAEA) National Council
on Education in the Ceramic Arts (NCECA) North Carolina Potters Conference
Teachers and Technology (T2 Institute)
Periodicals [* subscriptions
in the Library]
School Arts *
Arts and Activities *
Art Education (NAEA Journal)
NAEA Advisory
Mailbox *
Clay Times
Sculpture
Ceramics Monthly *
American Craft *
Internet Resources
www.aam-us.org American Association of Museums
www.artednet.getty.edu Getty Foundation, lesson plans and museum
resources
www.dpi.state.nc.us NC Department of Public Instruction; links
to art education
neh.fed.us National Endowment for the Humanities
(key-in “Visual Arts”)
www.nea.gov National Endowment for the Arts
www.metmuseum.org
www.duke.edu/duma Duke University Museum of Art
www.naea-reston.org National Art Education Association,
professional org.
www.kinderart.com/lessons.htm lesson plans
www.schoolart.co.uk K-12 lesson plans
www.si.edu Smithsonian Institution
www.icaf.org
ICAF, visual learning with a global
emphasis
www.primenet.com/~arted/ art education newsletter for teachers
www.thebritishmuseum.ac.uk
www.webquest.com Problem-Based Learning source