Undergraduate
Arkansas State University
Department of Secondary Education
"Self-Portrait" Anonymous high school student
Methods (undergraduate)
I. Course Information
A. Course Number and Title:
EDAR 4523, Methods and Materials for the Teaching of Art
This course is taught each fall in FA 105.
B. Instructor(s): Gayle Pendergrass, Associate Professor of Art Education
gpender@astate.edu 972-3050 FA 113
II. Readings
A. Primary Text: none
B. Supplemental Text: none
C. Assigned Readings: chosen from the reference list and current periodicals and publications in the Art Education field.
III. Purpose and Goals for the Course
The purpose is to learn the practical application for the teaching of visual art in the secondary school.
Student will address each of the ASU Frameworks as well as the Pathwise Criterion.
The Students will learn to apply Discipline Based Art Education (DBAE).
IV. Course Objectives
Students will engage in activities which are linked to the ASU Frameworks, ISTE (using technology), and Pathwise.
A. ASU Frameworks Linkage
*1. Communication skills
*2. Professionalism
*3. Curriculum
*4. Teaching Models
*5. Classroom Management
*6. Assessment
*7. Reflective Teaching
*8. Subject Matter
B. ISTE Linkage
Those with an * are utilized in this class.
*I. Technology Operations and Concepts (A, B)
II. Planning and designing Learning Environments and Experiences (B,C,D)
*III. Teaching, Learning and the Curriculum (A)
*IV. Assessment and Evaluation
*V. Productivity and Professional Practice (A,C,D)
VI. Social, Ethical, Legal, and Human Issues
C. Pathwise Linkage
Organizing Content Knowledge for Student Learning
*A1: Becoming familiar with relevant aspects of students' background knowledge and experiences
*A2: Articulating clear learning goals for the lesson that are appropriate to the students
*A3: Demonstrating an understanding of the connections between the content that was learned previously, the current content, and the content that remains to be learned.
*A4: Creating or selecting teaching methods, learning activities, and instructional materials or other resources that are appropriate to the students and that are aligned with the goals of the lesson.
*A5: Creating or selecting evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson.
Creating an Environment for Student Learning
*B1: Creating a climate that promotes fairness
*B2: Establishing and maintaining Rapport with students
*B3: Communicating challenging learning expectations to each student
*B4: Establishing and maintaining consistent standards of classroom behavior
*B5; Making the physical environment as safe and conductive to learning as possible
Teaching for Student Learning
*C1: Making learning goals and instructional procedures clear to students
*C2: Making content comprehensible to students
*C3: Encouraging students to extend their thinking
*C4: Monitoring students' understanding of content through a variety of means, providing feedback to students to assist learning, and adjusting learning activities as the situation demands.
*C5: Using instructional time effectively
Teaching Professionalism
*D1: Reflecting on the extent to which the learning goals were met
*D2: Demonstrating a sense of efficacy
*D3: Building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students
*D4: Communicating with parents or guardians about student learning
Discipline Based Art Education
1. Art Production
2. Art History
3. Art Criticism
4. Aesthetics
V. Course Assessment and Performance Measures
A. Course Portfolio (40%)
B. Class discussions and activities (20%)
C. Presentation to peer groups (10%)
E. Attending a professional conference (20%)
F. Attendance to lectures and gallery openings (10%)
VI. Course Outline
Weeks 1 - 3
A. History and philosophy in Art Education
1. An overview of the history of Art Education in this country
2. Philosophies driving change in Art Education.( DBAE)
3. Personal philosophy concerning art and teaching ( Pathwise D2)
4. Approaches to teaching art ( frameworks 4; Pathwise A4)
5. Implementation of Discipline-Based art Education ( frameworks: 3,4,6,8; Pathwise A2, A3, A4)
Weeks 4 - 6
B. Learners
1. Developmental theories ( frameworks 3; Pathwise A1,A2, A4, A5,C2)
2. Diverse student populations ( frameworks 6; Pathwise A1, B1, B3, B5, C4, D2)
a. Children with special needs
b. Gender issues
c. Racial, religion and ethnic issues
d. Economic status concerns
3. Attitudes toward art (frameworks 8; Pathwise A3, B2, D4)
4. Roles of the teacher (frameworks 2; Pathwise D2, D3, D4)
Weeks 7 - 13
C. Curriculum planning
1. Goals and objectives ( frameworks 3,8; Pathwise A2, B3, B4)
a. What to teach
b. Various models
c. National standards and Arkansas Frameworks
d. Writing goals and objectives
2. Teaching methods and preparation (frameworks 1,4,5,7,8; Pathwise A1, A4,B1,B2, B4, B5, C5)
a. Instructional methods
b. Classroom management
3. Appropriate activities ( frameworks 3,5; Pathwise A1, A2, B3, B4, C3,C4, D3; DBAE, all)
a. Hands-on production
b. Critical, historical and aesthetic discussions
c. Interdisciplinary activities
d. Collaborations
e. Research
4. Assessment/evaluation ( frameworks 6, Pathwise A5, D1)
5. Materials, equipment and resources (frameworks 8, Pathwise B5, C5, D3)
Weeks 14 -15
D. Professionalism
1. Demeanor ( frameworks 1, 2; Pathwise A1, B1, B2)
2. Relationships with family and community (frameworks 1,2; Pathwise D4)
3. Professional organizations ( frameworks 7,8; Pathwise D3)
VII. Special Considerations and/or Features of the Course
A. Students are encouraged to use the Internet in their research. Internet access is provided.
B. Students are required to learn how to use multimedia equipment. (ISTE)
1. Hardware: computer, digital projector, digital camera, slide projector
2. Software: word processing, storing on removable disc, camera software, draw/paint programs
3. Processes: printing, copying, scanning, making slides
C. Students will learn to use a paper cutter, hand tools for construction, and will learn to fire a kiln.
VIII. Students with disabilities
If you need course adaptations or accommodation because of a disability, if you have medical information to share, or if you need special arrangements in case the building must be evacuated, please make an appointment to see be about these maters within the first week of class.
IX. Instructor Policies:
Students are expected to attend every class meeting, to be on time, and to be prepared for class. Make-up work may or may not be allowed.
X. References
Books:
Arnheim, R. (1974). Art and visual perception, (2nd ed.). Berkeley: University of California Press.
Chapman, L.H. (1978). Approaches to art in education. NY: Harcourt Brace Jovanovich.
Day, M. (1984). Art history, art criticism and art production. Santa Monica, CA: The Rand Corp.
Day, M. and Hurwitz, A. (1991). Children and their art, (5th ed.). New York: Harcourt Brace Jovanovich.
Dewey, John (1934). Art as experience. New York: Capricorn Books.
Eisner, E.W. (1972). Educating artistic vision. NY: McMillan.
Eisner, E.W. (1976). The arts, human development and education. Berkeley, CA: McCutchan.
Feldman, E.B. (1981). Varieties of visual experience. Englewood Cliffs, NJ: Prentice Hall.
Feldman, E. B. (1985). Thinking about art. Englewood Cliffs, NJ: Prentice-Hall.
Feldman, E.B. (1994). Teaching art and so on. Reston, VA: National Art Education Association.
Hirsch, E.D. Jr. (1996). The schools we need. NY: Doubleday.
Linderman, E. (1980). Teaching Secondary School Art. Dubuque: Wm. C. Brown.
Lowenfeld, V. and Brittain, L. (1987). Creative and mental growth, (8th ed.). NY: McMillan.
Ragans, R. (1988). Arttalk. Mission Hills, CA: Glencoe
Smith, R.A. (1995). Excellence II: the continuing quest in art education. Reston, VA: National Art Education Association.
Academic
Integrity Policy of the Art Department
I. Academic Integrity
A. Academic integrity calls for
students to do their own
work and not to claim as their work
anything someone else
has done. Intellectual growth calls for
doing one’s own
work; so does academic honesty.
B. Infringements of academic
integrity include offering
someone else’s work as your own (see
Plagiarism below),
buying term papers, and cheating (see Test
cheating below).
Specific penalties may result.
II. Plagiarism
A. "plagiarism" means giving the
impression in an
assigned paper or studio work that someone
else’s thoughts,
ideas, images and/or words are your own.
B. To avoid plagiarism give written
credit and
acknowledgement to the source of the
thought, idea, image
and/or words, whether you have used direct
quotation,
paraphrasing, or just a reference to a
general idea.
C. If you directly quote words
written by someone else,
enclose the quotation in quotation marks
and provide a footnote.
D. If you directly incorporate an
image by someone else,
you should give credit to that person, in
the title, or
following your signature, or in some other
appropriate way.
Example: "... after Rembrandt."
E. No written paper or studio
project created for credit
in one class should be used for credit in
another class
except with the knowledge and permission of
all professors concerned.
F. The research as well as the
complete written paper or
studio project should be the work of the
person seeking
academic credit for the course.
III. Faculty members may respond to
plagiarism in any of
the following ways:
A. Return the work to be redone;
the grade may be reduced.
B. Give a failing grade on the work
("F" or zero).
C. Give the student a failing grade
in the course.
IV. Test Cheating may consist of any of
the following:
A. Having access to exam questions
beforehand.
B. Having access to course
information during an exam period.
C. Observing another person’s test
during the exam period.
V. If cheating occurs during a test, a
faculty member may:
A. Seize the test of the offending
student, or
B. Allow the testing to continue
without interruption,
informing the offending student at the e
end of the period
about the offense.
VI. Faculty members may respond to
cheating in any of the
following ways:
A. Give a failing grade on the exam
("F" or zero).
B. Give a failing grade in the
course.
C. Refer the matter for
disciplinary action to the Office
of Student Affairs.
VII. Scope: These policies cover all
classes in the
Department of Art.
.
.