06/01/2005
TEACHING ART IN THE ELEMENTARY GRADES
"Horse Trailer" by Sarah Gatlin, aged 7
Department of Art
Gayle Pendergrass, Associate Professor of Art
Office: FA 113 (870)972-3050 gpender@astate.edu
Office Hours: Posted on office door
I. Course Information
ARED 3803, Teaching Art in the Elementary Grades
FA 105 MW 4 - 5:15 pm
II. Readings
A. Primary Text:
Herberholz, Barbara and Donald (2002). Artworks for Elementary Teachers: Developing Artistic and Perceptual Awareness, (9th ed.). New York: McGraw Hill.
B. There is no supplemental text.
C. Reading are selected and assigned from the reference list and from current periodicals.
III. Purpose for the Course
Description: Techniques and strategies for teaching visual art to children in the elementary grades, developing an art curriculum, and learning to assess children= s artwork are the focus of this course.
IV. Course Objectives
A. ASU Frameworks Linkage
*1. Educational Foundations
*2. Knowledge Base
*3. Learners and Learning
*4. Educational Practice
*5. Diverse/Exceptional Learners
*6. Communication Skills
*7. Professionalism
*8. Lifelong Learning
B. ISTE Linkage
*I. Technology Operations and Concepts (A, B)
*II. Planning and designing Learning Environments and Experiences (B,C,D)
*III. Teaching, Learning and the Curriculum
V. Course Assessment and Performance Measures
A. Course Portfolio (30%)
B. Written examinations (20%)
D. Class discussions and activities (40%)
E. Attendance to lectures and gallery openings (10%)
Through these performances the student must demonstrate their knowledge of and/or skills concerning:
- Discipline-Based Art Education
- developmental theories and practices
- diverse student populations (race, gender, special abilities, economic status, etc.).
- roles of the teacher.
- curriculum planning
- various models and frameworks for curriculum.
- teaching methods and preparation
- classroom management.
- various types of appropriate activities.
- materials, equipment, tools and resources for teaching and learning in art.
- assessment and evaluation
VI. Course Outline
A. What is Art? What is Education?
B. Implementation of Discipline-Based art Education
1. Art production
2. Art history
3. Art criticism
4. Aesthetics
C. Learners
1. Developmental theories
2. Diverse student populations
3. Roles of the teacher
D. Curriculum planning
1. Goals and objectives
a. What to teach
b. Various models
c. National standards and Arkansas Frameworks
d. Writing goals and objectives
2. Teaching methods and preparation
a. Instructional methods
b. Classroom management
3. Activities
a. Hands-on production
b. Critical and aesthetic discussions
c. Interdisciplinary activities
d. Collaborations
e. Research
4. Assessment/evaluation of children= s art
5. Materials and resources
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 submit papers generated by word processing.
C. Students are to develop technological methods for creating art.
D. Students will plan and present art lessons.
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.
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 me about these maters within the first week of class.
IX References
Books:
Cornett, Claudia E. (1999). The arts as meaning makers. Upper Saddle River,
NJ:Prentice Hall.
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.
Eisner, E.W. (1976). The arts, human development and education. Berkeley,
CA: McCutchan.
Feldman, E. B. (1985). Thinking about art. Englewood Cliffs, NJ: Prentice-Hall.
Hirsch, E.D. Jr. (1996). The schools we need. NY: Doubleday.
Lowenfeld, V. and Brittain, L. (1987). Creative and mental growth, (8th ed.).
NY: McMillan.
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.