ART325: Concepts in Art Education
Service Learning/Case Study Handbook:
Catalog description: The intent of this course is to introduce students to concepts of how artistic learning occurs in children, adolescents, and adults-including special populations. Additionally, students will investigate how these concepts shaped art education practice in the past and how it continues to influence current pedagogical practice. This class is meant to provide a foundation for later course work in art education and K-12 art teaching.
Credits: 3 (contact hours)
Terms: Spring 2016
Prerequisites: Admission to Educator Licensure Program
Instructor: Dr. Patrick Fahey, D102G Visual Arts Building, 491-6710. firstname.lastname@example.org. Office hours: 12:30-1:30 p.m. Monday and Wednesday; other times are available by appointment.
Fountain, H. (2014). Differentiated instruction in art. Worcester, MA: Davis Publications, Inc.
Smith, K. (2008). How to be an explorer of the world. New York: Penguin Group.
Zurmuehlen, M. (1990). Studio art: Praxis, symbol, presence. Reston,VA: The National Art Education Association.
Additional readings: Additional readings will be on reserve at the Morgan Library, on the internet, or will be handed out in class. Please check the class schedule to see when these reading assignments are due.
P.L.A.C.E. – Student Teaching Exam: ArtForms and the Art Teacher’s Book of Lists are suggested to prepare for the exam that must be passed for you to student teach. The exam will cover: art theory, world art history and materials and techniques. Again, this exam must be passed before you are allowed to student teach. See the P.L.A.C.E. Exam page on this site for further information.
P.L.A.C.E. Art History PowerPoint Review (PowerPoint)
P.L.A.C.E. Studio PowerPoint Review (PowerPoint)
The Colorado Teacher Quality Standards
Colorado Visual Arts Standards
National Visual Arts Standards (These will be changing in late spring)
NAEA Standards for Art Teacher Preparation
Colorado Art Education Association
National Art Education Association
Course Description: In his book, The Shape of Content (1957), the painter Ben Shahn recounted an incident that occurred when he was asked to take over a painting class at the Brooklyn Museum School for Max Beckmann, who died suddenly. On his first morning with students Shahn reviewed their work and noted that the most conspicuous fault in it was a lack of thought. “It was mostly just Beckmann,” he noted (p. 12). Shahn knew
that he could not continue, in essence, teaching more Beckmann-even if he did admire his work. He began class, instead, by calling the students together to talk, to uncover any long-range objectives or plans, if there were any, and to find out, simply, what sort of people they were. Shahn remembered the discussion as lengthy and noted that the students became more animated. In the midst of the discussion one of the students walked up to Shahn and said, “Mr. Shahn, I didn’t come here to learn philosophy. I just want to learn how to paint”(p. 12). Unshaken by the young man’s terse comment, Shahn retorted by asking him which one of the one hundred and forty styles he wanted to learn. In reflecting back upon the experience Shahn wrote:
“I could teach him the mixing of colors, certainly, or how to manipulate oils or tempera or watercolor. But I certainly could not teach him a style of painting-at least I wasn’t going to. Style today is the shape of one’s specific meaning. It is developed with an aesthetic view and a set of intentions. It is not how of painting but why. To imitate or teach style alone would be a little like teaching a tone of voice or a personality” (p. 12).
Shahn’s encounter points to the complexity involved with defining, making, and teaching art. Out of this situation particular questions arise: What is art? How do we define art? Who makes art? How do human beings learn to express themselves visually? Is visual expression innate? Are there universal aspects to this expression? Can it be taught? Is there an appropriate/inappropriate way to teach art? Should it be taught? Class discussions and readings will examine many of these issues.
Over the course of the semester, students will be introduced to research-some of it contradictory-to understand how and why children, adolescents, and adults seek to express themselves in a visual manner. Readings and assignments will call on students to organize their thoughts and express their reactions; therefore it is paramount that students come prepared to each class. Students are expected to participate in class discussions, teaching experiences, and attend classes-all of which are factors in assessing your performance and potential to be a successful art instructor (see Professionalism Rubric).
This course is designed to begin to allow students to explore their role as a practitioner. Theory is translated into practice through hands-on activities and service-learning experiences. Classes will be student-centered, participatory, interactive, and inquiry based.
Learning Outcomes / Objectives – Upon completion of ART325 students will:
-apply current and historical research in art education concerning the way children, adolescents and adults develop visual expression (Quality Standard I – Teachers demonstrate mastery of and pedagogical expertise in the content they teach.);
-develop an understanding of the importance of art education in the intellectual and social development of all individuals (Standard VI – Teachers take responsibility for student academic growth.);
-demonstrate how literacy and numeracy can be integrated into the art experiences of children, adolescents and adults (Quality Standard I – Teachers demonstrate mastery of and pedagogical expertise in the content they teach.);
–investigate and apply art concepts and their expression in materials and processes useful in the classroom and appropriate to student development (Quality Standard I – Teachers demonstrate mastery of and pedagogical expertise in the content they teach.);
-plan and teach art experiences, describing the relationship to national and state content standards, overall curriculum development, and provide accommodations to meet the cognitive and affective needs of all students (Quality Standard II – Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students. Quality Standard III – Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.);
-reflect on and document teaching and learning (Quality Standard IV – Teachers reflect on their practice. Quality Standard VI – Teachers take responsibility for student academic growth.)
As a result of instruction, assignments, field experiences, and assessments completed in ART325, the following Colorado Teacher Quality Standards and Elements will be addressed at the beginning stages of understanding and implementation:
Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized plan of instruction; and the individual needs of their students.
ELEMENT B: Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.
ELEMENT C: Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and operations, algebra, geometry and measurement and data analysis and probability.
ELEMENT D: Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught.
ELEMENT E: Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.
ELEMENT F: Teachers make instruction and content relevant to students and take actions to connect students’ background and contextual knowledge with new information being taught.
Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
ELEMENT A: Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers. ELEMENT B: Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community and as a country.
ELEMENT C: Teachers engage students as individuals with unique interests and strengths.
ELEMENT D: Teachers adapt their teaching for the benefit of all students, including those with special needs across a range of ability levels.
ELEMENT F: Teachers create a learning environment characterized by acceptable student behavior, efficient use of time and appropriate intervention strategies.
Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
ELEMENT A: Teachers demonstrate knowledge of current developmental science, the ways in which learning takes place and the appropriate levels of intellectual, social and emotional development of their students.
ELEMENT B: Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards and advances students’ level of content knowledge and skills.
ELEMENT C: Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students. ELEMENT D: Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.
ELEMENT E: Teachers establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills.
ELEMENT G: Teachers communicate effectively, making learning objectives clear and providing appropriate models of language.
ELEMENT H: Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction.
Quality Standard IV: Teachers reflect on their practice.
ELEMENT A: Teachers demonstrate that they analyze student learning, development and growth and apply what they learn to improve their practice. .
ELEMENT C: Teachers are able to respond to a complex, dynamic environment.
Quality Standard VI: Teachers take responsibility for student academic growth.
ELEMENT A: Teachers demonstrate high levels of student learning, growth and academic achievement.
ELEMENT B: Teachers demonstrate high levels of student academic growth in the skills necessary for postsecondary and workforce readiness, including democratic and civic participation. Teachers demonstrate their ability to utilize multiple data sources and evidence to evaluate their practice, and make adjustments where needed to continually improve attainment of student academic growth.
Requirements: (Requirements equal to six hours [2 hours for each contact hour] of homework outside of class per week.)
- Exhibit professional attitude (be prepared and fully participate) and regular attendance in class. (See Professionalism Rubric)
- Keep a sketchbook/journal (https://csuart325.com/sketch-journal/). Consider your sketchbook as a vehicle for collecting information, reacting to reading and class discussions, your service-learning experience and specific assignments and questions presented to you. These illuminations will be visual and written-allowing you to collect and process ideas in a way that is appropriate to your learning style.
- Organize class materials (handouts, assignments, service-learning documentations, etc.) in a notebook, available for further reference.
- Complete exploration investigations (https://csuart325.com/sketch-journal/).
- Complete assignments projects, exams, and service learning / case study portfolio (https://csuart325.com/service-learning-and-outreach/service-learning-case-study-assignments-expectations-requirements/) successfully and in a timely manner.
- Fully participate in service-learning experiences. This activity, while providing a necessary community need, will also allow you to put the theory discussed in class into practice. This includes completing service-learning / case study journal entries (https://csuart325.com/service-learning-and-outreach/teaching-journal-format/), portfolio and website.
Assessment: Assessment instruments will be given with all assignments. Students will know how they are evaluated on all areas of study. The percentage breakdown is as follows:
Course Requirements / % of Grade
Written assignments, readings, group projects, exams / 30%
Professionalism / 20%
Reaction Reports–Exploration Investigations / 10%
Sketch Journal / 10%
Service-learning / case study and portfolio / 30%
Academic Integrity and Course Accommodations:
If you need specific accommodations due to disability, or other circumstances, please meet with me as soon as possible. I am committed to facilitating your success. Also note the office of Resources for Disabled Students, 100 General Services Building, 491-6385. More information is available at http://rds.colostate.edu/.
I will endeavor to insure that this classroom is free of any harassment which has the purpose or effect of creating an intimidating, hostile or offensive learning environment. Please notify me if you feel harassed on the basis of race, ethnic or cultural background, gender or sexual orientation. Also note the Office of Equal Opportunity, 101 Student Service Building, 491-5836. More information is available at http://oeo.colostate.edu/.
Colorado State University has long upheld values of academic and scholastic integrity. The General Catalog’s “Policies and Guiding Principles” asserts that CSU “expects students to maintain standards of personal integrity that are in harmony with the educational goals of the institution” – citing “principles of academic honesty” as the first example. (1.6 Page 1).
Likewise, the General Catalog and Graduate Bulletin both note that CSU has “twice been ranked among the nation’s Top Character Building Institutions by the Templeton Foundation” and that “the foundation of a university is truth and knowledge, each of which relies in a fundamental manner upon academic integrity….” (Catalog 1.6 Page 6, Graduate Bulletin, page 51) It is with this tradition that CSU has instituted a Student Honor Pledge. More about academic integrity and the honor code can be found at http://tilt.colostate.edu/integrity/. The Pledge follows:
I will not give, receive or use any unauthorized assistance.
Students in ART325 will be asked to thoroughly read the syllabus and professionalism rubric and sign the Honor Pledge after discussion with the instructor.
Final: Thursday, May 12, 7:30 – 9:30 AM, D102