Feb. 2nd Reflecting on Your Art Education ExperienceDiscussion QuestionsWhat has been your art education experience? What were you taught from Eisner’s list? What are your thoughts on this list?What do you want your students’ experience to be like? How would you like this class to help you achieve this goal? Readings[In Class] Elliot Eisner. “10 Lessons the Arts Teach”. The Arts and the Creation of Mind. Yale University Press, 2002. Feb. 9th History of Art Education, Instructional Approaches, and a Contemporary Art CurriculumDiscussion QuestionsWhat is the history of art education in the US?How has art education changed over time? What factors contributed to these changes?What are some recent instructional approaches to art education? (DBAE, TAB, Visual Culture)How are these approaches effective? How are they problematic?What is contemporary art? Why is it a challenging topic within art education? ReadingsHurwitz and Day. “Changes in Art Education”. Children and Their Art. pg. 22-30. Wadsworth Publishing, 2006. Melinda M. Mayer. “Considerations for a Contemporary Art Curriculum”. Art Education, Vol. 61, No.2 (2008): pg. 77-81 Assignments DueProject 1: “My Art Education Experience” Feb. 16th “Thinking About Thinking: Recognizing How Students Think and Learn” Discussion QuestionsWhat kind of learner are you? How do students learn? How do learning theories impact art education? (learning styles, constructivism, Gardner’s Multiple Intelligences) ReadingsOlsen, D. G. “Constructivist Principles of Learning and Teaching Methods”. Education (Chula Vista) Vol. 120 No. 2 (1999) pg. 347-355. Feb. 16th Setting Learning Goals for Your StudentsDiscussion QuestionsWhat is the significance of being aware of what students already know? What do you want students to know and learn? (setting goals for cognitive, skill, product-based, and dispositional outcomes)How do you set learning goals, meet standards, and meet the needs of your students? ReadingsKaren Popovich. “Designing and Implementing: Exemplary Content, Curriculum, and Assessment in Art Education.” Art Education, Vol. 59, No. 6 (2006): pg. 33-40. *Prairie Visions Process and Content Diagram: Inquiry into Visual Art Including Moral Perspectives*NY State Visual Arts Learning Standards Mar. 2nd Viewing, Discussing, and Analyzing ArtDiscussion QuestionsHow do you view, discuss, and analyze art? What do you do and/or where do you go to view art?How will you model critical thinking skills for your students when viewing, discussing, and analyzing art? Mar. 9th Modeling the Creative Process Discussion QuestionsWhat is your creative process?Consider your favorite artist or an artwork you like, what was the creative process of that artist?How will you model a creative process for your students? Why is this important for you and your students? ReadingsOlivia Gude. “Playing, Creativity, Possibility”. Art Education, Vol. 63, No. 2 (2010): pg. 31-37. View clips of contemporary artists Kerry James Marshall, Layla Ali, and Julie Mehretu as they share their creative processes on the PBS television series “Art 21”. To access the clips, type “art21 [artist’s name]” in the YouTube search box. Also visit the Art21’s website http://www.pbs.org/art21/artists/index.html to view the curriculum guides that use the work of these artists. Assignments DueWriting Prompt 1: Museum/Gallery Visit Mar. 16th Child Development in the Visual Arts and the Selection of Materials and Media, Part IDiscussion QuestionsHow does child development affect an art teacher’s selection of materials and media? ReadingsHurwitz and Day. “Stages of Graphic Representation”. Children and Their Art. pg. 60-66. Wadsworth Publishing, 2006. Assignments DueProject 2: “My Art, My Process” Mar. 23rd Child Development in the Visual Arts and the Selection Materials and Media, Part IIDiscussion QuestionsHow do you create an atmosphere of experimental learning when demonstrating the use of new and difficult materials and media? Assignments DueProject 3: Materials Demonstration Mar. 30th The Essentials of Curriculum Planning for the Arts, Part IDiscussion QuestionsWhat are “big ideas”?How do you extract big ideas from learning goals?How do you turn big ideas into thematic instruction? ReadingsHurwitz, Katter, and Madeja. “Thematic Planning in Art Education”. Pathways to Art Appreciation: A Sourcebook for Media and Methods. pg. 5-9. National Art Education Association, 2003. Choice Readings (choose one curriculum to read and critique for Writing Prompt 2)L. Jessie. “Graffiti: The Use of the Familiar”. Art Education, Vol. 57, No. 6 (2004): pg. 25-32. Zander, Mary Jane. “Murals as Documents of Social History”. Art Education, Vol. 57, No. 5 (2004): pg. 25-31 Christine Ballengee-Morris. “You Can Hide But You Can’t Run: Interdisciplinary and Culturally Sensitive Approaches to Mask-Making”. Art Education, Vol. 58, No. 5 (2005) pg. 12-17. Hutton and Urbanska. “Examining Prejudice through Art: Reynolda House of American Art”. Art Education, Vol. 50, No. 5 (1997): pg. 25-28. Apr. 6th The Essentials of Curriculum Planning for the Arts, Part IIDiscussion QuestionsWhat should a lesson plan look like? What are its components?How do you assess student learning in the arts? ReadingsRenee Sandell. “Form+Theme+Context: Balancing Considerations for Meaningful Art Learning”. Art Education, Vol. 59, No. 1 (2006): pg. 33. Hurwitz, Katter, and Madeja. “Assessment in Art Education”. Pathways to Art Appreciation: A Sourcebook for Media and Methods. pg. 11-12. National Art Education Association, 2003. Assignments DueWriting Prompt 2: Curriculum Critique Apr. 13th Addressing Social Justice Issues with Contemporary Visual Culture, Part IDiscussion QuestionsWhat is social justice? What social justice issues interest you? ReadingsMarit Dewhurst. “An Inevitable Question: Exploring the Defining Features of Social Justice in Art Education”. Art Education, vol. 63, no. 5 (2010) pg. 6-13. Assignments DueLesson Plan 1st Draft Apr. 27th Addressing Social Justice Issues with Contemporary Visual Culture, Part IIDiscussion QuestionsHow can we use visual culture theory to introduce and explore social justice issues in art education? What does this theory look like in practice? ReadingsKeifer-Boyd, Amburgy, and Knight. “Unpacking Privilege: Memory, Culture, Gender, Race, and Power in Visual Culture”. Art Education, Vol. 60, No. 3 (2007): pg. 19-25. Assignments DueLesson Plan 2nd Draft May 4th Art Education: A Platform for Literacy (Guest Speaker Alice Peitsch, Literacy Instructor)Discussion QuestionsWhy should art educators be concerned with literacy?How are educators integrating the literacy agenda into art instruction? Choice Readings (choose first article for interest in early childhood literacy, choose second article for interest in adolescent literacy) Beth Olshansky. “Picture This: An Arts-Based Literacy Program”. Educational Leadership, Vol. 53, No. 1 (2005) pg. 44-47. Sheelah M. Sweeny. “Writing for the Instant Messaging and Text Messaging Generation: Using New Literacies to Support Writing Instruction”. Journal of Adolescent and Adult Literacy, Vol. 54, No. 2 (2010) pg. 121-130. May 11th Art Educator Resources: Navigating Museums, Using Digital Media, and Community Resources(Guest Speaker Shanta Scott, Manager of Education Programs at the Studio Museum in Harlem)Discussion QuestionsHow can museums be used as a resource for teaching and learning in art education?What digital media resources can teachers use to enhance art instruction?How do community partnerships enhance the art education experience? May 18th PresentationsAssignments Due
ReadingsHurwitz, Katter, and Madeja. “Theories of Art Criticism”. Pathways to Art Appreciation: A Sourcebook for Media and Methods. pg. 16-23. National Art Education Association, 2003. Nancy House. “Using Critiques in the K-12 Classroom”. Art Education, Vol. 61, No. 3 (2008): pg. 48-52
Present final lesson plan and highlights from your social justice issue paper
May 21st NO CLASS (electronic submission)Assignments DueWriting Prompt 3: Social Justice Issue