Department of Art
California State University, Sacramento
ART 133: Elementary School Art Education
Fall 2015
Professor: Amber Ward, PhD
Office: Kadema 193
E-mail: amber.ward@csus.edu
Phone: (916)-278-6137
Office hours:
Tues.: 3 PM – 4 PM
Weds.: 3 PM – 4 PM
Thurs.: 3 PM – 4 PM
Course website: http://sacstatearted.weebly.com
SacCT: http://www.csus.edu/sacct/
Department website: http://www.al.csus.edu/art/
“Redefine the Possible”
Catalog Description: Intended for students who are preparing to become elementary school
teachers in California, providing subject matter study in art appropriate for grades 1-6. Students
will learn the components and strands of visual arts education found in the California Visual and
Performing Arts Framework. Students will explore five major areas: artistic perception, creative
expression, historical and cultural contexts, aesthetic valuing, and the connections and
relationships between the visual arts and other disciplines.
Prerequisite: Upper division status; declared major or minor in Art, or a declared major in Child
Development, or Liberal Studies, or Blended Liberal Studies
Lab Fee Required ($20.00): When a student registers for a class requiring a course fee, the
charge will appear on her/his MySacState student account. If s/he drops the class by Census
Date (9/28/15), the fee will be reversed. Lab fees can be paid online, in person, or by mail. The
student will not be dropped from a class due to non-payment of course fees; however, financial
services will put holds on records after Census Date for any unpaid course fees. The hold will
prevent the student from registering for future semesters and getting transcripts and diplomas.
When an overdue course fee is paid, the hold will automatically be removed from the student’s
record. For questions about holds, go to the Admissions and Records Counter (first floor, Lassen
Hall).
Required Text:
Pink, D. (2006). A whole new mind: Why right-brainers will rule the future. New York, NY: The
Berkeley Group.
Recommended Text:
Walker, S. (2001). Teaching meaning in artmaking. Worchester, MA: Davis.
American Psychological Association. (2010). Publication Manual of the American
Psychological Association (6th ed.). Washington, DC: American Psychological
Association.
Amber Ward
ART 133: Elementary School Art Education
California State University, Sacramento
1
Learning Objectives: During the 20th century, many educators
assessed students’ ability to remember information—a lower
order thinking skill. With help from Bloom’s (n.d.) new
taxonomy, educators now recognize creating, evaluating,
analyzing, applying, and understanding as better capturing
students’ cognitive abilities. According to Friedman (2005)
and Pink (2006), developing these higher order thinking skills
is necessary for those interested in advancing education,
citizenry, and globalization in the 21st century.
By the end of the course, the student will be able to . . .
1. create an online, digital portfolio to hold studio and written assignments.
2. create artworks that express thoughtful, well-crafted adaptations as well as concepts, media,
and problem-solving techniques. (C1-A, B, C, E)
3. understand course readings, and analyze new knowledge via concise research papers. (C1-A,
C, D)
4. create and apply a lesson plan beside ART 133 peers with elementary learners in mind. (C1A, B, C, D, E)
5. evaluate her/his class preparation and participation.
Course Registration, Fall 2015
Adding
Dropping
 Aug. 31-Sept. 11: Art faculty will add
 Aug. 31-Sept. 11: Students can drop on-line
students to their classes on a space-available basis, (MySacState)
using a special departmental add form (they also
 Sept. 14-Sept. 28 (Census Date): After being signed by
may be creating waiting lists for their courses,
the instructor and department chair, drop petition forms will
using a separate form). Students wishing to add
be processed in the Department office. No "W" grade will be
Art classes during the first 2 weeks of the semester recorded.
must speak directly to the instructors. They cannot  Sept. 29-Oct.9: After being signed by the instructor and
enroll on-line using MySacState (for add
department chair, course withdrawal petitions will be taken by
procedures followed in other departments, consult
students to the Registrar's Office (Lassen 2000). Students
those departments).
must attach documentation of "serious and compelling
 Sept. 14-Sept. 28 (Census Date): After being reasons" to the petition before seeking approvals from the
signed by the instructor and department chair, the
instructor or department chair. A "W" grade will be recorded
add petition forms will be processed in the
for all courses dropped after Census Date.
Department office.
 Oct. 12-Nov. 20: After being signed by the instructor and
 After Sept. 28: Adds are not approved after
department chair, course withdrawal petitions will be taken by
Census Date unless a documented University error students to the College Dean and then to the Registrar's Office
has prevented the student's timely registration.
(Lassen 2000). Students must attach documentation of "career
Add petition forms will require three approval
or medical circumstances" to the petition before seeking
signatures (instructor, department chair, and
approvals from the instructor, department chair, or College
college dean) and must be accompanied by
Dean. A "W" grade will be recorded for all courses dropped
payment of a $10 late fee (at the Registrar's Office, after Census Date.
Lassen 2000). If the add is approved at the next
 No course withdrawals will be accepted after November
level, the fee will be reimbursed (see the summary
23, 2015 for Fall semester courses, except under extraordinary
of the "Add Policy" on the second page of the
circumstances beyond the student's control (accident, serious
University's Add/Drop form)
illness, etc.). See the summary of the "Withdrawal Policy" on
the second page of the University's Add/Drop form.
“Instructors have the right to administratively remove any student who, during the first two weeks of
instruction, fails to attend any two class meetings (for courses that meet two or more times a week), or one
class meeting (for courses that meet once a week).” (quoted from the Registrar’s website)
Amber Ward
ART 133: Elementary School Art Education
California State University, Sacramento
2
Academic Integrity: Academic honesty is central to the principles of a university. Any incident
of academic dishonesty will be forwarded to the Office of Student Affairs, per university policy,
for disciplinary action. Academic dishonesty may impact both the course grade and enrollment
status. If a student has any questions regarding academic dishonesty, s/he should check with me
and/or click here: http://catalog.csus.edu/14-16/first%20100%20pages/academicpolicies.html
All of the following examples of plagiarism: (a) turning in another’s work as your own, (b)
copying words or ideas from another without giving credit, (c) failing to put a direct quote in
quotation marks, (d) giving incorrect information about the source of a quotation, and (e)
changing words but copying the sentence structure of a source without giving credit. For more,
see here: http://library.csus.edu/default2.asp%3FpageID=353.html
Personal Expectations:
1. Submit professional written work—proofread for clarity, coherence/organization, unity,
grammar, punctuation, and spelling. 2. Form an accountability partnership. This person is responsible for taking notes for you and
collecting any materials if you are absent. However, you—not your partner—are
responsible for turning in all required assignments by the day due.
Name:
_________________________________________________
Phone number(s): _______________________________________
Email: _________________________________________________
3. Cell phones should be turned off and out of sight during class, as they are districting
(exception: cell phone usage is allowed and encouraged during studio time to be used as a
reference and for photography). If there is an emergency, keep your phone on silent mode,
and slip out of the room to answer if necessary.
4. This is a 3 credit-hour “upper division status” course; there is a heavy reading and writing
load. Make sure to provide enough time to read articles and book chapters and to complete
all assignments thoughtfully and thoroughly. Comprehension of content with quality of
thought should be evident in all course assignments and class participation.
5. Please turn in assignments at the beginning of class on due dates. I will not consider late
submission of any assignment without prior written notification and documentation. I
will assess your request, and respond with a written reply. You will need to submit a
copy of our written dialogue with the late assignment. It is likely that you will not
receive the full grade value when turning in a late assignment.
6. Back up all work frequently (i.e., use a flash/thumb drive or the “cloud,” email assignments
to yourself, and/or use an external hard drive); computers are not always reliable.
7. Participate with classmates, make a positive contribution to the group, engage others in
insightful and informed questions/comments, and listen with attentive respect.
8. Professionalism is essential in peer <-> peer and student <-> instructor interaction.
Maintaining high professional standards in class and at all field sites is critical for success in
this course. The instructor reserves the right to deduct participation points from a student’s
grade who does not act as a professional pre-service teacher. Students are expected to
demonstrate a professional attitude and behavior at all times by being punctual, attending all
class meetings, participating 100% in and contributing to class activities, accepting
responsibility, and remaining academically honest.
Amber Ward
ART 133: Elementary School Art Education
California State University, Sacramento
3
Academic Support: The University offers various avenues for academic support. For general
information, go to the Peer and Academic Resources Center
(http://www.csus.edu/parc/index.html). If your reading and writing skills need attention, please
go to the University Reading and Writing Center (http://www.csus.edu/writingcenter/). If you
have a disability and require accommodations, you need to provide disability documentation to
SSWD, Lassen Hall 1008, (916) 278-6955. Please discuss your accommodation needs with me
after class or during my office hours early in the semester.
Victim Support: Title IX makes it clear that violence and harassment based on sex and gender
are Civil Rights offenses subject to the same kinds of accountability and the same kinds of
support applied to offenses against other protected categories such as race, national origin, etc. If
you or someone you know has been harassed or assaulted, you can find the appropriate resources
here: http://www.csus.edu/titleix/
Learning Engagements:
1. Digital Portfolio: Students will maintain a personal portfolio to hold written and studio
assignments. Studio Investigations: Throughout the semester, students will participate in
studio art activities in and outside of class. Students will collect these creative expressions
and reflections, and connect them to future teaching. Works should express creative,
thoughtful, well-crafted adaptations as well as concepts, media, and problem-solving
techniques presented by the instructor and classmates.
2. Unit Paper: Students will turn in a one-page double-spaced summary and analysis of each
Unit inclusive of one to two sources from article and book chapter readings. Students should
format the paper, citations, paraphrases, references (provided at end of syllabus), and so forth
using APA 6th edition. Learn more at the Purdue OWL website
(https://owl.english.purdue.edu/owl/resource/560/01/).
 Summary (~one paragraph): report an objective overview of the Big Idea and related
approaches, readings, technology, content area(s), and/or studio(s).
 Analysis (~one paragraph): discuss the ways in which you might utilize and/or adapt the
concepts and content learned during this unit for use with a young population.
3. Lesson Plan: Student groups will create one 100 minute Lesson Plan to present to ART 133
peers with elementary learners in mind. The instructor will design and blend these groups
(i.e., major or minor in Art, major in Child Development, major in Liberal Studies, and/or
Blended Liberal Studies) to simulate a team-teaching experience in a school or community
setting. Students will be responsible for all components of the Lesson Plan to include:
 choosing one Big Idea to guide the lesson
 incorporating one or more 21st Century Art Education Approaches (e.g., meaning
making, visual culture, social justice, visual thinking strategies, holistic, choice-based,
learner-directed, standards-based)
 assigning either one article or book chapter to complement the Big Idea and 21st Century
Art Education Approach with opportunities for “assessing” learning via creating,
evaluating, analyzing, applying, and/or understanding
 designing “chunked” and varied educational activities, including a studio activity, with
diverse learners in mind
 integrating visual art, literacy, math, technology, and/or other disciplines
 managing time and transitions responsibly
Amber Ward
ART 133: Elementary School Art Education
California State University, Sacramento
4
4. Class Preparation and Participation: This course requires active learning, discussing, and
making where each student’s full engagement is essential for success. Therefore, students
are expected to complete all assigned readings and writing before each class period, and to
come to class ready to participate fully, knowledgeably, and insightfully. Please bring the
articles and book chapters to class with notes in order to participate on Discussion days.
There are not opportunities to “make-up” missed class lectures, group discussions, or in class
assignments/studios.
 If you are absent and would like me to take into consideration your reason for being
absent, it is your responsibility to make an appointment with me to discuss the
absence. Missing class(es) could compromise your grade. Attendance: class
collaborative agreement: ___________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Come to each class meeting on time and stay the entire duration of each class meeting.
Our class time will begin on time. Late arrival/early departure: class collaborative
agreement: ______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Evaluation of Learning Engagements: Your course grade will be a result of careful evaluation
of each assignment as well as intellectual, active, and creative engagement in class. Please
make an appointment to discuss in person your academic standing and progress in the
course, as I will not discuss grades or evaluation of your work before or after class (in our
classroom) or over email.
Resubmissions: If I think there has been a misunderstanding about the assignment expectations,
I will talk with you about a possible resubmission, and will discuss with you expectations for the
resubmission. With that in mind, it is crucial that you carefully read assignment handouts
as well as take detailed notes in class when we discuss assignments. A resubmission does not
ensure full-credit for the assignment.
Evaluation of
Learning Engagements
1. Digital Portfolio
(including studio investigations)
2. Unit Papers
|
|
|
|
|
|
3. Lesson Plan
(written & presented)
4. Class Preparation & Participation
Percentage of
Final Grade
25%
Points
Earned
x .25
=
25%
x .25
=
25%
x .25
=
25%
x .25
=
Total
Points =
Amber Ward
ART 133: Elementary School Art Education
California State University, Sacramento
Final Letter
Grade =
5
Numerical Grade Equivalent:
A+ = 12
B+ = 9
C+ = 6
D+ = 3
F=0
A = 11
B=8
C=5
D=2
A- = 10
B- = 7
C- = 4
D- = 1
ART 133 Course Calendar
Unit 1: Identity
21st Century Art Education Approaches: Meaning Making & Big Ideas
Week 1
9/1 - T
HW due for this class
 Introductions
 Bring a copy (hard or digital)
of the following to class:
 Syllabus
 Franco, Ward, &
 Course Calendar
Unrath article
 21st Century Art Ed Approaches
 Ward article
 Unit Big Ideas
 Syllabus
 Unit Organization
 Calendar due dates in red text
 Skimming effectively and critically:
 Franco, Ward, & Unrath article: Artmaking as
Meaning-Making: A New Model for Preservice
Elementary Generalists (pp. 28-33)
 Ward article: Fantasy Facebook: An Exploration of
Students’ Cultural Sources (pp. 47-53)
 Automatic drawing (if time allows)
9/3 - R
HW due for this class
Bridge Activities: creating artist and community identity using
 Read Walker book:
social media
 Introduction (pp. xii Photography using shared class iPad
xv)
 iPad Password: 0193
 Big Ideas and
 iPad email address: kademahall193@gmail.com
Artmaking (Ch. 1, pp.
1-17)
 Instagram email: kademahall193@gmail.com

Optional:
Create Instagram
 Instagram user name: SacState_ArtEd
profile
 Possible hashtags for posting to Instagram:
 Bring to class:
 #SacStateArt
 Laptop or tablet
 #SacStateArtEd
 Smartphone
 Introduce Unit Paper guidelines
 Automatic drawing
 Introduce Digital Portfolio guidelines
from 9/1
 Set-up website (aka Digital Portfolio)—some free sites include:
 Preview Unit Papers and
 Weebly (user friendly and recommended)
Digital Portfolio page details
 Wix
on course website
 Moonfruit
 Squarespace
Amber Ward
ART 133: Elementary School Art Education
California State University, Sacramento
6
Week 2
9/8 - T
VTS & Studio
 Inspiration Artist: Cindy Sherman
 Studio Investigation: Identity Constructions


9/10 - R
HW due for this class
Read Parsons chapter in edited
book: Art and Integrated
Curriculum (Ch. 34, pp. 775794)
Finish website set-up; email
published URL to instructor at:
amber.ward@csus.edu
HW due for this class
Unit Paper
Discussion

 Establish Discussion class norms
 Meditation
 Mindful reading of Walker (pp. 1-3) inspired by Robert Boice
 Discussion of Walker (pp. 1-3): “Finding Illustrative
Quotations” (see Frederick)
 Revise Unit Paper with new understandings
Unit 2: Conservation & Ecology
21st Century Art Education Approaches: Visual Culture & Social Justice
Week 3
9/15 - T
HW due for this class
Studio
 Read Hurwitz & Day book:
 Inspiration Artist: Federico Winer
Visual Culture in Art
Education (Ch. 15, pp. 281 Studio Investigation: Exploring Earth
295)
9/17 - R
HW due for this class
Bridge Activities: applying visual literacy to explore conservation
 Read Gude article: Postmodern
& ecology
Principles: In Search of a 21st
Century Art Education
Week 4
9/22 - T
HW due for this class
VTS & Studio
 Read Barrett article:
 Inspiration Artists: Mark Dion, Song Dong
Interpreting Visual Culture
 Studio Investigation: Material Means
9/24 - R
HW due for this class
Discussion
 Unit Paper
 “Generating Questions” (see Frederick)
 Revise Unit Paper with new understandings
Unit 3: Vulnerability
21st Century Art Education Approach: Visual Thinking Strategies & Holistic
Week 5
9/29 - T
HW due for this class
Studio
 Read Pink book:
 Inspiration Artist: Janine Antoni
 Introducing the Six
 Studio Investigation: Empathy Braid
Senses (pp. 65-67)
 Story (Ch. 5, pp. 100115)
 Bring meaningful fabric
samples, charms, found objects
Amber Ward
ART 133: Elementary School Art Education
California State University, Sacramento
7
10/1 - R
Bridge Activities: evaluating vulnerability by engaging the
mind/body/spirit
Week 6
10/6 - T
VTS & Studio
 Inspiration Artist: Collier Schorr
 Studio Investigation: Graphic Editorials


HW due for this class
Read Pink book: Meaning (Ch.
9, pp. 216-231)
HW due for this class
Read Eldridge chapter in
edited book: The Ethic of
Caring Holistically for Art
Students: Esmeralda’s
Boutique (Ch. 32, pp. 287-296)
HW due for this class
Read Housen & Yenawine
article: Visual Thinking
Strategies: Understanding the
Basics (pp. 1-10)
Unit Paper
10/8 - R
Discussion

Meet at Stremmel Gallery on campus (at usual start time):
http://www.al.csus.edu/sota/ulg/currentexhibit.html
Located in the Sac State University Library, first floor
Phone: (916) 278-4189 or (916) 278-6898

Unit 4: Play
21st Century Art Education Approaches: Choice-Based & Learner-Directed
Week 7
10/13 - T
HW due for this class
Studio
 Read Freyermuth article in
 Inspiration Artist: Nick Cave
edited book: One Art
Teacher’s Search for a Holistic
 Studio Investigation: Finger Puppets
Approach (Ch. 27, pp. 266 CAEA Conference and collaborators (1 month from now)?
269)
“Teaching <-> Learning: A Contemporary Approach to Art
 Read Douglas & Jaquith book:
Education”
 Practice-Based Theory
(Part I, p. 7)
 Defining Teaching for
Artistic Behavior: The
Four Practices (Ch. 1,
pp. 9-16 & images)
 Recommended, especially for
art ed. concentration:
NAEA/CAEA membership
($25 for students), link HERE
 Recommended, especially for
art ed. concentration: register
for CAEA Annual State
Conference (b/w $75-$100 for
student), link HERE
10/15 - R
HW due for this class
Bridge Activities: analyzing play, choice, and materiality in the
 Read Klein article: Comic
elementary art room
Liberation: The Feminist Face
of Humor in Contemporary Art
(pp. 47-52)
 Skim Klein chapter in edited
book: Humor and
Contemporary Product Design
Amber Ward
ART 133: Elementary School Art Education
California State University, Sacramento
8

(pp. 201-211)
Select a quote that suggests, to
you, the key idea from one of
the texts above. Email the
quote to me (use APA) along
with one complementary
question for Dr. Klein
Week 8
10/20 - T
HW due for this class
VTS & Studio
 Read Pink book: Play (Ch. 8,
 Inspiration Artist: Ellen Gallagher
pp. 185-205)
 Studio Investigation: Multimodal Messages
 Website check-point
10/22 - R
HW due for this class
Discussion
 Read Szekely chapter in edited
 Virtual meeting with Dr. Sheri Klein re humor in art education
book: Testing the World
through Play and Art (Ch. 7,
 12:20-12:50 PM: 85418/19 (PPT)
pp. 64-76)
 1:00-1:30 PM: 85420/21 (Q&A)

Unit Paper
 “Finding Illustrative Quotations” (see Frederick)
 Revise Unit Paper with new understandings
Unit 5: Structures & Systems
21st Century Art Education Approach: Standards-Based
Week 9
10/27 - T
HW due for this class
Studio
 Read Eisner article: 10
 Inspiration Artist: Julie Mehretu
Lessons the Art Teach (p. 1)
 Studio Investigation: “Chance Operations” (see John Cage)
 Read Pink: Symphony (Ch. 6,
pp. 129-145)
10/29 - R
HW due for this class
Bridge Activities: evaluating state and national visual art standards Read and becoming familiar with
as structures & systems
the following websites:
 Common Core State Standards
 Introduce Lesson Plan guidelines
– ELA (p. 7 only), link HERE
 National Core Art Standards –
Visual Arts (grades 1-6 only),
link HERE
 California Visual and
Performing Arts Standards
(grades 1-6 only), link HERE
 OEHHA, link HERE
Week 10
11/3 - T
HW due for this class
VTS & Studio
 Skim Walker book:
 Inspiration Artist: Fred Wilson
 Designing Studio
 Studio Investigation: Co-Curated Found Objects
Instruction (Ch. 6, pp.
95-113)
 Ways of Working (Ch.
7, pp. 115-138)
 Appendix (pp. 139154)
Amber Ward
ART 133: Elementary School Art Education
California State University, Sacramento
9
11/5 - R
HW due for this class
Discussion
 Unit Paper
 “Generating Truth Statements” (see Frederick)
 Revise Unit Paper with new understandings
Week 11:
GROUP LESSON PLAN DEVELOPMENT
11/10 - T
HW due for this class
 Meet at University Library (LIB 2024) for article search tutorial  Group Time
with Dr. Joe Zhou
 Announce groups (six groups of 4 students); discuss group
responsibilities, including group facilitators
11/12 - R
HW due for this class
 Group Time
 Group Time: meet in Kadema 170 or elsewhere
 Group facilitators: please
submit final Group Lesson
Plan to instructor via email by
8 PM on Monday (11/16);
Group 1: please forward
assigned reading to instructor
via email by Friday at 8 PM
Fri (11/13) – Sun (11/15): CAEA Annual State Conference
at Sheraton Hotel in Sacramento, CA, link HERE
Week 12
Lesson 1: Group 1
11/17 - T
HW due for this class
Big Idea: _______________
TBD by Group 1:
Lesson 2: Group 2
11/19 - R
HW due for this class
TBD by Group 2:
Big Idea: _______________
Week 13
Lesson 3: Group 3
11/24 - T
HW due for this class
TBD by Group 3:
11/26 - R
HW due for this class
NO CLASS
Big Idea: _______________
NO CLASS
Week 14
Lesson 4: Group 4
12/1 - T
HW due for this class
TBD by Group 4:
Big Idea: _______________
Lesson 5: Group 5
Amber Ward
ART 133: Elementary School Art Education
California State University, Sacramento
10
12/3 - R
HW due for this class
TBD by Group 5:
Big Idea: _______________
Week 15
Lesson 6: Group 6
12/8 - T
HW due for this class
TBD by Group 6:
Big Idea: _______________

12/10 - R
Work on Digital Portfolio

HW due for this class
Class Preparation &
Participation evaluation
Week 16:
FINALS WEEK
12/15 - T
HW due for this class
NO CLASS
NO CLASS
12/17 - R
Sections 85418/19 course final from 10:15 AM – 12:15 PM

HW due for this class
Digital Portfolio
Some studios may require printing. See Student Tech Center for printing privileges:
http://www.csus.edu/irt/STC/index.html
“The Student Tech Center helps students use technology required to complete course
assignments. The STC provides technology-infused group collaborative tables, each of which
can seat up to 8 students. Posters can be printed for free. The STC is open Mon-Thu from 10
am to 7 pm and Friday from 10 am to 3pm. Nooner workshops are held at 12 noon, Mon – Fri
and Happy Hour workshops are held at 5:30, Mon – Thu. We are located in AIRC 3007. Go
to www.csus.edu/stc to learn about all the services provided for students. You need the STC!”
References1
Berger, J. (1972). Ways of seeing. London, England: Penguin Books.
Barrett, T. (2003). Interpreting visual culture. Art Education, 56(2), 6-12.
Douglas, K. M., & Jaquith, D. B. (2009). Engaging learners though artmaking: Choice-based
art education in the classroom. New York, NY: Teachers College Press.
Eisner, E. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press.
Eldridge, L. A. (2012). The ethic of caring holistically for art students: Esmeralda’s boutique. In
L. H. Campbell & S. Simmons III (Eds.), The heart of education: Holistic approaches
(pp. 287-296). Reston, VA: National Art Education Association.
Franco, M. J., Ward, A., & Unrath, K. (2015). Artmaking as meaning-making: A new model for
Amber Ward
11
ART 133: Elementary School Art Education
California State University, Sacramento
preservice elementary generalists. Art Education, 68(5), 28-33.
Freyermuth, V. K. (2012). One art teacher’s search for a holistic approach. In L. H. Campbell &
S. Simmons III (Eds.), The heart of education: Holistic approaches (pp. 266-269).
Reston, VA: National Art Education Association.
Gude, O. (2004). Postmodern principles: In search of a 21st century art education. Art Education,
57(1), 6-14.
Housen, A., & Yenawine, P. (n.d.). Visual thinking strategies: Understanding the basics.
Retrieved from http://www.vtshome.org/research/articles-other-readings
Hurwitz, A., & Day, M. (2007). Children and their art: Methods for the elementary school, (8th
ed.). Thompson Wadsworth.
Klein, S. (2008). Comic liberation: The feminist face of humor in contemporary art. Art
Education, 61(2), 47-52.
Klein, S. (2014). Humor and contemporary product design. In D. Chairo & R. Baccolini (Eds.),
Gender and humor: International and interdisciplinary perspectives (pp. 201-211). New
York, NY: Routledge.
Parsons, M. (2004). Art and integrated curriculum. In E. W. Eisner & M. D. Day (Eds.),
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for Art 133 Course Calendar
Amber Ward
ART 133: Elementary School Art Education
California State University, Sacramento
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