State System of Higher Education
KUTZTOWN UNIVERSITY OF PENNSYLVANIA
Kutztown, Pennsylvania
Department Submitting Proposal:
Course Title:
Course Prefix and No. Level:
Date approved by Department:
Assessment Addition:
Title, Syllabus, C.H
Art Education and Crafts
Teaching Art, Design, and Crafts: Grades PreK-4
ARU: 110
November 4, 2003
Revised Feb. 2005
January 2006
September, 2010
I. COURSE DESCRIPTION:
This course provides students with an introduction to teaching art, design, and crafts in
grades preK-4. Learners in this class will investigate curriculum planning, individual and
social development, instructional strategies, as well as historical and theoretical issues in art
education. Learner activities will include observation of preK-4 classrooms, studio and
critical response activities, and the design of curriculum plans and instructional materials
appropriate for art, design, and crafts in grades preK-4. The class will include both
lecture/discussions and performance-based activities. A minimum of 8 hours of work outside
of class is required per week. Prerequisite: All Students in ARU major. 4 s. h., 4 c. h.
II. COURSE RATIONALE:
In schools and other educational settings, instruction in art is organized predominantly by
grade level. Consequently, grade levels provide the organizing structure for consideration of
a wide range of pedagogical concerns. The teaching of art in grades preK-4 is unique due to
the developmental characteristics of preK-4 students and the traditional practices found in
preK-4 school culture. The complex nature of preK-4 educational environments necessitates
an integrated approach to pedagogical strategies related to schooling, social and
psychological development, art, design, and crafts, curriculum, and instruction necessary for
effective teaching at the preK-4 level. This course is the first course within a sequence of
three designed to provide an understanding of teaching and learning art, design, and crafts.
III. COURSE OBJECTIVES:
A. Learners in this course will be able to:
1. Apply their understanding of individual and social development, institutional
structures, and artistic and critical practices to the planning of curriculum for grades
preK-4.
2. Apply their understanding of individual and social development, institutional
structures, appropriate classroom environment, and artistic and critical practices to the
planning of instruction for students in grades preK-4.
3. Explain and interpret early childhood behaviors in terms of personal and social
development, institutional structures, and artistic and critical practices.
4. Explain and interpret instructional practices for students in grades preK -4 in terms of
personal and social development, institutional structures, and artistic and critical
practices.
5. Explain and interpret curriculum structures for students in grades preK -4 in terms of
personal and social development, institutional structures, and artistic and critical
practices.
6. Demonstrate their understanding of current issues in art education including the use
of technology, diversity, inclusive learning, and integrated approaches to instruction.
7. Select appropriate content from art and visual culture for early choildhood learners.
IV. ASSESSMENT:
Assessment of each teacher candidate’s level of accomplishments with reference to the
course objectives will be based on subset of the following:
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Critical Responses, in which the student applies critical perspectives to art, design, and visual
culture. These perspectives will be demonstrated through a range of linguistic and
performative tasks.
Interview with Child, in which students interview a child between the ages of 5-11 to apply
their understanding of preK-4 learner behaviors in terms of individual and social
development, institutional structures, appropriate classroom environment, and artistic and
critical practices.
Journal, in which students complete ongoing written reflections on discussions, experiences
and individual research on teaching art, design, and crafts in grades preK-4.
Lesson Plan, in which students apply their understanding of social development, institutional
structures, and artistic and critical practices to the planning of curriculum, instruction, and
assessment for grades preK-4. The ability to create meaningful lesson plans is an essential
and fundamental skill in the field of art education.
Model Teaching, in which student present to their peers to demonstrate their understanding
of facilitating learning in the grades preK-4, including the use of technology, human
diversity, atypical learning, and integrated approaches to instruction.
Philosophy, in which students develop and expand upon their philosophy of education. The
philosophy statement will reflect perspectives derived from course content and incorporate
elements uniquely situated in middle school contexts. This philosophy statement will
culminate in a statement written during their clinical experience.
Professional Conduct, in which students are evaluated on their disposition toward having a
professional relationship with the field of art education. This relationship will be assessed
through speech acts, actions, written work, community support and professional
communications in a range of settings both on campus and off.
Reading Response, in which students apply their knowledge, interpretation, and judgment of
current research in the field of art education in the preK-4 setting.
Site Report, in which students observe in the field and then explain, interpret, and make
judgments about the preK-4 learner behaviors, instructional practices, and curriculum
materials in terms of individual and social development, appropriate classroom environment,
and artistic and critical practices in the preK-4 setting.
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Studio Project, in which students create works of art to demonstrate an understanding of the
arts as form of inquiry and expression within individual, social, cultural and historical
contexts.
Teaching in Field, in which students teach in the field to demonstrate their understanding and
skill to facilitate learning in the grades preK-4, including the use of technology, human
diversity, atypical learning, and integrated approaches to instruction.
Tests and Quizzes, in which students demonstrate their knowledge of visual and material
culture, art education, instruction, curricula, and human development.
V. COURSE OUTLINE:
A. Planning and Preparation in Grades preK-4
1. Content for Art in Grades preK-4
a. Diversity in art, design, and visual culture
b. Contemporary art, design, and crafts
c. Diverse traditional practices in art, design, and crafts
d. Historical, critical, theoretical and creative perspectives toward art, design, and
crafts
e. Studio practices in grades preK-4
i. Two-dimensional media, materials, techniques and styles
ii. Three-dimensional media, materials, techniques and styles
iii. Multiples media, materials, techniques and styles
iv. Time-based media, materials, techniques and styles
2. Learners in PreK-4 Art Settings
a. Developmental perspectives
i. Historical traditions
ii. Current perspectives
b. Development related to visual images, artifacts and performances
i. Communicating
ii. Creating
iii. Experiencing
iv. Responding
v. Community action
c. Learner characteristics in Grades preK-4
i. Perspectives on personal identity
ii. Perspectives on human diversity
iii. Perspectives on ethical issues and responsibility
iv. Perspectives on critical thinking
v. Perspectives on dispositions
vi. Perspectives on cognition and aesthetic judgments
vii. Perspectives on creativity
d. Inclusive Learning in grades preK - 4
i. Perspectives on gifted and talented
ii. Perspectives on physical, emotional, social factors
iii. Perspectives on classroom and support structures
iv. Perspectives on partnering with Paraprofessionals
v. Perspectives on differentiating instruction
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vi. Perspectives on learning styles and multiple intelligence preferences
vii. Perspectives on media usage and modifications
viii. Perspectives on Universal Design principles
3. Institutional Structures for Grades preK-4
a. Philosophical and historical traditions in art/visual culture education
b. Role of standards in art/visual culture education
c. PreK-4 art programs in traditional and nontraditional settings
i. Schools
ii. Museums
iii. Community
iv. Alternative sites
4. Art, design, and crafts Curriculum Development for Grades preK-4
a. Curriculum Theories
i. Historical traditions
ii. Current practices
b. Curriculum Components for Alignment
i. National Standards in the Visual Arts
ii. Pennsylvania Arts and Humanities Standards
iii. Program Goals
iv. Learning objectives
v. Instruction
vi. Assessment
vii. Units of instruction
viii. Lessons
ix. Scope and Sequence
c. Curriculum Planning
i. Consideration of learners and specific needs
ii. Consideration of educational psychological principles/theories
iii. Consideration of institutional structures
iv. Consideration of instructional context
v. Consideration of content in relation to standards and goals
vi. Consideration of scope and sequence
vii. Alignment of objectives, instruction and assessment
viii. Consideration of resources, materials and/or technology
d. Curriculum Planning Strategies
i. Identification and use of enduring ideas
ii. Employment of graphic organizers
iii. Textbooks and other instructional resources
B. PreK-4 Art Classroom Environment
1. Establishing expectations for student achievement
2. Providing equitable learning opportunities for students
3. Maintaining appropriate interactions
4. Establishing efficient and effective classroom routines
5. Establishing clear standards of conduct
6. Providing for safety in the preK-4 art classroom
7. Establishing and maintaining rapport with students
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C. Instruction in PreK-4 Art Settings
1. Pedagogical perspectives
a. Historical traditions
b. Current theories and practices
2. Factors for planning
a. Learner prior knowledge
b. Content in relation to standards, goals and objectives
c. Classroom environment
3. Instructional considerations
a. Shifting roles of teacher and learners
b. Providing opportunities for critical thinking and inquiry
c. Providing opportunities for self-reflection and meta-cognition
d. Providing opportunities for individual and collaborative learning
e. Providing opportunities for teacher, peer and self assessment
f. Providing opportunities for formal and informal assessment
g. Providing for flexibility and responsiveness in meeting learning needs
h. Providing for appropriate sequence and pacing of instruction
i. Providing for feedback to learners
j. Providing for substantive integration of art with other disciplines, as appropriate
k. Providing for an audience for student work and responses
4. Instructional strategies
a. Demonstration
b. Studio coaching
c. Large and small group discussion
d. Learners as leaders
e. Role-playing
f. Game-like strategies
g. Questioning strategies
h. Didactic and Socratic methods
5. Assessment
a. Embodied assessment
b. Authentic assessment
c. Performance tasks
d. Teacher, peer and self assessment
e. Formative and summative assessment
f. Formal and informal assessment
g. Criteria and rubrics
6. Instructional and assessment materials and resources
a. Identifying needs for materials and resources
b. Evaluating extant materials and resources
c. Developing appropriate materials and resources
d. Using appropriate technologies
e. Evaluating appropriate use of materials, resources and technologies.
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7. Model Teaching
a. Application of knowledge of learners, content, pedagogy, and classroom
environment in planning curriculum
b. Application of knowledge of learners, content, pedagogy, and classroom
environment in model teaching
D. Professionalism
1. School and district procedures and regulations
a. Policies related to attendance, punctuality, etc.
b. Policies related to record keeping, communication with students and families
c. Policies related to school and/or district events
d. Policies related to integrity and ethical behavior; professional conduct
2. Fieldwork
a. Observation techniques
b. Interview strategies
c. Social practice and etiquette
d. Oral and written communications
3. Professional Development
a. Praxis exams and continuing licensure requirements
b. Professional associations
c. Professional journals
VI. INSTRUCTIONAL RESOURCES:
A. Books:
Addis, S. & M. Erickson. (1993). Art History and Education. Champaign, IL: University of
Illinois Press.
Amann, J. (1992). Theme Teaching with Great Visual Resources. New York, NY: Modern
Learning Press.
Art Educators of New Jersey. (1990). Insights: Art in special education - educating the
handicapped through art. Reston, VA: The National Art Education Association.
Barrett, Terry. (1997). Talking about student art. Worchester, MA: Davis Publications.
Beattie, D. (1997). Assessment in Art: Art education in practice. Worcester, MA: Davis
Publications.
Brown, M. & D. Korzenik. (1993). Art Making and Education. Urbana: University of
Illinois Press.
Chapman, L. H. (1994). Adventures in Art. (Teacher’s Edition, Level 1-6). Worcester, MA:
Davis Publications, Inc.
Efland, A. (2002). Art and Cognition. Reston: NAEA.
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Eisner, E. (2002). The Arts and the Creation of Mind. New Haven: Yale University Press.
Erickson, M. & B. Young. (2003). Multicultural Art Worlds. Reston: NAEA.
Fogarty, R. (1991). How to Integrate the Curricula. Palitine, IL: Skylight Publishing.
Freedman, K. (2003). Teaching Visual Culture: Curriculum, aesthetics, and the social life of
art. Reston, VA: NAEA.
Gardner, H. (1980). Artful Scribbles: The significance of children’s drawings. NY: Basic
Books.
Gaudelius, Yvonne & Peg Speirs, Eds. (2002). Contemporary Issues in Art. Saddle River,
NJ: Prentice-Hall.
Hardman, M.; C. Drew; M. W. Egan & B. Wolf. (1990). Human Exceptionality, 3rd ed.
Needham Heights, MA: Allyn and Bacon.
Heberholz, D., & B. Herberholz, (1994). Artworks for PreK-4 Teachers: Developing artistic
and perceptual awareness. Madison, WI: Brown and Benchmark.
Henley, D. R. (1992). Exceptional Children/Exceptional Art: Teaching art to special needs.
Worcester, MA: Davis Publications, Inc.
Herberholz, B., & L. Hanson. (1995). Early Childhood Art. Madison, WI: Brown and
Benchmark.
Hurwitz, A. & M. Day. (1991). Children and Their Art. Niles. IL: Harcourt Brace
Jovanovich.
Johnson, A. Ed. (1992). Art Education: PreK-4. Reston, VA: National Art Education
Association.
Kauffman, J. (1993). Characteristics of Emotional and Behavioral Disorders of Children and
Youth, 5th ed. NY: MacMillan.
Klein, S. (2003). Teaching Art in Context: Case Studies for Pre-service Art Education.
Reston, VA: NAEA.
Lowenfeld, V. & L. Brittain. (1975). Creative and Mental Growth. Riverside, NJ:
Macmillan Publishing Co.
McTighe, J. and G. Wiggins. (1998). Understanding by Design. Alexandria, VA: ASCD.
Moore, R., Ed. (1995). Aesthetics for Young People. Reston, VA: National Art Education
Association.
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Olson, J. & J. Platt. (1992). Teaching Children and Adolescents with Special Needs. NY:
MacMillan Publishing Co.
PDE. (2002). Academic Standards for Arts and Humanities. Harrisburg, PA: Pennsylvania
Department of Education.
Rollins, J. (1994). The National Visual Arts Standards. Reston, VA: National Art
Education Association.
Snell, M. (1993). Instruction of Students with Severe Disabilities, 4th ed. NY: MacMillan.
Stankiewicz, M. (2001). Roots of Art Education Practice. Worcester: Davis Publications.
Stewart, M. (1997). Thinking Through Aesthetics. Worcester, MA: Davis Publications.
Stone, D. (2001). Using the Art Museum. Worcester, MA: Davis Press.
Wachowiak, F. & R. Clements. (1993). Emphasis Art: A qualitative art program for preK-4
and middle schools. New York, NY: Harper Collins.
Walker, S. (2001). Teaching Meaning in Art Making. Worcester: Davis Publications.
Wilson, B., A. Hurwitz & M. Wilson. (1987). Teaching Drawing From Art. Worcester, MA:
Davis Publications, Inc.
B. Journals
Arts & Activities. Publisher’s Development Corporation.
School Arts. Worcester, MA: Davis Publications, Inc.
Studies in Art Education. Reston, VA: NAEA
Art Education. Reston, VA: NAEA
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