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 Craft: Grades 9-12
ARU: 310
November 4, 2003
Revised Feb. 2005
January 2006
September, 2010
I. COURSE DESCRIPTION:
This course provides learners with an introduction to teaching art and visual culture in grades
9-12. Learners in this class will investigate curriculum planning, personal and social
development in the arts, instructional strategies, as well as historical and theoretical issues in
art education. Learner activities will include observation of high school classrooms, studio
and critical response activities, and the design of curriculum plans and instructional materials
appropriate for art and visual culture in high school settings. 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. Prerequisites: All students in ARU major; and ARU: 210
passed with B- or better. 4 s. h., 4 c. h
II. COURSE RATIONALE:
In schools and other educational settings, instruction in the arts 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 high school settings is unique
due to the developmental characteristics of high students and the traditional practices found
in high school culture. The complex nature of high school educational environments
necessitates an integrated approach to pedagogical strategies related to schooling, social and
psychological development, the arts, curriculum, and instruction necessary for effective
teaching at the high school level. This course is the third course within a sequence of three
designed to provide an understanding of teaching and learning art and visual culture. 4 s. h., 4
c. h., Prerequisites: ARU 110 and ARU 210.
III. COURSE OBJECTIVES:
A. Learners in this course will be able to:
1. Apply their understanding of personal and social development, institutional
structures, and artistic and critical practices to the construction of high school
curriculum materials.
2. Apply their understanding of personal and social development, institutional
structures, and artistic and critical practices to high school instruction.
3. Explain and interpret adolescents’ 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 9-12 in terms of
personal and social development, institutional structures, and artistic and critical
practices.
5. Explain and interpret curriculum structures for students in grades 9-12 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 adolescent 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:








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 elementary 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 and visual culture in elementary settings.
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 elementary settings. 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 elementary settings, 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 elementary setting.
2




Site Report, in which students observe in the field and then explain, interpret, and make
judgments about the elementary learner behaviors, instructional practices, and curriculum
materials in terms of individual and social development, appropriate classroom environment,
and artistic and critical practices in the elementary setting.
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 elementary settings, 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 High School settings
1. Content for Art in High School Settings
a. Diversity in art, design, and visual culture
b. Contemporary art and visual culture
c. Diverse traditional practices in art and visual culture
d. Historical, critical, theoretical and creative perspectives toward art and visual
culture
e. Studio practices in High School settings
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 High School 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 High School Settings
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 9-12
3
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
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 High School Settings
a. Philosophical and historical traditions in art/visual culture education
b. Role of standards in art/visual culture education
c. High School art programs in traditional and nontraditional settings
i. Schools
ii. Museums
iii. Community
iv. Alternative sites
4. Art and Visual Culture Curriculum Development for High School Settings
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. High School Art Classroom Environment
1. Establishing expectations for student achievement
4
2.
3.
4.
5.
6.
7.
Providing equitable learning opportunities for students
Maintaining appropriate interactions
Establishing efficient and effective classroom routines
Establishing clear standards of conduct
Providing for safety in the High School art classroom
Establishing and maintaining rapport with students
C. Instruction in High School 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
5
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.
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:
Barrett, T. (2002). Criticizing Art: Understanding the Contemporary. Mountain View, CA:
Mayfield Publishing Company.
Barrett, T. (2007). Why is that Art? Aesthetics and Criticism of Contemporary Art. Oxford
University Press.
Barrett, T. (2010). Making Art: Form and Meaning. McGraw-Hill.
Beattie, D. (1997). Assessment in Art: Art Education in Practice. Worcester, MA: Davis
Publications.
Cornett, Claudia E. (2002). Creating Meaning Through Literature and the Arts.
Educational testing Service. (2005). The Praxis Series Study Guide: Art: Multiple choice
and response. Princeton, NJ: ETS.
6
Efland, A. (2002). Art and Cognition. Reston: NAEA.
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.
Freedman, K. (2003). Teaching Visual Culture: Curriculum, Aesthetics, and the Social Life
of Art. Reston, VA: NAEA.
Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. New
York: Basic Books.
Gaudelius, Yvonne & Peg Speirs, eds. (2002). Contemporary Issues in Art. Saddle River,
NJ: Prentice-Hall.
Heberholz, D. & B. Herberholz. (1994). Artworks for High School Teachers: Developing
Artistic and Perceptual Awareness. Madison, WI: Brown and Benchmark.
Hetland, L.; E. Winner; S. Veenema and K. Sheridan. (2007). Studio Thinking: The real
benefits of a Visual Arts education. New York, NY: Teachers College Press.
Klein, S. (2003). Teaching Art in Context: Case studies for pre-service art education.
Reston, VA: NAEA.
McCarty, C., & W. Crichlow, eds. (1993). Race Identity and Representation in Education.
New York: Routledge.
McTighe, J. and G. Wiggins. (1998). Understanding by Design. Alexandria, VA: ASCD.
New, J. (2005). Drawing from Life. Princeton, NJ: Princeton University Press.
PDE. (2002). Academic Standards for Arts and Humanities. Harrisburg, PA: Pennsylvania
Department of Education.
Perry, T., & J. Fraser, eds. (1993). Freedom’s Plow. New York: Routledge Press.
Syre, H. (2009). A World of Art. Upper Saddle River, NJ: Prentice-Hall.
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.
7
Taylor, P., S. Carpenter; C. Ballangee-Morris and B. Sessions. (2006). Interdisciplinary
Approaches to Teaching Art in High School. Reston, VA: NAEA.
Walker, S. (2001). Teaching Meaning in Art Making. Worcester: Davis Publications.
B. Journals and Articles
Art Education.
Art in America
Ceramics Monthly
Fiber Arts
School Arts
Studies in Art Education
8