The Teaching of Art in the Secondary Schools
Art 441, Section 1, 3 credits
Monday, Wednesday 9:00 a.m. – 10:15 p.m.
Fall 2010
Assistant Professor: Ms. Kelly Nelson
Office: Bedford 230
Office Phone: 395-2154
e-mail: nelsonkm@longwood.edu
Office Hours:
M W 10:30 p.m. – 11:00 p.m.
M 2:00 – 3:00 p.m.
T TR 2:30 p.m. - 3:30 p.m.
and by appointment
Longwood University’s Art Program: “The Department encourages students to be creative
with ideas, techniques and materials in every aspect of their daily lives. We want our students to
be knowledgeable about art history, current art activities, techniques, media, design, the value of
art and its role in society and their own personal artistic direction. We expect our students to be
productive, self-motivated and to develop discipline and responsibility concerning professional
obligations and expectations in the workplace. Finally, we expect our students to be enlightened
people, to be appreciative of life, to contribute to the well-being of others and society in general.”
P. 127, Longwood Undergraduate Catalog, Faculty Desk Reference, 2005 - 2006.
Catalog Description: A concentrated study of contemporary practices, theory, technology and
materials necessary for the formulation of a meaningful art program in the secondary school.
Students will have supervised experience working with secondary age children in a creative
setting.
Purpose and Rationale for the Course: Students will accumulate knowledge and transfer their
knowledge into practice to design, implement and assess meaningful art experiences including
the knowledge and understanding of technological and artistic copyright laws.
Professional Teacher Outcomes:
V1 – Educators as Reflective Citizen Leaders
TC 1 – Plan for Instruction
TC 2 – Implementation and Management of Instruction
TC 3 – Evaluation and Assessment
TC 4 – Knowledge of Subject
TC 5 – Classroom Behavior Management
TC 6 – Communication Skills
TC 7 – Professional Responsibilities
TC 8 – Technology
TC 9 – Diversity
Course Objectives:
Knowledge:
Through class discussion, assignments, and written reflection the candidate will be able to:
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describe how to create a safe environment for art experiences; (TC1, TC4, TC7)
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discuss children’s artistic development and appropriate activities and assessment;
(TC1, TC4, TC7)
summarize current education research and the importance of keeping knowledgeable
in the newest pedagogical frameworks in the teaching of art; (TC4, TC7)
summarize the importance of meeting the individual needs of students to include
procedures and best practices; (TC9, TC 4)
discuss the importance of aligning goals, state standards, instruction and assessment;
(TC1, TC3, TC4)
explain the importance of creating a visually literate student and fostering student
interests, motivation and artistic growth. (TC1,TC3,TC4,TC6,TC7, TC8),
discuss copyright issues, appropriation and creativity in the classroom (TC1, TC4, TC7)
Skills:
As a result of the assignments, the candidate will be able to:
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demonstrate ability to plan and implement meaningful, integrated, art activities for a
variety of learners in DBAE style; (TC1,TC3, TC4, TC6, TC8, TC9)
incorporate art experiences as an interdisciplinary and multicultural learning
approach and mode of expression; (TC1,TC3, TC4, TC8, TC9)
incorporate art experiences with computer imaging as a mode of expression; (TC1,TC3,
TC4, TC8, TC9)
create units and lessons appropriate for the population; (TC1,TC3, TC4, TC8, TC9)
evaluate current education research and predict how the information may effect you
as an educator;
Reflect upon assignments; (TC3, TC4)
Dispositions:
As a result of the class discussions, readings, and assignments, the candidate will be able to:
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model successful dispositions as fundamental life skills; (TC6, TC7)
foster positive attitudes for lifelong learning; (TC6,TC7),
appreciate diversity and tolerance; (TC6,TC7, TC9)
Visit the following website and links:
NCATE Website: http://www.longwood.edu/NCATE
View overview of conceptual framework by linking with conceptual framework and then overview
of conceptual framework.
Text: Art for Life: Authentic Instruction in Art, Tom Anderson and Melody K. Milbrandt
Course Requirements: Students are invited and expected to participate wholeheartedly in class.
Student dispositions to include class participation and all assigned coursework must be
completed satisfactorily. Students are expected to spend an average of two hours outside of class
for every credit enrolled. This translates into eight hours of outside preparation for this course.
Course/University Attendance Policy: Attendance is crucial for learning, especially in a lab
situation. YOU ARE EXPECTED TO ATTEND EVERY CLASS. Failure to attend on a regular basis
will result in a lowering of grade or failure as is commensurate with University policy and written
in the undergraduate handbook. If a student accumulates four or more unexcused absences, their
grade will be lowered one grade. For example, if a student accumulates four or more unexcused
absences and has earned a B+ in the course, the grade will be lowered to a C+. Any student who
misses more than 25% of the course, including excused absences, will fail. Students who have
an unexcused absence may not make up work. Students who have an excused absence via
proper paperwork may make up work and will have one class period to do so. Any student who
misses a class should see me during office hours or make an appointment to see me outside of
class to discuss work missed. QUALITY ATTENDANCE AND PERFORMANCE WILL ALSO BE
EVALUATED. Leaving class early is considered an absence. Arriving a few minutes late to class
three times is considered an absence. Dispositions such as punctuality, participation, positive
attitude and so forth are considered in this class.
Assessment: The first four weeks of class, Ms. Devine will teach. Work completed during this
time is worth 25% of your total grade.
Below is a breakdown of grades you will earn with Ms. Nelson. This portion of your grade will be
worth 75% of your total grade and is broken down as follows: Projects, mock teaching and
teaching in South Boston 70%, research presentation, 20%, art events and the VAEA State
Conference, 10% for a total of 100%. Below is a breakdown of grades:
A
B
C
D
F
90% – 100% Superior work
80% - 89%
Above average work
70% - 79%
Average work
60% - 69%
Below average work
0% - 59%
Failure
Mock Teaching/Teaching in South Boston: Students will work cooperatively and
independently to create and teach units and lessons to include visuals. Teaching will be tape
recorded enabling the student to reflect upon their performance immediately after teaching and
after the benefit of watching the video. While teaching in South Boston, you will not be tape
recorded. Teaching at South Boston is mandatory to pass this class. I will drive as well as a
couple other students in the class. Most art supplies and food will be provided.
Projects: A variety of projects will be assessed to include designing teaching visuals, cultural
exemplars, teaching philosophy, professional interview portfolio, unit and lesson plans, as well as
implementation of the unit and lesson plans.
Research Presentation: Students will research current education topics using the ERIC
database, share a journal article researched in ERIC for the class to read, create a power point
presentation and lead discussion by asking critical questions (Bloom’s taxonomy hierarchy).
Art Events and the Virginia Art Education Association State Conference: You will attend
the VAEA State Conference in Norfolk, VA on either Thursday, Friday or Saturday, Nov. 19th – 21st.
You may stay for the entire conference if you wish. You must attend the VAEA conference to pass
this class. You will attend the Highlights for the Annual Area Youth Art Exhibition, in the
Hull Education Center. You will also attend two art events sponsored by the art department or
the LCVA, to include art openings, general education series movies, art history movies and artist
talks. You will write a two page critical response for each of these events to include how to
integrate these experiences into the classroom. A total of four critical response papers are due by
our final exam. You will have to pay for the VAEA conference. Registering early gives you a
discount. Registering late is very expensive. We will review this paperwork in class and the
conference link will be posted on blackboard.
Late Work: Late work is not accepted. If you miss a deadline you earn a zero out of however
many points the assignment is worth. Do not miss any deadlines. Missing deadlines is
detrimental to your success in the class. If necessary, find a friend to deliver your work if you are
unable to attend class. Punctuality is a life skill.
Written Work and Visuals: Written work must be typed. Visuals and written work must have
your name on them. If you forgot your name, your grade for the project will be lowered one letter
grade.
Course Fee: A $25.00 lab fee covers membership to the NAEA and VAEA for this course.
Students will need to furnish additional supplies and pay for the VAEA State Conference.
Additional Supplies
Three ring binder for journals
Paper
Portfolio supplies to include plastic sleeves and cd for professional interview portfolios
and research presentation
Various art supplies for visuals and teacher examples
Video tape – VHS-C TC-30. 90 min.
Students with Special Needs: If you are a student with a disability you must notify your
instructor and register with the Office of Disability Support Services at least two weeks in prior to
requesting a reasonable accommodation.
Honor Code Statement: A strong tradition of honor is fundamental to the quality of living and
learning in the Longwood community. The Honor System was founded in 1910, and its purpose is
to create and sustain a community in which all persons are treated with trust, respect, and
dignity. Longwood affirms the value and necessity of integrity in all intellectual and community
endeavors. Students are expected to assume full responsibility for their actions and to refrain
from lying, cheating, stealing, and plagiarism.
** All written work must be typed and printed to receive an assessment. Do not email
information for me to print or hand write work.
Bibliography
Bringing Art into the Elementary Classroom, Joan Bouza Koster
Becoming an Art Teacher, Dr. Jane Bates
Puzzles About Art: An Aesthetics Casebook, by Jargaret P. Battin, John Fisher, Ronald Moore and
Anita Silvers
Contemporary Issues in Art Education, Yvonne Gaudelius, Peg Speirs
Children and Their Art: Methods for the Elementary School, Al Hurwitz , Michael Day
It’s Elementary: Talking About Gay Issues In School, (video) Debra Chasnoff and Helen Cohen
Teaching Children Art, Jack A. Hobbs, Jean C. Rush
Creating Meaning Through Art: Teacher as Choice Maker, Judith W. Simpson, et al.
Creating Meaning Through Literature and the Arts, Claudia E. Cornett
Course Calendar
The complete list of reading assignments as well as schedule changes and other materials are
available on Blackboard.
WEEK
1
2
3
4
5
6
7
8
9
10
11
12
TOPIC
Expectations and
Opportunities, developmental
levels
Diversity Unit – High School,
Developmental levels, Review
unit and lesson planning –
Integrating the Components
of Production, History
Criticism and Aesthetics,
Diversity Unit – High School,
shooting 2-D work
Diversity Unit – High School,
professional competencies,
preparing interview portfolios,
bring portfolios, teaching
philosophy
planning for a year, ordering
supplies, health and safety,
first year out in the field
through retirement, library
visit – Liz K-W, researching
education journal articles
Interdisciplinary Unit -Middle
School
Interdisciplinary Unit -Middle
School, teach, Visiting Artist
Sue Coe: artist talk at 6:00
p.m. in the auditorium
March 11th + 12th, classes
cancelled, Art Dept.
Assessment
Interdisciplinary Unit -Middle
School, teach, Special
education, differentiation,
IEPs
Special education,
differentiation, IEPs
Special education,
differentiation, IEPs,
Thurs. – Sat. VAEA State
Conference
Focusing on Art Criticism and
Aesthetics, Assessment and
traditional tests, New
Technologies + Popular
IMPORTANT DATES: DUE DATES
Mon. – review syllabus, Wed. - read part 3 of your
text titled Models for Instruction, Introduction to
Part Three, developmental levels
Mon.. – read chapter 13 titled A Sense of Self, of
Place, and of Community – Fred Wilson’s Installation
Art and Reconstruction of the Historical Narrative,
Mon.– read chapter 10 titled What Drives You?
Research Notebooks and a Sense of Self, preparing
digital images of 2-D work, Wed. – shooting digital
images
Mon. – professional competencies,
Wed. interview portfolios, teaching philosophy and
Mon.– read chapter 12 titled A Sense of Place and of
Community: Sea Full of Clouds – Ciel Bergman,
Nancy Merrill and Ecological Consciousness, Wed. –
library visit, ERIC research instruction,
Bibliography instruction, meet in the Children’s
library
Mon.. – teach, DIVERSITY Presentation, Wed. -teach
Mon. –INTERDISCIPLINARY Presentation, read
chapter 9 of your text titled New Technologies and
Art Education, teach, Wed. – Visiting Artist: Sue
Coe, artist talk at 6:00 p.m. in the auditorium
Mon. - read chapter 14 of your text titled A Sense of
Self and of Community – Exploring Issues of Identity
through the Artwork of Charnelle Holloway, No
Classes
Mon. – teach,
Mon. – HIGH STAKES TESTING Presentation,
teach,
Mon. - ART CRITICISM/AESTHTETICS/HISTORY
Presentation, read chapter 15 of your text titled A
Sense of Self, of Place, and of Community – Art for
Peace, Thurs. – Sat.,VAEA State Conference
Mon. – GIFTED AND TALENTED Presentation,
Wed. – DIFFERENTIATION Presentation
Culture (computer imaging)
High School unit and lesson
plan
13
14
15
16
Technologies + Popular
Culture (computer imaging)
lesson plan, Creating rubric
for interview portfolio and
interview, Career Center
Visit with Ellen Masters
Technologies + Popular
Culture (computer imaging)
lesson plan, Focusing on Art
Criticism and Aesthetics
Mon. – CLASSROOM MANAGEMENT Presentation,
Wed. – Career Center Visit with Ellen Masters
Teach, teach
Examination, Portfolios and
interviews, teaching
philosophy is due
Mon.– teach, Wed. – teach, bring interview portfolios
Fri. Dec. 10th, 11:30 – 2:00 p.m. - interviews at the
Career Center, bring interview portfolios, turn in
teaching philosophies
Mon. –SPECIAL EDUCATION Presentation, Read
chapter 16 of your text titled Art Education for Life,
teach, April 16 – teach