Student Teaching in Art and its Seminar (Fall 2012)
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Instructor/supervisor: Dr. Jaehan Bae
Meeting Time and Place: Thursdays 4:30 till 6:00 at S211 in A/C
Office: 526 A/C
Phone: (920) 424-7054
Email: baej@uwosh.edu
Office hours: Tuesdays and Thursdays 13:00-14:00 or by appointment
Course Description: This seminar is designed to help the student teacher develop appropriate
teaching practices. It provides a format for discussion and collective problem solving regarding
issues that emerge in the field. We will also discuss key teaching/art related issues. Finally,
students will be assisted as they prepare to enter the job market.
Course Objectives: (Based on Ten Wisconsin Educator Standards.)
Student teachers will:
1. Know various dimensions of art subjects they teach, which include art making, art
criticism, aesthetics, art history, and visual culture;
2. Know how elementary students and secondary students grow and develop artistically,
socially, culturally, and aesthetically;
3. Understand that students learn art and cultural products differently based on their cultural,
social, and ethnic backgrounds;
4. Know how to teach and analyze art and visual artificial and natural environment that
students encounter both inside and outside of school;
5. Know how to manage a classroom using effective and various motivation strategies with
appropriate visual resources;
6. Communicate well with their colleagues, students, cooperative teachers, and the
supervisor;
7. Plan different kinds of lessons about art domains and integrated approaches to art unit
plans;
8. Know how to test for student progress, their artistic development, and understanding the
world;
9. Evaluate and improve themselves through seminars and triad meetings; and
10. Connect with other teachers and the community to advance their professions.
Classroom Visitations and Observations:
 I will visit three times during each of your placements. In our first triad conference you,
your cooperative teacher, and I will discuss Pre-Professional Development Plan (PrePDP),
expectations, and goals. It will take about an hour. Please tell your cooperating teacher to
schedule the first triad conference.
 In our second triad conference, your cooperative teacher and I will observe and videotape
your teaching. Please let your cooperating teacher know about this. I am not recording
students. After you finish your lesson, if possible the three of us will have a triad
conference to make suggestions for your improvement of your teaching. I will also
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provide a written evaluation form based upon what we discussed and suggested.
In the third visitation, I will observe and videotape your second teaching to see your
improvement and I will see how you incorporate the suggestions that your cooperative
teacher and I provided. After your teaching, we should have a last triad conference for
wrapping up your placement and checking your accomplishments based on your PrePDP.
You need to discuss what you have learned from each placement.
Useful Websites for Art Lesson Plans:
 www.crizanmc.com; www.davisart.com; www.naea-reston.org; www.teachingarts.org;
www.getty.edu; http://artsedge.kennedy-center.org/teach/les.cfm;
http://www.crayola.com/lesson-plans/; www.artsonia.com
Assessment: Your student teaching seminar will be assessed (Total 100 points).
A = 94% – 100%
A- = 90% – 93.9%
B+ = 86% – 89.9%
B = 83% – 85.9%
B- = 80.0% – 82.9%
C+ = 76% – 79.9%
C = 73% – 75.9%
C- = 70% – 72.9%
D+ = 66% – 69.9%
D = 63% – 65.9%
D- = 60.0% – 62.9%
F = Below 59%
1) Your attendance: You should attend all seminars. One absence will cost you 15 points and a
late arrival will cost you 5 points. I will consider you absent if you arrive later than twenty
minutes after the start of class.
2) Your participation (10 points): You are responsible for your education. I should be
considered one of your resources. I do not provide any recipes or formulas for teaching art. In
other words, I encourage you to develop and look for your own ways of teaching art so your
participation is important. I will count the number of times you participate in class as well as
assess the quality of your discussion and discourse during the seminar. You may share
experiences that work for you, difficulties, your students’ works of art, and lesson ideas,
classroom management skills that you learned from your cooperative teachers, and useful
resources from books and the Internet.
3) Your four lesson plans (40 points; one lesson plan for 10 points): You need to write lesson
plans that follow the format that you learned from art education methods courses. Please refer to
Student Teaching Handbook in Section V Appendix. You should present your lesson plans in the
seminar section before you apply them to your virtual teaching. Please refer to art textbooks
which are commercially published (Ask your cooperative teachers or visit Polk Library). Or you
may get brilliant ideas from electronic resources. It does not mean that you copy those ideas for
your lesson plan. You should adapt, change, and modify them. For your lesson plans, please use
and show many professional art products that were created by famous artists. You should submit
each lesson plan when you finish your teaching performance.
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4) Weekly Journal (30 points): Please write your weekly reflections. You have 18 reflections.
You need to write: describe one challenge confronted in the past week, illustrate something that
went well, describe something learned about teaching art, and describe something you need to
know about art and teaching that would make you a better teacher. Please each weekly journal
will be sent to me electronically by Wednesday noon so that we can share and discuss your
journal on Thursday. The format is also found on D2L.
5) Four Written reflections on your teaching (20 points): Write a total of four in-depth
reflections on your actual teaching performance. Describe your teaching, analyze what did work
and what did not work, and discuss how you change your teaching next time. Each reflection
should be a full two page long.
The Interview Portfolio: Please see content below. You may prepare these components through
your student teaching.
A.
B.
C.
D.
E.
F.
G.
H.
Statement of Philosophy... A favorite question asked by interviewers deals with your
philosophy of art, teaching, and art education. Use references. Thank about your art
education theories that you learned such as community based art education, Visual
culture art education, child-centered art education, choice-based art education, social
justice in art education, multicultural art education, etc. It might also be referred to as
your personal mission statement. It is best to have thought about this in advance and to
have crafted a careful, succinct statement in your portfolio that addresses the question. It
should set the tone for the remainder of your portfolio. Use it as an opportunity to meet
the requirement for Standard #9.
Resume... with extra copies to leave with the interviewing panel. Please refer to Student
Teaching Handbook.
Letters of recommendation.... usually two or three that have been photo copied onto the
same paper on which your resume is printed. Again, you should have additional copies to
leave with your interviewers. You might also consider including one or two letters from
former students being careful to protect their privacy. Your letters of recommendation
will provide evidence for most all of the standards.
Official Transcript.... sometimes needed during an interview, sometimes not, but it is a
good idea to have it along.
Current teaching license.... when it arrives. Meanwhile, a letter indicating your licensing
status.
Lesson plans... one from each level of instruction or two from the level for which you are
applying. Choose your best lesson plans. Include photos of children’s artwork and
assignments and/or children working with you in the classroom. These should provide
evidence of standards # 1 ,2, 3, 4, 7, and 8.
Photos or slides of your own work.... these provide the interviewers with a glimpse of
your competencies as an artist and an insight into your thinking. Provides evidence of
standard #1
Professional Development Seminar Reports if needed as evidence of a particular
standard (such as # 5 or 6).
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I.
J.
K.
Completed Pre-Professional Development Plan and
Self-evaluation of student teaching.
Proof of participation in parent/teacher conferences or other documentation of
interactions with families. May be included in your letters of recommendation. (Standard
#10)
Seminar Schedule:
I.
Attendance at large group and small group seminars.
A.
Large Group:
1.
2.
August 3 (Friday) Student Teaching Orientation
October 18 (Thursday) Mock Interviews
B.
Small Group: (Most will take place on Thursdays, 4:30 to 6:00 pm at S211 A/C)
II.Calendar for Seminar
Thursday Rough Draft of Resume and parts of PrePDP Due
Lesson planning and its format
Sept. 13
Thursday
Sep. 27
Thursday
Oct. 18
Thursday
Oct 25
Thursday
Nov. 15
Thursday
Nov 29
Thursday
Dec 6
Observations and conferencing
Writing PDP goals workshop
Designing a Teacher’s Resume
Share your lesson plans and student artworks.
Bring your impressions of your class.
Large Group Session: Mock Interviews (No small meeting)
Complete PrePDP for your second placement.
Discuss second placements: Contact 2nd cooperating teacher.
Writing a teaching philosophy
Discuss cover letters and interviewing
Bring your resume
Bring your student works
Share your lesson ideas
Share your classroom management and assessment
Discuss your portfolio and reflect your student teaching experience
The last meeting will be scheduled for submitting your student teaching portfolio
individually.
III.
Turn in a class schedule for each placement in a timely fashion (before the end of your
first week at each placement).
IV.
Turn in a lesson plan for each lesson your supervisor observes. If the observation is set
up ahead of time, the lesson plan should be submitted (e-mail is fine) at least 2 days
before. If the observation is unannounced, the lesson plan should be turned in at the next
small group meeting. Lesson plan format will be provided by the supervisor.
V.
Independent Professional Development Activity (2 to 3 hours)
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A.
Obtain prior approval for activity from your supervisor and provide a copy of
your registration when you submit your “Professional Development Seminar
Report Form.”
B.
Complete Report Form, attach proof of registration and submit to your supervisor.
Consider:
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VI.
Wisconsin Art Education Association Convention. Please visit
www.wiarted.org
Read the Handbook for Student Teaching
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Professional Responsibilities:
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1.
Absences must be reported to both your cooperating teacher and your supervisor. Contact your
cooperating teacher before the start of the school day. Contact your supervisor as soon as
possible.
2.
Be on time. Find out when the school day begins for teachers and plan to arrive 5 to 10 minutes
before that.
3.
Appropriate Clothing: Although teacher attire is relatively casual these days, student teachers
should be aware of the importance and need for professional appearance. (In some high schools,
for instance, the only way faculty, who don’t know you, will differentiate you from a student
may be by professional attire. If you get asked for a hall pass, chances are you haven’t dressed
professionally enough.) Jeans and wrinkled clothing, tops that show the midriff or are low-cut,
pants that don’t cover your boxer shorts, etc. are all inappropriate for a student teacher on the job.
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4.
Professional Activities: While on the job, you should be engaged in professional activities. If
your lessons are up to date, ask your cooperating teacher if there is something you could do to
help them. If there is not, this would be a good time to visit another classroom to observe.
5.
Introduce yourself to the principal, office staff, and other teachers. Invite the principal or
assistant principal to observe your teaching and provide feedback. Not only will you get good
advice from another perspective, you will have begun the networking process which will serve
you as you search for a job.
6.
Engage yourself in all aspects of your teacher’s responsibilities. In other words, if your teacher
has hall duty, bus duty, playground duty, IEP meetings, staff meetings, etc., you are responsible
for the same unless your cooperating teacher tells you not to go.
7.
Lessons: Share all of your lesson plan ideas with your cooperating teacher whether you are
turning it in to your UWO supervisor or not. Usually a handwritten draft is sufficient. If the
lesson is supervised, then you can simply edit and type up the handwritten version.
8.
Exemplar: Create an exemplar for each of your lessons before you implement it. This must be
done even if you do not wish to show it to students. Even if you are giving a lesson on something
you have created yourself many times, go through the process again. You will find that the
process is different when you are creating with the intention of teaching than creating for your
own purposes. It will help you finalize your instruction and supply list.
9.
Discuss classroom rules with your cooperating teacher. Some will want you to follow their
structure. Others will expect you to develop your own management structure and list of rules and
consequences.
10.
Leave things organized. Don’t expect your classroom teacher to finish your last lesson or to
clean up after your last project. See it through.
11.
Maintain a professional rapport with all students at all times. Avoid contact with students
outside of school events (including e-contact).
Don’t forget....
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Apply for graduation
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Take care of admissions II
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Contact your cooperating teacher for your second placement at least 2 weeks before the change.
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Complete the self-evaluation form for your exit portfolio.
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Complete Goals (PrePDP) statement to be turned in at the first triad meeting of each placement.
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Get copies of your cooperating teachers’ narrative forms for your exit portfolio.
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Plan and complete your professional development requirement (3 hours).
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Set up a professional e-mail account and phone message!
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Keep an eye on your exit portfolio requirements throughout the semester.
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Prepare your interview portfolio throughout the semester.
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Formally thank each cooperating teacher.
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