ART 355 (2 credits)
TU 1:50 – 4 or 4:10 to 6:20
Arts/Communication Building
hoefferm@uwosh.edu
Room S 211
Instructor: Dr. Mary Hoefferle
A/C 525  Phone: 424-7055
email:
Off Hrs: TH 1:00 – 4:00 or appt
ART 355 The Teaching of Art is an art education methods course specifically designed for students majoring in
Early Childhood and Elementary Education. This course will help you understand that 1) teaching is a creative, contextual
process that requires research, revisions and honest self-critique, 2) art plays an essential, unique role in a child’s cognitive,
social, emotional, and psychomotor development, and 3) meaningful connections between art and other disciplines are
abundant, accessible, and teachable.
 Critically analyze the role art plays in children’s lives and human development (visual language
development and visual communication skills—i.e. visual literacy-- creative processes, expressive needs)
in order to plan and scaffold developmentally appropriate art experiences.
WI Teaching Standard 2: Teachers know how children grow. The teacher understands how children with
broad ranges of ability learn and provides instruction that supports their intellectual, and personal
development.
UWO Essential Learning Outcomes: Identification/objective evaluation of theories and assumptions,
written communication.
 Discern the elements of high quality, integrated art instruction and create substantive integrated art
experiences that reflect good practice (including broad definitions of art, developmentally-appropriate
content, effective assessment strategies, creative teaching methods, Wisconsin Art and Design Standards,
district curriculum benchmarks, and co-equal integration).
WI Teaching Standard 1: Teachers know the subject they are teaching. The teacher understands the
central
concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning
experiences that make these aspects of subject matter meaningful for pupils.
WI Teaching Standard 7: Teachers are able to plan different kinds of lessons. The teacher organizes and
plans systematic instruction based upon knowledge of subject matter, pupils, the community, and
curriculum goals.
UWO Essential Learning Outcomes: Written communication, creative thinking, teamwork.
Critical thinking, engagement with big questions, and identification of assumptions.
 Apply creative teaching methods in k-5 classroom settings and reflect on your successes,
challenges, knowledge gaps, and future professional development needs.
WI Teaching Standard 4: Teachers know how to teach. The teacher understands and uses a variety of
instructional strategies, including the use of technology, to encourage children's development of critical
thinking, problem solving, and performance skills.
WI Teaching Standard 9: Teachers are able to evaluate themselves. The teacher is a reflective
practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents,
professionals in the learning community and others and who actively seeks out opportunities to grow
professionally.
UWO Essential Learning Outcome: Oral and visual communication, teamwork, synthesis of learning
demonstrated through application of knowledge and skills to new settings and complex problems.
Required Text and Materials:
 Purchase Molly Bang’s “Picture This: How Pictures Work” at the Reeve Union Bookstore (between $14 and
$10) or a used paperback on-line for about $7:
http://www.amazon.com/Picture-This-How-Pictures-Work/dp/1587170302
 All other course readings and resources will be posted to D2L or Polk Library e-reserves
 A fee of $10 for expendable materials is automatically charged to your account
 Three ring binder to hold readings, handouts, projects and reflections
 A laptop and digital camera are not required but will be VERY useful tools in this course
Graded Components of the Course:
Children’s Drawing Observation Paper .........…………………………….……….……....……... 18%
You will observe children as they draw, speak with children about their art, analyze their drawings, use course
readings to help you write a reflection on children’s visual language development, and discuss your findings.
Art/Book Project…………………………………….…………………………………………………....26%
After examining the relationship between literacy and art, you and a partner will develop an art + language arts
lesson based on a children’s book, make a teaching sample of the art/reading/writing project, and teach the
lesson to children at elementary schools in Neenah or Oshkosh.
Integrating Art with Math, Science or Social Studies…………………………………………….....26%
With a peer, you will develop an integrated art lesson, make teaching samples of the art product, develop
assessment tools for the project, use inventive teaching methods, and teach the integrated lesson to children at
elementary schools in Neenah or Oshkosh.
Participation and Assignments …………………………….………………………………………..... 30%
To prepare for or reflect on in-class work, students will be asked to 1) write a short reflection on art in
education, 2) conduct picture book and illustration analyses 3) complete readings and write article responses 4)
prepare for and contribute to class discussions, 6) write a final exam, and 7) fully participate in teaching teams.
Course Expectations:
Success:
Both in the course and in becoming a teacher who confidently infuses visual art in the elementary classroom is
ultimately up to you. It will require an open mind, humility, inquisitiveness and a commitment to engage
wholeheartedly with the ideas in this course.
Projects and Written work:
Should be of professional quality, meaning they meet class requirements and are something that you could bring
on a job interview and/or use in your future classroom. When necessary, follow APA methods to properly cite
references for both text and images and inform yourself about the university’s policy on plagiarism. Plagiarism
is a serious academic offence. Anyone caught plagiarizing will be subject to the university’s procedures
regarding such an offense.
Attendance:
One absence regardless of reason will not affect your grade. Your grade will drop 5% for each unexcused
absence thereafter. Leaving earlier or arriving later than 15 minutes is considered an absence.
Grading:
Rubrics and due dates for major projects will be provided to students up front, detailing expectations and
evaluation criteria. If you are absent the day an assignment is due, give your work to a friend to bring to class
or, if possible, email the work to the instructor on the day it is due. Instructor will always email a confirmation
for work received online. No late work will be accepted. Grades will be regularly posted to D2L. If you have
any questions about your grade, please meet with the instructor in person to discuss it.
Scale:
A
AB+
B
BC+
Respect for Diversity:
95 -100 (170 pts. total)
90 – 94
87 – 89
83 – 86
80 – 82
77 – 79
C
CD+
D
DF
73 - 76
70 - 72
67 - 69
63 - 66
60 – 62
59 – 0
“I intend that students from all backgrounds will be well served by this course and that all class members will
view student diversity as a resource, strength, and benefit. Please, let me know of ways to improve the learning
experience for you through any accommodations that may be necessary for your full participation in class.”
Dr. Mary Hoefferle