Art 253:
Foundations of Art Education (3 credits) and
Clinical Teaching Experience (1 credit)
Spring 2014
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Instructor: Dr. Jaehan Bae
Meeting Place: S211 in Arts and Communication Center (A/C)
Class Time: 1:50 - 4:00 Tuesdays and Thursdays
Office: 526 A/C
Phone: (920) 424-7054
Email: baej@uwosh.edu
Office Hours: 10:00-12:00 on Mondays Wednesdays or by appointment
Course Description
This course is designed to introduce students to the field of art education; its unique historic, social, and
philosophic understandings; current practice and trends; and its place in the general curriculum. This
course will prepare students to effectively apply art education theory to the design of appropriate art
curriculum for all levels of instruction.
This course is combined with the clinical teaching experience, so it provides a good quality of
teaching experience of art and culture. Students must help with preparations for High School Art Day
2013, teach art to high school students, and teach art lessons in public schools and Every Green
Retirement Community in Oshkosh.
Course Structure
In practical fact, you should spend at least 10 hours for High School Art Day and at least 10 hours in
Ever Green Retirement Community and local public schools. For theoretical aspect, you will also learn
about many different topics and ideas from discussion and readings. The course will enable you to
broaden your horizon of the field of art education. The class constantly discusses the following topics as
needed:
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Social Justice in Art Education
Components of Art Education (Aesthetics, Art Criticism, Art History, Studio Art, and Visual
Culture)
Learning Theories
Instructional Strategies
Student Assessment Portfolio Requirements
High School Art Day 2014
Lesson Plan Writing
Technology in Art Classrooms
Professional Membership
Classroom Management
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Authentic Assessment
Useful websites we should know
Course Objectives
According to 10 Wisconsin Educator Standards, students should:
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Understand several domains of art: studio art, art criticism, aesthetics, art history, technology of art,
and visual/popular culture.
Know how to write effective art lesson plans and instructional anthologies that are incorporated with
other subject matters and deal with domains of art.
Deal with virtual teaching and learning situations through High School Art Day and the clinical
experience.
Construct a healthy pedagogy of teaching art that reflects upon multiple aspects of life.
Required Textbook and Assigned Articles
Beyerbach, B., & Davis, D. (Eds.). (2011). Activist art in social justice pedagogy: Engaging students in
glocal issues through the arts. New York: Peter Lang.
Assigned articles will be found in D2L.
Other Resources
The following periodicals are available at Polk Library. Current issues are located on the first floor.
Back issues are located on the second floor in alphabetical order:
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Art Education
Arts and Activities
International Journal of Art and Design Education
School Arts Magazines
Scholastic Art
Studies in Art Education
Visual Arts Research
Professional Membership
Student membership in the National Art Education Association (NAEA)/Wisconsin Art Education
Association (WAEA) www.wiarted.org. Please get your membership as soon as possible. It is only $25
a year. You can get newsletters and four Art Education editions for a year. They also offer discount
prices if you want to buy art education books or their products. Please visit their official website for
more information: http://www.arteducators.org/community/membership
When you get your membership card and your identification number, please bring your card and
show me for verification. At the same time, you also become a member of the Wisconsin Art Education
Association. Please continue to renew your membership and attend an annual NAEA Conference. This
year, the conference will be held in San Diego, California from March 29 till 31. For more information,
please visit: http://www.arteducators.org.
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Course Etiquette
Turn your cell phone off when you enter the classroom. Do not use your personal electronic devices at
any time for any reason. I do not allow you to text during class. Please do not make any noise during
presentations. If you text or take a phone call, you must leave class immediately and you cannot come
back on that day. You will automatically miss that day and it will cost you a 15-point deduction from
your final scores.
Grading and Assignments:
Art 253 Class:
1. Daily Note (10%): Write your note that we discuss during the class. Each daily note should be
exceeded one page. Keep your daily note.
2. Class participation, discussion, activities, and exercises (20%). Prompt arrival to class, consistent
and punctual attendance, reading the textbooks and assigned readings, enthusiastic participation in all
class exercises, discussions, homework assignments, sharing ideas, quick writes, etc. Your positive and
constructive participation are the most significant factor for a successful learning experience as a future
teacher of visual arts.
3. Reading Reflections (20%): You should type your weekly reading reflection. This should be typed at
least one page with a single space. Put your thinking about topics that we discussed in your reflection.
Also print off all your assigned readings from D2L.
4. Writing your Instructional Anthology about Visual Arts (25%): You develop your series of art
lesson plan along with your example, assessment forms, and resources. It focuses on how you teach the
subject of visual art. You should select four works of art that can be used in your instructional anthology.
This should be between 2000 and 3000 words. For doing this you choose artist(s), works of art, age of
learners, and assessment. You need to insert images or photos you may use in your anthology. Its
presentation can be your part of assessment which means you need to make a PowerPoint Presentation.
You can also conduct your workshop that teaches your classmates how to make your artwork of
instructional anthology.
5. Pro Bono Activity and Writing (25%): You can make or design an artwork or project that has a
strong social and political agenda that you are mostly concerned or interested. Refer to these key words:
advertisement for public good, socially engaged art projects, guerrilla art projects.
5. Attendance. You have TWO EXCUSES. I expect you to attend entire classes during the spring
semester. If you miss one class, it costs you 10 points. If you fail to appear in class on time, I deduct 5
points. Please do not miss classes and do not be late. Remember that being punctual or arriving 10
minutes early helps you succeed in your professional life as well.
Clinical Teaching
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1. Experience of High School Art Day 2014 (50%). Please prepare art activities with your partners of
Art 356 Secondary Art Education Methods for students and visitors on High School Art Day on Friday,
April 25. You spend at least 7 hours on that day as your mandatory clinical hours. We will discuss the
plan in more detail in class. You also must attend the Award Ceremony on May 3 on Saturday at
Stienhilber Gallery.
If needed, you may make examples to show your students and visitors so they understand your
lesson or workshop, and write an art lesson plan you will use. The lesson format will be discussed for
this activity. It should last 40 minutes. The workshop should deal with not only studio activities but
other domains of art such as art criticism, aesthetics, art history, and visual culture. To do this, you need
to ask questions of students and visitors. Please let your students become engaged in your workshop. I
will reserve a room for your workshop or lesson.
2. Evergreen Community and Local Public School Educational Experience (50%): You will teach
seniors at Evergreen Community and will observe art teachers at local public schools on Fridays. You
need to write lesson plan and make examples with your classmate. You and your partner teach seniors
and the rest of them also help individuals. After teaching, we discuss your educational experience. You
also write one-page your experience and submit it to me. At public schools we observe art lessons and
discuss teaching art, students, and other issues that you must know with art teachers.
Letter grades will be assigned using the following scale:
A = 95% – 100%
A- = 90.0% – 94%
B+ = 86% – 89%
B = 83% – 85%
B- = 80.0% – 82%
C+ = 76% – 79%
C = 73% – 75%
C- = 70% – 72%
D+ = 66% – 69%
D = 63% – 65%
D- = 60.0% – 62%
F = Below 59%
Academic Honesty
Please follow standards stated in the UW Oshkosh Student Handbook. Please refer to the website:
http://www.tts.uwosh.edu/dean/08.09DisciplinaryCode.pdf
Do not copy and paste your lesson ideas from the Internet. If you do so, you will fail this course. There
is no excuse to make up your grade.
Facilities
The University of Wisconsin Oshkosh does everything to ensure that your valuables and artwork are
handled and stored adequately but we are not responsible for damage, loss or theft.
Accommodations Statement
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Students requiring classroom accommodations or modifications because of a documented
disability should discuss this need with the professor at the beginning of the semester.
Calendar
Day 1 (2/4): Introduction and orientation
 Activities: Overview of the course. Introduce one another. Go over the syllabus.
Introduce the textbook, assigned articles, course themes, High School Art Day, and
discuss a schedule of your clinical experience at local public schools or Evergreen.
 Homework: Read Article #1: Roots of social justice pedagogies in social movements
Day 2 (2/6): What is social justice in art education?
 Activities: Discuss article #1. Introduce Wisconsin Art Education Association (WAEA),
National Art Education Association (NAEA).
 Homework: Read two articles: article #2 Social justice and arts education spheres of
freedom and article #3 An inevitable question: Exploring the defining features of social
justice art education.
Day 3 (2/11):
 Activities: Discuss the two articles #2 and #3
 Homework: Read the article #4 Teaching art as a subversive activity
Day 4 (2/13):
 Activities: Discuss the article #4.
 Homework: Read two articles: #5 and #6.
Day 5 (2/18):
 Activities: Discuss the two articles. Share and discuss your teaching ideas.
 Homework: Read chapter 1.
Day 6 (2/20):
 Activities: Discuss chapter 1.
 Homework:
o Read chapters 2 and 3.
o Bring your questions for teaching and working with senior citizens or students.
o Written reflection #1: Write a paper of your answer about what is social
justice art education. (more than two-page long with a single space)
Day 7 (2/25): Why do we create socially engaged and culturally responsive curriculum in
art? What are they?
 Activities: Discuss chapters 2 and 3
 Homework: Read chapter 4.
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Day 8 (2/27):
 Activities: Discuss chapter 4.
 Homework: Read chapter 5 and an article #7.
Day 9 (3/4):
 Activities: Discuss chapter 5 and the article #7.
 Homework: Read the article #8.
Day 10 (3/6):
 Activities: Discuss the article #8.
 Homework: Read chapters 6 and 7.
Day 11 (3/11):
 Activities: Discuss chapters 6 and 7.
 Homework: Read chapter 8.
Day 12 (3/13):
 Activities: Discuss chapter 8
 Homework: Read chapter 9 and an article #9.
Day 13 (3/18):
 Activities: Discuss chapter 9 and the article #9.
 Homework: Read chapter 10 and the APA style manual.
Day 14 (3/20):
 Activities: Discuss chapter 10 and the APA style manual. Introduce your Pro bono
assignment.
 Homework:
o Write your Pro bono assignment.
o Type your reflection #2 about answers of the second big question (more than
two-page long with a single space).
Spring Break
Day 15 (4/1): How can we design content of social justice art curriculum using
contemporary artists and their artworks?
 Activities: Present and discuss your Pro bono assignment.
 Homework: Read an article #10.
Day 16 (4/3):
 Activities: Discuss the article #10.
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Homework: Read an article #11.
Day 17 (4/8):
 Activities: Discuss the article #11.
 Homework: Read two articles #12 and #13.
Day 18 (4/10):
 Activities: Discuss the two articles: #12 and #13
 Homework: Read an article #14.
Day 19 (4/15): Start with the instructional anthology
 Activities: Discuss the article #14.
 Homework: Read an article #15.
Day 20 (4/17):
 Activities: Discuss the article #15.
 Homework: Read an article #16 and bring your images and lists of artists for your final
paper.
Day 21 (4/22):
 Activities: Discuss the article #16 and share your ideas of final paper.
 Homework: Read an article #17.
Day 22 (4/24):
 Activities: Discuss the article.
 Homework: Read another student final paper example #1 and 2. Type your reflection #3
about answers of the second big question (more than two-page long with a single space).
Day 23 (4/29):
 Activities: Discuss the example and continue to articulate your teaching ideas.
 Homework: Read an article #18. Look up and bring your supplies and resources for your
final paper art examples.
Day 24 (5/1):
 Activities: Discuss the article and your draft.
 Homework: Read articles #19 and #20.
Day 25 (5/6):
 Activities: Discuss the two articles and your draft.
 Homework: Working on your final paper.
Day 26 (5/8): Presentation
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Activities: Submit your all assignments
Day 27 (5/13): Workshop of your final paper
Day 28 (5/15): Last day of class
 Activities: Look back upon what you learned and experienced throughout the course.
Share your new vision of teaching visual arts as a future educator.
Note: Pick up your portfolio and all your assignments from my office. I will put them in a box
in front of my office door and you may pick them up at your earliest convenience.
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