Department of Art Education
ARED 3308
COURSE INFORMATION
COURSE NUMBER/SECTION:
COURSE TITLE:
PREREQUISITE:
SEMESTER/TERM AND YEAR:
CREDIT HOURS:
CLASS MEETING PLACE/TIME:
COLLEGE OR SCHOOL:
INSTRUCTOR INFORMATION
INSTRUCTOR:
OFFICE:
OFFICE PHONE:
OFFICE HOURS:
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WEBSITE ADDRESS:
ARED 3308/01
Special Populations in Art Education
ARED 3302
Spring 2007
3
Room # VA 225
Tuesday and Thursday 9:30 - 12:15
COLLEGE OF THE ARTS
Rick Garner
Room 229
770-423-6137
TBA
rgarner@kennesaw.edu
COURSE DETAILS
CATALOG COURSE DESCRIPTION:
This course focuses on content knowledge and applications for art educators teaching students with disabilities.
Content includes current legal, educational, and therapeutic issues as they relate to teaching art to special
populations. Distinctions between art education and art therapy are discussed. This course includes field experiences
and proof of professional liability insurance is required prior to receiving a school placement.
PURPOSE/RATIONALE:
This course covers current legal, educational, and therapeutic issues as they relate to teaching art to special
populations. It is designed to prepare prospective art teachers for development of instructional materials and
implementation of effective teaching methods and management techniques for working with special populations.
This course will offer art education majors the field-specific knowledge and skills necessary to identify, develop, and
utilize effective instructional and management techniques based on the cognitive, emotional, and social needs of
special populations in the art classroom.
KNOWLEDGE BASE
ARED 3308 is derived from the guidelines established by the National Art Education Association, National
Association of Schools of Art and Design Standards for Art Education and the QCC standards for art education in
the state of Georgia. The writings of the Getty Center for Education in the Arts are also a major source of
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contemporary ideas, beliefs, and practices. Art education students will learn to modify and adjust instructional
methods and materials to the appropriate needs, abilities, and learning styles of all learners and will understand the
social, political, and cultural components, which affect the school environment within a global context.
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, inservice, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is
central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of
expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during
the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming
Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an
end-state but a process of continued development.
COURSE GOALS/OBJECTIVES:
The objectives and activities for this course are based primarily on a Disciplined Based Model for Art Education
(also known as Quality Based Model by the National Art Education Association). Based on these standards for
teacher education the goals of the course include development of skills in the following areas: utilizing art-based
materials and methods in the teaching of art criticism, art history, and aesthetics; working with various art media and
studio techniques in the classroom; managing the art classroom for special populations.
After completing the requirements for the course the Professional Learning Facilitator in Art Education will
be able to:
OUTCOMES AND PROFICIENCIES
Outcome 1: Subject Matter Experts
1.1. Candidate demonstrates broad, in-depth, and current knowledge of discipline content.
1.2: Candidate represents content accurately.
1.3: Candidate connects content to other disciplines and applies it to common life experiences.
1.4: Candidate uses pedagogical content knowledge effectively.
Knowledge:
1. Articulate the legal and ethical requirements of their role in the education of students with disabilities and the
ways those continue to evolve out of legislative, litigative, and sociological changes.
2. Demonstrate an understanding of the role of cultural bias in instructional and assessment activities and in the
behavior management of all students.
3. Demonstrate an understanding of how each general characteristic of exceptionality is linked to definitions under
state and federal laws and the attendant regulations.
4. Demonstrate an understanding of due process and their role in its implementation for parents and students.
5. Demonstrate an understanding of the role technology can play in instructional accommodation for students with
cognitive, sensory, or physical limitation or disabilities.
6. Demonstrate an understanding of their role in engaging and supporting the participation of parents of students
with disabilities in the education of their children
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7.
Demonstrate an understanding of disabilities as lifelong circumstances requiring different strategies and
accommodations in various settings and stages.
8. Understand and articulate the characteristics of human growth, development, learning and motivation as it
relates to students with disabilities
9. Understand the influences of society, culture, community and family on schools and learning.
10. Possess in depth content understanding that allows use of multiple explanations to help learners understand the
discipline content.
2.1 Candidate demonstrates knowledge of how learners develop, learn and think.
2.2: Candidate successfully motivates students to learn.
2.3: Candidate creates and implements instruction that embodies multiple cultures and a rich, diverse curriculum.
2.4: Candidate creates effective, well-managed and active learning environments.
2.5: Candidate creates environments that reflect high expectations for student achievement.
2.6: Candidate designs effective instruction.
2.7: Candidate implements effective instruction that positively impacts the learning of all students.
2.8: Candidate uses a variety of methods, materials, and technologies.
2.9: Candidate utilizes a variety of strategies to assess student learning.
2.10: Candidate uses the results of assessments to improve the quality of instruction.
Skill:
11. Collect and share observational information, which will be useful to members of interdisciplinary teams for
multiple decision-making.
12. Demonstrate the ability to master, synthesize, and evaluate the professional literature related to the education of
learners with disabilities.
13. Demonstrate the ability to identify community and professional resources and collect information about their
access.
14. Use effective communication skills.
Outcome 3: Collaborative Professionals
3.1: Candidate communicates effectively orally and in writing.
3.2: Candidate reflects upon and improves professional performance.
3.3: Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and
community members.
3.4: Candidate displays professional and ethical behavior.
Dispositions:
15. Work collaboratively with other professionals to facilitate pre-referral, screening and assessment, placement,
transitions, and instructional design.
16. Assess, reflect upon and improve professional performance.
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17.
18.
19.
20.
Work collaboratively with colleagues, supervisors, students, parents and community members.
Show regard for human dignity in all relationships.
Assume responsibility for professional and ethical behavior.
Hold high learning expectations for all students.
Art Education/NASAD
21. Demonstrate knowledge of adapting methods and materials for teaching art criticism and aesthetics to special
populations.
22. Demonstrate knowledge of adaptive methods and materials for teaching art history to special populations.
23. Display knowledge of media techniques/effects and adaptations for teaching studio production activities to
special populations.
24. Apply art education methods and utilize art materials to effectively enhance the learning of special populations
in the art classroom.
CONCEPTUAL FRAMEWORK:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing
expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability,
intent and expertise to facilitate high levels of learning in all of their students through effective, research-based
practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU
fosters the development of candidates as they progress through stages of growth from novice to proficient to expert
and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not
an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are
entwined and that only through the implementation of validated practices can all students construct meaning and
reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the
PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends
collaboration to the community-at-large. Through this collaboration with professionals in the university, the public
and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
USE OF TECHNOLOGY:
As part of our conceptual framework, we are committed to preparing Professional Learning Facilitators who are
technology competent. As a result, technology has been infused into each education course. This course serves to
provide a basic foundation for technology related skills for educators. Students will be involved in one or more
following:
1. Basic skills and terminology needed to use a computer
2. Technology instruction in the use of a work processing package, email, the Internet, and various classroom
technologies (i.e., power point presentation, curriculum planning tools)
3. Development of an electronic teaching portfolio via scanning technology or digital photography
4. Using 35mm cameras to create slides of artwork for use in instruction, with overhead and slide projectors used to
present materials
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5. Using Video cameras to document teaching methods and techniques.
Relevant Websites:
www.uni.edu/coe/inclusion/strategies/content_behavior.html
www.disabilityisnatural.com/peoplefirstlanguage.htm
www.ed.gov/offices/OSERS/OSEP/
www.dssc.org/frc/
www.chadd.org/
www.wrightslaw.com/
www.nichcy.org/
www.carnegie.org
www.brainconnection.com
www.newhorizons.org/
www.smartbrief.com/ascd
www.sensorylearning.com
www.cec.sped.org
www.nichcy.org
www.chadd.org
www.ldanatl.org
www.doe.k12.ga.us
www.aamr.org
www.autism-society.org
www.thearc.org
www.gpat.org
www.cast.org
www.pbs.org/wgbh/misunderstoodminds/index.html
REFEREED JOURNAL: A refereed journal utilizes a panel of reviewers to select articles with appropriate content
and research design for inclusion in the journal. A list of examples of refereed journals in the field is included here:
Behavioral Disorders
Educational Leadership (ASCD)
Exceptional Children
Gifted Child Quarterly
Harvard Educational Review
Intervention in School and Clinic
Journal for the Education of the Gifted
Journal of Early Intervention
Journal of Emotional and Behavioral Disorders
Journal of Learning Disabilities
Journal of Research in Childhood Education
Journal of Special Education
Learning Disabilities Quarterly
Learning Disabilities Research & Practice
Mathematics Teaching in the Middle School
Mental Retardation
Psychology in the Schools
Remedial and Special Education
Teacher Education Special Education
Topics in Early Childhood Special Education
Young Exceptional Children
FIELD EXPERIENCES
While participating in all field experiences, you are encouraged to be involved in a variety of school-based activities
directed at the improvement of teaching and learning. Activities may include, but are not limited to, tutoring
students, assisting teachers or other school personnel, attending school board meetings, and participating in
education-related community events. As you continue your field experiences, you are encouraged to explore every
opportunity to learn by doing.
DIVERSITY:
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A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles
of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies
and curricula for providing effective instruction and assessment within multicultural classrooms. One element of
course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates
to explore how multiple attributes of multicultural populations influence decisions in employing specific methods
and materials for every student. Among these attributes are age, disability, ethnicity, family structure, gender,
geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An
emphasis on cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of
services are available to support students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443)
and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that
address each of the multicultural variables outlined above.
COURSE REQUIREMENTS/ASSIGNMENTS
1.
Proficiency Exams:
Legislation and Litigation Proficiency Exam: The knowledge and understanding of public laws focusing on the
provision of special education services is an important segment of this course. You will be asked, as a contract
professional, to collaborate with other service givers to provide educational opportunities for all students,
including those with disabilities. State and federal laws that you, as a Professional Learning Facilitator, must
understand stringently regulate the provision of those services. The content of this exercise is the application of
the laws studied in class and evaluated for knowledge and comprehension.
Disability Characteristics Proficiency Exam: It is important that candidates in the college of education have an
understanding of the thirteen disability categories contained within the Federal Regulations for special
education, as well as the characteristics and learning needs of students identified within those disability
categories. This exam will test the knowledge of candidates in this area.
Both of these exams require a minimum score of 80% correct responses for an ARED 3308 course grade to be
recorded with the Registrar's Office. More than one retake to meet mastery will entail a personal and private
conference with the instructor to develop a remediation plan. The scoring for the exam is as follows: First time
passing score is worth100pts. and a retake is worth 80pts. A FINAL GRADE OF F WILL BE REGISTERED
WITH THE REGISTRAR UNTIL THE MINIMUM COMPETENCIES HAVE BEEN REACHED.
2. Teaching Resource Portfolios - A major focus of this course will be on activities and lessons, which have
effectively incorporated adaptations for students with disabilities. At the end of the semester each student will turn in
for evaluation a complete resource file/portfolio, which contains the following sections:
A. Studio/Production Portfolio - During the semester students will create a project in basic media used in
the teaching of art. These projects will be done both in and outside of class. A brief lesson plan will
accompany the selected project. The subject and themes for these activities will have a multicultural
emphasis.
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B. Slide /Visuals Portfolio - Each student will develop a file of 10 visuals of artworks which were
completed by the students they worked with during their field experience. These images will be 35mm
slides, color transparencies and/or photographs. Specific requirements for this task will be provided at a
later date.
C. Computer Disk Portfolio - The use of computers for instruction in art is an emerging component of the
art program. During the semester, the class will be introduced to basic software and hardware that can be
used in art education. Members of the class will chronicle the art works created by their students in special
education and/or art classrooms. Lesson plan preparation on the computer will also be covered. At the end
of the semester each learning facilitator will turn in for evaluation a computer disk portfolio of images and
materials, which have been created on the computer.
3. Lesson Task Analysis – Prior to participating in the field experiences students will develop lessons and conduct a
detailed verbal and visual task analysis. The lesson and task analysis will be developed and refined during the first
half of the semester and be adapted to the needs of various special populations as relevant material is covered in
class.
4. Field Experience / Child Analysis Paper / Presentation / Reflection Sheets - During the second half of the
semester each student will conduct a series of lessons in special education classrooms and/or art classrooms with
special populations. In this experience the student will be responsible for conducting an art lesson, along with
members of their group. During this field experience students will make observations and photograph artwork to be
presented as part of a final presentation and paper. Reflection sheets will be completed following each field
experience.
EVALUATION AND GRADING
General guidelines are listed below. More specific criteria will be delivered during the semester.
1. Written assignments will be evaluated based on form and content. Grammatical correctness and organization will
be factors in the evaluation of assignments. Unless specified otherwise, written assignments should be typed
following the MLA or APA manual of style.
2. Visual work will be evaluated using the following criteria: (1) craftsmanship and presentation, (2) incorporation of
design elements and principles, (3) concept/originality, (4) effort and involvement.
3. In order to receive the grade of A in the class, a student must not only attain a class average of 90 or above, but
also maintain a high quality of performance by completing all class assignments and activities at a high level of
proficiency.
4. Students are required to do all assignments, including studio projects, without receiving outside assistance or help.
Violation of this policy will be viewed by the instructor as academic dishonesty.
Activity/Project
Lesson / Task
Analysis
Course
Objectives
8, 21, 22, 23, 24
Percentage of Final
Grade
20
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Field Experience
Child Analysis
Paper
Reflection Sheets
Attendance
Participation, and
Chapter
Presentations
Teaching Resource
Portfolio
Final Presentation
2 Proficiency
Exams (Laws and
Dis.Characteristics
completed at 80%
or higher)
Final Exam
2, 3, 5, 7-12, 15,
17-20, 21, 22, 23,
24
7-11, 13, 15, 17,
19, 21, 22, 23, 24
16-20
1-20
20
2, 3, 5, 7-12, 15,
17-20, 21, 22, 23,
24
7-11, 13, 15, 17,
19, 21, 22, 23, 24
1-9
50
1-20
100
20
20
20
50
200
ACADEMIC HONESTY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy
on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University
materials, misrepresentation/falsification of University records or academic work, malicious removal, retention, or
destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of
student identification cards. Incidents of alleged academic misconduct will be handled through the established
procedures of the University Judiciary Program, which includes either an "informal" resolution by a faculty member,
resulting in a grade adjustment, or a formal hearing procedure, which may subject the student to the Code of
Conduct's minimum one semester suspension requirement.
ATTENDANCE POLICY / CLASS POLICIES
Class Attendance: Professional learning facilitators are expected to demonstrate prompt and regular class
attendance. An accumulation of 2 or more absences will be considered excessive and will result in the reduction of
the final grade. Each student is expected to participate in all class activities. Students are expected to complete all
class assignments and turn them in on the announced due dates for evaluation and critique.
Assignments: During the semester several class assignments will be given. Students will be expected to turn in the
assignments on the announced due dates. Any make up of an assignment or test must be arranged in advance. If there
is an emergency where a class will be missed, or an assignment cannot be turned in, please notify the instructor
beforehand. My office telephone is 770-423-6137. If there is no answer, please leave a message in my voice mailbox
or e-mail.
Policy for make-up work: Any make-up or missed work, (i.e. tests, assignments) must be arranged in advance of
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the deadline for the activity.
Late Work: The instructor reserves the right not to accept work turned in after an announced deadline. In the event
work is accepted after the announced deadline, the grade for the assignment will be lowered accordingly.
Handouts and Course Material: During the semester there will be numerous handouts for the class. If a student
misses a class in which a handout is given, it is his or her responsibility to obtain the handout from the instructor at
the following class. After this period the instructor will no longer have additional copies, and it will be the
responsibility of the student to obtain a copy from a fellow student.
Incompletes: The incomplete grade is given under the following conditions: a. the student has had a major illness
requiring hospitalization or has been confined to home by a physician. In both cases, verification by the physician
will be required. b. serious illness or death of an immediate relative such as a spouse. Verification of such a situation
will be required.
TEXT AND SUPPLIES:
REQUIRED TEXT:
Mastropieri, Margo A. & Scruggs, Thomas E. (2004). The Inclusive Classroom: Strategies for Effective
Instruction. Pearson Merrill Prentice Hall, Upper Saddle River, New Jersey.
ADDITIONAL TEXTS:
Anderson, Frances E. (1992). Art For All The Children. Charles C. Thomas, Springfield, Illinois
Nyman, Andra L. & Jenkins, Anne M. (1999). Issues and Approaches to Art for Students with Special
Needs. National Art Education Association, Reston, Virginia.
SUPPLIES:
1. Film - 2 rolls of 35 mm, at least 24 exposures
2. 35mm SLR camera (if you do not have one the department can provide one)
3. A high-density 3.5" computer disk for a Macintosh computer (bookstore)
4. Studio supplies:
a. sketchbook 9" by 12"
b. crayola crayons (64 count)
c. watercolor set
d. black magic marker
e. asst. construction paper
f. Prisma color pencil set
g. medium bottle of white glue
h. India ink
i. scissors
j. glue stick
k. 12" ruler
l. tempera paint set (Prang)
m. oil pastel set (24 count)
5. Additional materials for the teaching portfolio and special populations display will be acquired at a later date and
will vary according to the individual.
REFERENCES/BIBLIOGRAPHY – ARED 3308
Alexander, K. & Day, M. (1991). Discipline-based Art Education: A Curriculum Sampler. Santa Monica,
CA: Getty Center for Education in the Arts.
Bennet, W. (1988)."Why the Arts are Essential," Educational Leadership, January, p.4.
Berstein, S. McGarry, L. (1986). Making Art on Your Computer. New York. Watson Guptill.
Broudy. H. (1972). Enlightened Cherishing: An Essay on Aesthetic Education. Urbana: University of
Illinois Press.
Chalmers, F. G. (1996). Celebrating Pluralism: Art, Education, and Cultural Diversity. Los Angeles: The J.
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Paul Getty Trust.
Chapman, L. (1978). Approaches to Art Education. New York: Harcourt Brace Jovanovich.
Cromer, J. (1991). History, Theory, and Practice of Art Criticism. Reston, Va.: NAEA.
Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching.
Alexandria, VA: Association for Supervision and Curriculum Development.
Dewey, J. (1934). Art as Experience. New York: Minton Beach.
Effland, A. (1990). A History of Art Education: Intellectual and Social Currents in Teaching the Visual
Arts. New York: Teachers College Press.
Eisner, E. (1972). Education Artistic Vision. New York: Macmillan.
Erickson, M. (1988). Teaching Aesthetics K-12. In Steve Dobbs (ed.). Research Readings for
Discipline-Based Art Education. Reston, VA: NAEA.
Getty Center for Education in the Arts. (1986). Beyond Creating: The Place for Art in America's Schools.
Los Angeles.
Heberholz, D & Heberholz, B. (1990). Developing Artistic and Perceptual Awareness. Dubuque, Iowa: Wm
C. Brown.
Hume. A Survival Guide for the Secondary Art Teacher
Huiwitz, A & Madeja, S. (1977). The Joyous Vision: A Source Book far Elementary Art Appreciation.
Englewood Cliffs, N.J.: Prentice-Hall.
Lowenfeld, V. (1947). Creative and Mental Growth. New York: Macmillan.
Mayer, R. (1974). The Artist's Handbook of Materials and Techniques, New York: Viking Press.
McFee, J. & Degge, R. (1980). Art, Culture, and Environment. Dubuque, IA: Kendall-Hunt.
National Art Education Association. (1986). Quality Art Education. Reston, VA: NAEA.
Read, H. (1973). Education Through Art, 3rd ed. New York: Pantheon.
Ragans, R. (1988). Art Talk. Encinia, CA: Glencoe Publishers.
Tiedt, P.L. & Tiedt, I.M. (1 989). Multicultural Teaching: A Handbook of Activities, Information and
Resources. 3rd. ed. Boston: Allyn& Bacon.
Uhlin, D. (1972). Art for Exceptional Children. Dubuque, IA: Wm C. Brown.
Wachowiak, F. & Clements, R. (1997) Emphasis Art: A Qualitative Art Program for Elementary and
Middle Schools. 6th ed. New York: Harper Collins.
Wilson, B. & Hoff, H. (eds.), (1988). History of Art Education: Proceedings from the Penn State
Conference. Reston, Va.: NAEA.
Wilson, B. (1997). The Quiet Evolution. Los Angeles: The J. Paul Getty Trust.
ADDITIONAL REFERENCES
Armstrong, T. (2000). Multiple intelligences in the Classroom (2nd ed.). Alexandria, Virginia:
Association for Supervision and Curriculum Development.
Banks, J. A., & McGee Banks, C. A., (1997). Multicultural education: Issues and perspectives.
Needham Heights, MA: Allyn & Bacon.
Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist
classrooms. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Downing, J. E. (1996). Including students with severe and multiple disabilities in typical
classrooms. Baltimore, Maryland: Paul H. Brookes Publishing Co.
Harry, B. (1992). Cultural diversity, families and the special education system. New York, New
York: Teachers College Press.
Hertzog, N.B. (1998). The changing role of the gifted education specialist. Teaching Exceptional
Children, 30, 39-43.
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Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). The new circles of learning:
Cooperation in the classroom and school. Alexandria, Virginia: Association for Supervision
and Curriculum Development.
Klingner, J.K., Vaughn, S., Schumm, J.S., Cohen, P. & Forgan, J.W. (1998). Inclusion or pullout: Which do students prefer? Journal of Learning Disabilities, 31, 148-158.
Mastropieri, M.A., & Scruggs, T. E. (2000). The Inclusive Classroom: Strategies for Effective
Instruction. Upper Saddle River, NJ: Prentice-Hall.
Peltier, G. L. (1997). The effect of inclusion on non-disabled children: A review of the research
Contemporary Education, 68, 234 -38.
Stainback, S., & Stainback, W. (1996). Inclusion: A guide for educators. Baltimore, Maryland:
Paul H. Brookes Publishing Co.
Vaughn, V. L. (1997). A K-12 model for talent identification and development program: Gifted
education for the Twenty First Century. Gifted Education International, 12 , 106-10.
Waldron, N. L., & McLeskey, J. (1998). The effects of an inclusive school program on students
with mild and severe learning disabilities. Exceptional Children, 64, 395-405.
Weigle, K.L. (1997). Positive behavior support as a model for promoting educational inclusion
Journal of the Association for Persons with Severe Handicaps, 22, 36-48.
Conceptual Framework Summary References:
Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring, background
information. In S. J. Odell & L. Huling (Eds.), Quality mentoring for novice teachers (pp. 3-14).
Indianapolis, IA: Kappa Delta Pi.
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational psychology review,
8(2), 175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student?
Instructional Science, 26, 127-140.
APPENDIX
National Board for Professional Teaching Standards
1. Teachers are committed to students and their learning.
1.
Teachers know the subjects they teach and how to teach those subjects.
2.
Teachers are responsible for managing and monitoring student learning.
3.
Teachers think systematically about their practice and learn from experience.
5. Teachers are members of learning communities.
NCATE Program Standards in Art for Elementary Teacher Preparation
1.
To communicate at a basic level in the visual arts, including knowledge and skills in
the use of basic vocabularies, materials, tools, techniques, and thinking processes of the art discipline.
2.
To develop and present basic analyses of works of art from structural, historical, and
cultural perspectives.
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3.
To have an informed acquaintance with exemplary works of art from a variety of
cultures and historical periods.
4.
To relate basic types of arts knowledge and skills within and across the art disciplines
and to make connections with other disciplines.
National Standards for Arts Education
1.
Understanding and applying media, techniques, and processes.
2.
Using knowledge of structures and functions.
3.
Choosing and evaluating a range of subject matter, symbols, and ideas.
4.
Understanding the visual arts in relation to history and cultures.
5.
Reflecting upon and assessing the characteristics and merits of their work and the work of others.
6.
Making connections between visual arts and other disciplines.
National Art Education Association Standards for Art Teacher Preparation
Art teacher candidates:
1.
Have a thorough understanding of the content of art.
2.
Make informed selection of instructional content.
3.
Have a comprehensive knowledge of student characteristics, abilities, and learning styles.
4.
Are sensitive observers in the classroom.
5.
Are able to use a knowledge of students to plan appropriate instruction.
6.
Develop curriculum reflective of the goals and purposes of art education.
7.
Develop curriculum reflective of an understanding of the breadth, the depth and the purposes of art.
8.
Develop curriculum inclusive of the goals, values, and purposes of education, the community and society.
9.
Able to affect student learning in the content of art.
10. Able to create effective instructional environments conducive to student learning.
11. Are well-versed in pedagogy.
12. Inquire into their own practices and the nature of art teaching.
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13. Are instructional collaborators.
14. Conduct meaningful and appropriate assessments of student learning.
15. Systematically reflect upon their own teaching practice.
16. Deal with broader issues in the school setting beyond concern for individual students.
17. Continually reflect on their own practice.
18. Recognize their responsibilities to the schools and the community.
19. Contribute to the growth of the profession.
Georgia Quality Core Curriculum Standards In Visual Art and Music
Consult Georgia Learning Connections website www.glc.k12.ga.us
Discipline Based Art Education website www.artsednet.getty.edu
National Association of Schools of Art and Design Standards for Art Education:
Art Competencies
a.Studio art foundation
A. familiarity with the basic expressive, technical, procedural and organizational skill, and conceptual insights
which can be developed through art and design experience
B. instruction should included traditional processes as well as newer technological developments in the
environmental and functional design fields
C. prospective art teachers must be able to make students emphatically aware of the all-important process of artistic
creation from conceptualized image to finished art work
b.Art History and Analysis
D. an understanding of the major styles and periods of art history, analytical methods, and theories of criticism
E. an understanding of the development of past and contemporary art forms
F. an understanding of contending philosophies of art
G. an understanding of the fundamental and integral relationships of all these to the making of art
c.Advanced work
The student in a BA program should have an opportunity for advanced work in at least one or more studio and or art
application areas. These should build upon competencies outlined in sections C.1 and C.2 and should require 6 to 9
semester hours.
d.Technical Processes
A functional knowledge in such areas as the physics of light, chemistry of pigments, the chemical and thermal
aspects of shaping materials, and the basic technologies involved in printmaking, photography, filmmaking and
video.
Teaching Competencies
a. An understanding of child development and the identification and understanding of psychological principles of
learning as they relate to art education.
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b. An understanding of the philosophical and social foundation underlying art in education and the ability to express
a rationale for personal attitudes and beliefs.
c. An Ability to assess aptitudes, experimental backgrounds, and interests of individuals and groups of students, and
to devise learning experiences to meet assessed needs.
d. Knowledge of current methods and materials available in all fields and levels of art education.
e. Awareness of the need for continuing study, self-evaluation, and professional growth.
COURSE OUTLINE – ARED 3308/01 – SPRING 2007
This outline is tentative and may be revised by the instructor as necessary.
***IMPORTANT DATES
JANUARY 2005
January 3:
January 4 - 5:
January 6:
January 7- 13:
January 7:
January 17:
January 18:
KSU Holiday
Final Registration
Departmental Planning Day- No Registration
Late Registration
First Day of Classes
HOLIDAY - No classes
Final Spring 2005 Payment Day (until 8:00am 1/19/05)
MARCH 2005
March 4:
March 5 - 11:
March 18, 21, 22, 23
March 26 - 27:
Last Day to Withdraw Without Academic Penalty
Spring Break - NO CLASSES (Saturday - Friday)
Regent's Testing Dates
Holiday - NO CLASSES - (Saturday - Sunday)
MAY 2005
May 1:
May 2 - 8:
May 9:
May 12:
Last Day of Classes
Final Exams
Final Grades Due: 10:00 a.m.
Graduation
Week 1
Syllabus and introduction to course
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Department of Art Education
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Who am I and who is the instructor exercise
Chapter 1
Homework: Begin research to develop Group Projects, IRB Form and obtain art supplies, PowerPoint
Week 2
Chapter 2 & 3; Task Analysis
Group work – Lesson Development and Task Analysis
Homework: Continue to develop Group Projects, Work on Lesson Task Analysis (Verbal & Visual
Components), PowerPoint
Week 3
Chapter 5 & 6
Turn in IRB From
Group work – Lesson Development and Task Analysis
Homework: Continue to develop Group Projects, Work on Lesson Task Analysis (Verbal & Visual
Components), PowerPoint
Week 4
Chapter 6 & 7
Turn in Lesson Task Analysis
Group work – Develop Chapter Presentations
Homework: Begin taking online quizzes for Chapters 1-4
Week 5
Proficiency Exam
Chapter 8 & 4
Group work – Develop Chapter Presentations
Homework: Continue taking online quizzes for Chapters 1-4
Week 6
Group Presentations
Chapter 9 & 10
Group work – Develop Chapter Presentations
Homework: Continue taking online quizzes for Chapters 5-6
Week 7
Group Presentations
Chapter 11 & 12
Group work – Develop Chapter Presentations
Homework: Continue taking online quizzes for Chapters 7-8
Week 8
Disability Characteristics Proficiency Exam
Group Presentations
Homework: Continue taking online quizzes for Chapters 9-10
Week 9
Begin School Placements
Homework: Continue taking online quizzes for Chapters 10-12
Week 10
School Placements
Homework: Complete Reflection Sheet on School Placement
Week 11
School Placements
Homework: Complete Reflection Sheet on School Placement
Week 12
School Placements
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Department of Art Education
ARED 3308
Homework: Complete Reflection Sheet on School Placement
Week 13
School Placements
Homework: Complete Reflection Sheet on School Placement
Week 14
School Placements
Homework: Complete Reflection Sheet on School Placement
Week 15
Group Presentations of Field Experience
Homework: Study for Final Exam and Complete School Placement Child Analysis Project
Week 16
Group Presentations of Field Experience
School Placement Child Analysis Project Due; Final Exam
Homework: Review for Final Exam
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