Undergraduate Art Education Proposed Program Changes
Table of Content
Business Consent Form
2
New Course Proposals
1. Art Education (ARED) 3308: Special Populations in Art Education
Master Form
Syllabus
3
11
Change in Degree Requirements/Major Program Requirements
Bachelor of Science in Art Education
1. Advising Form for B.S. in Art Education
29
35
Standards for Art Education Teacher Preparation
38
Art Education – Proposed Changes Packet
1
Business Consent Form
For Proposals to Change Degree or Major Program Requirements.
Complete the following sections and a Business Content Worksheet as necessary, and attach the page(s)
to the proposal.
A.
Does this major or degree, incorporating the changes being proposed, have “traditional business
subject” [TBS] content* delivered by faculty or programs administered by the Coles College of Business?
B.
C.
__X__ Exempt
BBA degrees or other programs administered by the Coles College are
exempt. No further action is necessary. Attach this sheet to the
proposal.
_____ No
No further action is necessary regarding business content. Attach this
sheet to the proposal.
_____ Yes
Please continue with Section B.
If “yes” in part A, mark the applicable item below.
_____
1.
A Business Content Worksheet was completed for this degree/major as part of a
previous proposal to UPCC that was approved. No changes are being made to
the TBS content of the degree/major as part of this proposal. In this case, no
further action is necessary regarding business content. Attach this sheet to the
proposal.
_____
2.
A Business Content Worksheet was completed for this degree/major as part of a
previous proposal to UPCC that was approved. This proposal includes changes
to the TBS content of the degree/major. Complete a new Business Content
Worksheet and report the results in Section C.
_____
3.
A Business Content Worksheet has never been completed for this degree/major.
Complete a Business Content Worksheet and report the results in Section C.
If “2” or “3” in part B, mark the applicable item below.
_____ The prescribed hours in TBS content are less than 25% of the total hours of the
degree/major program as proposed. Attach this sheet to the proposal.
_____ The prescribed hours in TBS content are 25% or more of the total hours of the
degree/major program as proposed, but the necessary approvals for exceeding this
threshold have been obtained from the Dean of the Coles College of Business and the
Dean for Undergraduate and University Studies. Attach documentation of the Deans’
approvals and this sheet to the proposal.
*TBS content = the following subjects that are delivered by faculty or programs administered by the
Coles College of Business – Accounting, business law, decision sciences, finance (including insurance,
real estate, and banking), human resources, management, management information systems, management
science, marketing, operations management, organizational behavior, organizational development,
strategic management, supply chain management (including transportation and logistics), and technology
management. Economics is not considered a “TBS.”
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KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
NEW COURSE (NOT General Education)
Course Prefix/Number/Title: ARED 3308 – Special Populations in Art Education
Department: Visual Arts / Art Education
Degree Title (if applicable)________________________________
Proposed Effective Date: Spring 2007
[v.1-21-98]
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (NOT General Education)
I. Proposed Information
Course Prefix and Number: ARED 3308
Course Title: Special Populations in Art Education
Credit Hours: 3
Prerequisites: ARED 3302
(Prerequisites are courses or requirements that non-negotiable and must be successfully completed by
any student before enrolling in the course or program under consideration.
Corequisites are courses that can be taken before or in the same semester as the course under
consideration. Courses at the upper-division level will require lower-division competencies or
prerequisites.)
Course Description for the Catalog:
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.
II. Justification for Course
A. Explain assessment findings which led to course development.
This course was developed as a collaboration between the Department of Art Education
and the Department of Special Education to both standardize the course content and to
address the specific needs of Art Education majors. Art Education students currently
acquire basic knowledge and experience with exceptional students through EXC 3304:
Education of Exceptional Students. Evidence from class activities, field assessments,
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and student teacher surveys have indicated a need for field-specific preparation. Art
education students demonstrate a lack of field-specific knowledge and skills necessary
for teaching art and making related adaptations in working with exceptional students.
Whereas the art classroom is often one of the initial inclusive settings encountered by
exceptional students, a need for field-specific training for future art educators is critically
evident.
B. Explain for Prerequisites:
1. What is the substance of content in each prerequisite that commands its inclusion as a prerequisite to
the proposed course?
The prerequisite is ARED 3302: Teaching, Learning and Development in Visual Arts. This course
develops a knowledge-base concerned with child development, learning and teaching methodologies.
ARED 3302 specifically demonstrates the relationship of these domains of knowledge to applications of
art in educational setting.
2. What is the desired sequence of prerequisites?
N/A
3. What is the rationale for requiring the above sequence of prerequisites?
N/A
4. How often are the required prerequisites offered?
At least once per academic year.
C. Give any other justification for the course.
The Department of Visual Arts feels that this course needs to be offered as a field-specific course in order
to strengthen the relevance of content knowledge and to increase field experience/ application
opportunities for art educators working with special populations.
III. Additional Information
A. Where does this course fit sequentially and philosophically within the program of
study.
This course is a required professional education course for art education majors. It
fulfills the requirement for education of exceptional students within their program of
study. Philosophically the program strives to offer a strong and diverse curriculum
which produces highly qualified art educators capable of holding high expectations for
all students in the P-12 classrooms of today.
B. What efforts have been made to ensure that this course does not duplicate the content of other college
courses with similar titles, purposes, or content?
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There are currently no other art education courses focused on the education of students with disabilities.
Whereas content overlaps will exist with some education and psychology courses, field-specific methods
and application will vary significantly for the proposed course.
C. Where will the course be located in the program (elective, required in Area F, required or elective for
the major)? Indicate and justify its placement in the curriculum.
This course will be within the professional sequence of courses required by art education majors.
A course in the education of exceptional/special populations is required for teacher certification.
D. How often will this course be offered?
Once per academic year.
E. All sections of the course will be taught with the understanding that the following apply:
1. Purpose of the Course
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.
2. Objectives of the Course
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:
1.
Demonstrate knowledge of adapting methods and materials for teaching art criticism and
aesthetics to special populations.
Art Education – Proposed Changes Packet
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2.
Demonstrate knowledge of adaptive methods and materials for teaching art history to special
populations.
3.
Display knowledge of media techniques/effects and adaptations for teaching studio
production activities to special populations.
4.
Apply art education methods and utilize art materials to effectively enhance the learning of
special populations in the art classroom.
5.
Describe the influence of social, economic, and cultural factors on special education in
schools.
6.
Describe historic developments in special education.
7.
Analyze recent developments in special education.
8.
Demonstrate an understanding of the physical, psychosocial-emotional, and intellectual
characteristics of special populations in the P-12 art room.
9.
Delineate characteristics and approaches/methods relevant to various diagnostic categories of
disabilities.
10.
Analyze current research in special education.
11.
Describe factors that affect the learning of special populations in the art classroom (e.g.
adaptations, assistive technology, behavior management techniques).
12.
Describe the legal and ethical requirements of the teacher’s role in the education of students
with disabilities and the ways those continue to evolve out of legislative, litigative, and
sociological changes.
13.
Describe the issues in definition and identification procedures for individuals with
exceptional learning needs including individuals from culturally and/or linguistically diverse
backgrounds.
14.
Demonstrate an understanding of due process and the teacher’s role in its implementation for
parents and students.
15.
Demonstrate an understanding of the teacher’s role in engaging and supporting the
participation of parents of students with disabilities in the education of their children.
16.
Demonstrate an understanding of disabilities as lifelong circumstances requiring different
strategies and accommodations in various settings and stages.
17.
Demonstrate an understanding of the role of cultural bias in instructional and assessment
activities of exceptional students.
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18.
Identify and apply principles of student assessment procedures in the context of the
instructional environment and academic materials.
19.
Discuss differential characteristics of individuals with exceptionalities, including levels of
severity and multiple exceptionalities.
20.
Identify principles of classroom, program and behavior management, including program
extension skills and consultation, in the context of the instructional environment and
academic materials.
21.
Identify intervention strategies appropriate for use in the teaching of exceptional children.
22.
Discuss instructional and remedial methods, techniques, curriculum materials, and curricula
for the development of functional skills for individuals with exceptional learning needs.
23.
Discuss the characteristics and effects of the cultural and environmental milieu of the child
and the family including cultural and linguistic diversity, socioeconomic level, abuse/neglect,
and substance abuse.
24.
Understand how to collect and share observational data, which will be useful to members of
interdisciplinary teams for decision-making.
25.
Demonstrate the ability to identify community and professional resources and collect
information about their access.
26.
Identify principles related to the development and implementation of the individualized
education program in the context of the instructional environment.
27.
Discuss the development of individual student programs working in collaboration with team
members and the roles of individuals with exceptionalities, parents, teachers, and other
school and community personnel in planning an individualized program.
28.
Describe the collaboration required with other professionals to facilitate pre-referral,
screening and assessment, placement, transitions, and instructional design.
29.
Demonstrate an understanding of the role technology can play in instructional
accommodation for students with cognitive, sensory, or physical limitation or disabilities.
3. Course Content
F. What instructional methodologies will be incorporated into the course to stimulate group process,
writing skills, multiculturalism, and educational outcomes?
Written course work, exams, teaching portfolios, group work, studio work, presentations and analysis of
Art Education – Proposed Changes Packet
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characteristics and adaptations for special education are the basic teaching methodologies that will be
incorporated into this course, including team-based field experiences.
G. Outline the plan for continuous course assessment. What are the department, school, college, or
professional standards which will be used for the assessment? How will it be determined that the course
is current, meeting the educational needs of students and responsive to educational standards? How
often will the course assessment be done by the department?
Department standards are derived for the National Association of Schools of Art and Design (NASAD),
National Art Education Association (NAEA), National Council for Accreditation for Teacher Education
(NCATE) and the Council for Exceptional Children (CEC).
The Department of Visual Arts’ programs are formally evaluated by the Southern Association of Colleges
and Schools (SACS), the National Council for Accreditation for Teacher Education (NCATE) and National
Association of Schools of Art and Design (NASAD). Informally, the Department of Visual Arts evaluates
its mission, goals, and objectives as an on-going function of a dynamic, growing unit of the newly formed
College of the Arts. The KSU Art Education program is accredited by NASAD.
H. Enclose a course syllabus (optional format attached)
**SEE ATTACHED
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IV. Resources and Funding required
What resources will be redirected to accommodate this course?
N/A
Explain what items will cause additional cost to the department/school/college
Personnel
N/A
Computer Technology
N/A
Library resources
N/A
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Equipment
N/A
Space
N/A
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V. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the Registrar
once the course has been approved by the Office of the
President.
The form is required for all new courses.
DISCIPLINE: Art Education
COURSE NUMBER: ARED 3308
COURSE TITLE FOR LABEL: Special Populations in Art Education
CLASS-LAB-CREDIT HOURS: 2-2-3
Approval, Effective Quarter: Spring 2007
Grades Allowed (Regular or S/U): Regular
If course used to satisfy CPC, what areas? N/A
Learning Support Programs courses which are
required as prerequisites: N/A
Art Education – Proposed Changes Packet
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I.
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
Change in Degree Requirements/Major Program Requirements
Major or Degree Affected: BS in Art Education
Responsible Department: Visual Arts
Proposed Effective Date: Fall 2007
Signature Page
Submitted by:
Rick Garner
Name
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
Date 1-11-07
_____________________________
Department Curriculum Committee, Date
_____________________________
General Education Council*, Date
_____________________________
Professional Teacher Education Unit
Program Area*, Date
_____________________________
Department Chair, Date
_____________________________
College/School Curriculum Committee
AND/OR Teacher Education Council*, Date
_____________________________
College/School Dean, Date
_____________________________
Undergraduate Policies and Curriculum
Committee, Date
_____________________________
Dean of Undergraduate & University Studies,
Date
*For curriculum proposals involving General Education courses, there should be collaboration by the
Department Curriculum Committee and the General Education Council. For Teacher Preparation
proposals, there should be collaboration by the Department Curriculum Committee, the Professional
Teacher Education Unit (PTEU) Program Area Committee, the Teacher Education Council, and the
College/School Curriculum Committee.
Form updated April 1, 2004.APPROVED:
Art Education – Proposed Changes Packet
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COURSE INFORMATION
COURSE NUMBER/SECTION:
COURSE TITLE:
PREREQUISITE:
SEMESTER/TERM AND YEAR:
CREDIT HOURS:
CLASS MEETING PLACE/TIME:
COLLEGE OR SCHOOL:
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
INSTRUCTOR INFORMATION
INSTRUCTOR:
OFFICE:
OFFICE PHONE:
OFFICE HOURS:
E-MAIL:
WEBSITE ADDRESS:
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
Art Education – Proposed Changes Packet
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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 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, in-service, 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:
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1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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.
Demonstrate an understanding of the role of cultural bias in instructional and assessment
activities and in the behavior management of all students.
Demonstrate an understanding of how each general characteristic of exceptionality is linked
to definitions under state and federal laws and the attendant regulations.
Demonstrate an understanding of due process and their role in its implementation for parents
and students.
Demonstrate an understanding of the role technology can play in instructional
accommodation for students with cognitive, sensory, or physical limitation or disabilities.
Demonstrate an understanding of their role in engaging and supporting the participation of
parents of students with disabilities in the education of their children
Demonstrate an understanding of disabilities as lifelong circumstances requiring different
strategies and accommodations in various settings and stages.
Understand and articulate the characteristics of human growth, development, learning and
motivation as it relates to students with disabilities
Understand the influences of society, culture, community and family on schools and learning.
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.
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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.
17. Work collaboratively with colleagues, supervisors, students, parents and community
members.
18. Show regard for human dignity in all relationships.
19. Assume responsibility for professional and ethical behavior.
20. 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
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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
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:
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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:
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
Art Education – Proposed Changes Packet
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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.
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
Art Education – Proposed Changes Packet
17
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
Field
Experience
Child Analysis
Paper
Reflection
Sheets
Attendance
Participation,
and Chapter
Presentations
Teaching
Resource
Portfolio
Final
Presentation
2 Proficiency
Course
Objectives
8, 21, 22, 23,
24
2, 3, 5, 7-12,
15, 17-20, 21,
22, 23, 24
7-11, 13, 15,
17, 19, 21, 22,
23, 24
16-20
Percentage of
Final Grade
20
20
20
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
Art Education – Proposed Changes Packet
18
50
200
Exams (Laws
and
Dis.Characterist
icscompleted at
80% or higher)
Final Exam
1-20
100
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 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
Art Education – Proposed Changes Packet
19
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.
Art Education – Proposed Changes Packet
20
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. 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:
Art Education – Proposed Changes Packet
21
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.
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.
Art Education – Proposed Changes Packet
22
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.
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.
Art Education – Proposed Changes Packet
23
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.
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
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
1. 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
Art Education – Proposed Changes Packet
24
C. Prospective art teachers must be able to make students emphatically aware of the allimportant process of artistic creation from conceptualized image to finished art work
2. Art History and Analysis
A. an understanding of the major styles and periods of art history, analytical methods, and
theories of criticism
B. an understanding of the development of past and contemporary art forms
C. an understanding of contending philosophies of art
D. an understanding of the fundamental and integral relationships of all these to the making
of art
3. 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.
4. 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.
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.
Art Education – Proposed Changes Packet
25
COURSE OUTLINE – ARED 3308/01 – SPRING 2007
This outline is tentative and may be revised by the instructor as necessary.
***IMPORTANT DATES
JANUARY 2007
January 2 - 3:
Final Registration
January 4:
Departmental Planning Day- No Registration
January 5- 11:
Late Registration Drop/Add
January 5:
First Day of Classes
January 11:
Last Day to Petition to Graduate for Spring 2007
January 15:
HOLIDAY - No classes - Monday
January 16:
Final Spring 2007 Payment Day (until 8:00am 1/17/07)
MARCH 2007
March 2:
Last Day to Withdraw Without Academic Penalty
March 3 - 9:
Spring Break - NO CLASSES (Saturday - Friday)
APRIL 2007
April 29:
Last Day of Classes
April 30 - May 6:
Final Exams
MAY 2007
May 8:
Final Grades Due: 10:00 a.m.
May 10 & 11:
Graduation
Art Education – Proposed Changes Packet
26
Week 1
Syllabus and introduction to course
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 1 & 2; 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 3 & 4
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 5 & 6
Turn in Lesson Task Analysis
Group work – Develop Chapter Presentations
Homework: Begin taking online quizzes for Chapters 1-4
Week 5
Proficiency Exam
Chapter 7 & 8
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
Art Education – Proposed Changes Packet
27
Week 8
Disability Characteristics Proficiency Exam
Chapter 16
Group Presentations
Homework: Continue taking online quizzes for Chapters 9-10
II.
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
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
Art Education – Proposed Changes Packet
28
III.
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
Change in Degree Requirements/Major Program Requirements
Major or Degree Affected:
Responsible Department:
Proposed Effective Date:
BS in Art Education
Visual Arts
Fall 2007
Signature Page
Diana Gregory
Submitted by:
Date 10-23-06
Name
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
_____________________________
Department Curriculum Committee, Date
_____________________________
General Education Council*, Date
_____________________________
Professional Teacher Education Unit Program Area*,
Date
_____________________________
Department Chair, Date
_____________________________
College/School Curriculum Committee AND/OR
Teacher Education Council*, Date
_____________________________
College/School Dean, Date
_____________________________
Undergraduate Policies and Curriculum Committee,
Date
_____________________________
Dean of Undergraduate & University Studies, Date
*For curriculum proposals involving General Education courses, there should be collaboration by the
Department Curriculum Committee and the General Education Council. For Teacher Preparation
proposals, there should be collaboration by the Department Curriculum Committee, the Professional
Teacher Education Unit (PTEU) Program Area Committee, the Teacher Education Council, and the
College/School Curriculum Committee.
Form updated April 1, 2004.
KENNESAW STATE UNIVERSITY
UNDERGRADUATE CURRICULUM PROPOSAL
Art Education – Proposed Changes Packet
29
Change in Degree Requirements/Major Program Requirements
Major or Degree Affected
Responsible Department
Proposed Effective Date
BS in Art Education
Department of Visual Arts
Fall 2007
Please provide a brief summary of the changes proposed:
Proposed changes address the following issues: moving two courses into AREA F; adding three
educational courses to align with state teacher certification titles; eliminating Multiculturalism
and Cross-Culturalism in Art Education; reflecting changes to the Bachelor of Fine Arts degree
impacting the BS in Art Education degree, and adding a new course, Special Populations in Art
Education.
I. Current Information
Page Number in Current Catalog:
Current Degree/Major Program Requirements (photocopy preferable):
2006/2007 Undergraduate Catalog (p. 123 – 124)
Major in Art Education, B.S.
This single field program is designed to prepare art teachers at all grade levels (pre-kindergarten through
grade 12). It leads to P-12 teacher certification in the teaching field of art in Georgia. Candidates
complete the equivalent of a major in art and a second degree in pedagogical studies with an emphasis on
teaching art. Based on the Discipline Based Model of Art Education, the curriculum in the teaching field
includes study in studio, art history, aesthetics and art criticism.
GENERAL EDUCATION (See previous listing of requirements)
Credit Hours
42
UNIVERSITY-WIDE FITNESS FOR LIVING REQUIREMENT
3
LOWER DIVISION MAJOR REQUIREMENTS (AREA F)
EDUC 2201
EDUC 2204
ART 1100
ART 1150
ART 1200
ART 2150
Teaching & Schools in a Changing Society
Human Growth, development and Learning
2/D Design & Color Theory
Drawing I
3/D Design
Drawing II
18
3
3
3
3
3
3
TEACHING FIELD REQUIREMENTS
ARH 2750
ART 3160
36
Art History Survey I
Painting I
Art Education – Proposed Changes Packet
30
3
3
ART 3000
Professional Practices Seminar and Portfolio Review1
3
Art History (Select two 3 hour courses)
6
ARH 2850
ARH 2950
ARH3550
ARH 3570
ARH 3800
ARH 3950
ARH 4450
ARH 4550
ARH 4650
ARH 4850
ARH 4870
TPS 3493
Art History Survey II
Art History Survey III
Latin American Art
African Art
African American Art
American Art
Renaissance Art
Baroque Art
19th Century Art
Modern Art
History of Photography
Performance Art
Art Studio2
ART 2550
ART 3150
ART 3260
Computer Applications in Art
Drawing II – Life Drawing
Painting II
ART 3400
or ART 3500
Photography I
Printmaking I
ART 3120
or ART 3300
Ceramics
Sculpture I
Art Criticism/Aesthetics
ART 3650
Theory and Criticism of the Visual Arts
Senior Exhibition3
ART 4990
15
(required of all Art Education Majors for graduation)
3
3
PROFESSIONAL EDUCATION (P – 12) REQUIREMENTS
32
EXC 3304
ARED 3310
ARED 3302
ARED 3304
ARED 3306
ARED 4410
ARED 4425
ARED 4470
3
2
3
3
3
3
3
12
Exceptional Students
Multiculturalism & Cross-Culturalism in Art Education
Teaching, Learning, and Development in the Visual Arts
Teaching Art History, Criticism, and Aesthetics
Methods, Materials & Management for Teaching Art (P-12)
Curriculum Models & Assessment in Art
Art Instructional Design & Applications (P-12)
Student Teaching3
Art Education – Proposed Changes Packet
31
PROGRAM TOTAL 131
1. Declared art education majors must take ART 3000 during the semester of completion of lower division major
requirements or before completion of 6 hours of upper level studio art courses. All transfer students with transfer
credit of major requirements in lower division major requirements must take Art 3000 the first semester enrolled in
upper level art courses. Transfer students will be required to present a portfolio with work in two and threedimensional design, drawing and painting in order to receive art foundation course work credit. A passing grade for
the portfolio review is required for art education majors entering upper level concentrations.
Art education majors are required to apply for admission to the Teacher Education Program upon completion of the
six hours of education course work in lower division major requirements. A 2.75 GPA is required for admission,
plus positive recommendations from three instructors. Contact the Office of the Assistant Dean of the College of
Education for admission application procedures.
2. The upper level studio courses are basic requirements. Art education students may elect to take additional course
work in specific studio areas such as drawing, painting, photography, printmaking, ceramics, sculpture, and graphic
communications. Additional studio work is highly recommended for students planning to do graduate study.
3. The senior seminar and exhibition must be arranged at least two semesters in advance. Contact the Art Gallery
Office for specific details and for an application.
4. See Coordinator of Art Education in the Department of Visual Arts for admission requirements and application
procedures.
II. Proposed Information
Include an outline of the entire program and please underline or otherwise highlight changes:
GENERAL EDUCATION (See previous listing of requirements)
42
UNIVERSITY-WIDE FITNESS FOR LIVING REQUIREMENT
3
LOWER DIVISION MAJOR REQUIREMENTS (AREA F)
EDUC 2201
EDUC 2204
ART 1100
ART 1150
ART 1200
ART 2150
ART 2550
ARH 2750
Teaching & Schools in a Changing Society
Human Growth, development and Learning
2/D Design & Color Theory
Drawing I
3/D Design
Drawing II
Computer Applications in Art
Art History Survey I
TEACHING FIELD REQUIREMENTS1
ARH 2750
EDUC 2110
EDUC 2120
EDUC 2130
18
36
Art History Survey I
Investigating Critical & Contemporary Issues in Education
Sociocultural Influences on Teaching and Learning
Exploring Teaching and Learning
Art Education – Proposed Changes Packet
3
3
3
3
3
3
3
3
32
9
3
3
3
3
UPPER DIVISION MAJOR REQUIREMENTS2
ART 3120
ART 4490
ART 3160
ART 3300
ART 3400
ART 3500
29
Ceramics I
Life Drawing in Art Education
Painting I
Sculpture I
Photography I
Printmaking I
3
3
3
3
3
3
Art History (Select two 3 hour courses)
ARH 3550
Latin American Art
ARH 3570
African Art
ARH 3800
African American Art
ARH 3950
American Art
ARH 4450
Renaissance Art
ARH 4550
Baroque Art
ARH 4650
19th Century Art
ARH 4850
Modern Art
ARH 4870
History of Photography
TPS 3493
Performance Art
6
Art History (both required by all art education majors for a total of 6 credit hours)
ARH 2850
Art History Survey II
ARH 2950
Art History Survey III
6
Art Studio
15
Professional Practices and Portfolio
3
ART 30003
Professional Practices Seminar & Portfolio Review. Submission for
chosen area of concentration. May not be taken until at least two of the
six upper division courses have been successfully completed.
Art Criticism/Aesthetics
ART 3650
Senior Exhibition4
ART 4990
Theory and Criticism of the Visual Arts
(required of all Art Education Majors for graduation)
PROFESSIONAL EDUCATION (P – 12) REQUIREMENTS
EXC 3304
ARED 3308
ARED 3310
ARED 3302
ARED 3304
ARED 3306
ARED 4410
ARED 4425
ARED 4470
3
3
32
Exceptional Students
3
Special Populations in Art Eduction
3
Multiculturalism & Cross-culturalism in Art Education
2
Teaching, Learning, and Development in the Visual Arts
3
Teaching Art History, Criticism, and Aesthetics
3
Methods, Materials & Management for Teaching Art (P-12) 3
Curriculum Models & Assessment in Art
3
Art Instructional Design & Applications (P-12)
3
Student Teaching4
12
Art Education – Proposed Changes Packet
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30
PROGRAM TOTAL
131
1.
Art education majors are required to apply for admission into the Teacher Education Program. Please refer to
the TEAC Website for further information and forms. Please see the Coordinator of Art Education in the
Department of Visual Arts for additional information.
2.
The upper level studio courses are basic requirements. Art education students may elect to take additional
course work in specific studio areas such as drawing, painting, photography, printmaking, ceramics, sculpture,
and graphic communications. Additional studio work is highly recommended for students planning to do
graduate study.
3.
Declared art education majors must take ART 3000 after completion of lower division major requirements and
after the completion of 6 hours of upper division studio art courses. ART 3000 may not be taken until at least
two of the six studio art courses have been successfully completed. All transfer students will be required to
present a portfolio for transfer admission and credit evaluation. All transfer students must have transfer credit in
all lower division major requirements (Area F) and six hours of upper division major requirements to enroll in
ART 3000. Students are admitted to the art education program based on available openings and the quality of
the student’s work.
3.
The senior seminar and exhibition must be arranged at least two semesters in advance. Contact the Art Gallery
Office for specific details and for an application.
III.
Justification for Change
In December of 2004 the EPAAC committee approved a new framework for teacher preparation.
This framework included a series of three courses in education that will serve as the universal
core content for pre-service teacher education programs in the University System of Georgia.
EPAAC charged the education Deans with the delineation of the core content and the
appointment of three faculty committees to design the three courses. EDUC 2110: Investigating
Critical and Contemporary Issues in Education was designed to provided teacher educators with
an education foundation which would include the humanities and social sciences; EDUC 2120:
Sociocultural Influences on Teaching and Learning was designed to prepare students to work
with a growing diverse student population; and EDUC 2130: Exploring Teaching and Learning
looks at teaching and learning from a perspective that allows instructors to reflect upon their own
learning experiences and use this experience to better inform their students. The course
embraces educational psychology theory in its content. These revisions will allow the University
of Georgia System Colleges and Universities to move closer to creating a seamless transition
from two year to four-year institutions. Several curriculum changes reflect course additions or
deletions to the Bachelor of Fine Arts Degree effective Fall 2006, and the addition of a new
course, Special Populations in Art Education.
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NAME ___________________________________________ DATE _____________________
KSU #____ ___ ______________
ADVISOR______________________________________
MAJOR PROGRAM
IV.
BACHELOR OF SCIENCE – ART EDUCATION
Effective Fall 2007
LOWER DIVISION MAJOR REQUIREMENTS AREA F (total credit hours = 18)
Course Title
ART 1100 2-D Design & Color Theory
ART 1150 Drawing I
ART 1200 3-D Design
ART 2150 Drawing II
ART 2550 Computer Applications in Art
ARH 2750 Art History Survey I
Credits
3
3
3
3
3
3
Semester/Year
Grade
TEACHING FIELD REQUIREMENTS (total credit hours = 9)
Course Title
EDUC 2110 Investigating Critical &
Contemporary Issues in Education
EDUC 2120 Sociocultural Influences on
Teaching & Learning
EDUC 2130 Exploring Teaching &
Learning
Credits
3
Semester/Year
Grade
3
3
UPPER DIVISION MAJOR REQUIREMENTS (total credit hours = 30)
Course Title
Credits
ART 3120 Ceramics I
3
ART 3150 Drawing III – Life Drawing
3
ART 3160 Painting I
3
ART 3300 Sculpture I
3
ART 3400 Photography I
3
ART 3500 Printmaking I
3
ARH 2850 Art Survey II
3
ARH 2950 Art Survey III
3
ART 3000 Professional Practices & Portfolio
Review
3
ART 4990 Senior Art Seminar & Exhibition
3
Art Education – Proposed Changes Packet
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Semester/Year
Grade
PROFESSIONAL EDUCATION (total credit hours = 30)
Course Title
ARED 3308 Special Populations in Art
Education
ARED 3302 Teaching, Learning &
Development in the Visual Arts
ARED 3304 Teaching Art History,
Criticism & Aesthetics
ARED 3306 Materials, Methods &
Management for Teaching Art
ARED 4410 Curriculum Models &
Assessment in Art
ARED 4425 Art Instructional Design &
Application
ARED 4470 Student Teaching
Credits
Semester/Year
Grade
3
3
3
3
3
3
12
PROGRAM TOTAL CREDIT HOURS = 132
GENERAL EDUCATION REQUIREMENTS
Choose one course from each of the following blocks:
Credits
V.
Course Title
KSU 1101 or KSU 1102*
3/*
ANTH 2105 or GEOG 2105 or
PSYC 2105 or SOCI 2105
2
ART 1107 or MUSI 1107 or
THTR 1107**
3
COM 1109 or FL 1002 or
PHIL 2200
3
ECON 1100 or ECON 2100
3
ENGL 1101
3
ENGL 1102
3
ENGL 2110
3
HIST 1110
3
HIST 2112
3
HPS 1000
3
MATH 1101 or MATH 1113
3
MATH 1106, 1107 or 1190
3
POLS 1101
3
***SCI 1101
4
***SCI 1102
3
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Semester/Year
Grade
Total Credit Hours = 48*
*Residential students must take KSU 1102. This requirement applies to students with less than
15 credit hours entering Fall 2005 or later (See Page 3 for complete information).
**Music or Theatre recommended.
Other substitutions may be appropriate, but will require individual approval. See your advisor.
***All non-math/science majors should take SCI 1101 and SCI 1102. See the Undergraduate
Catalog if you are a math, science, computer science or nursing major.
Important Note
The faculty advisor serves as a guide in schedule planning. The ultimate responsibility of meeting degree
requirements resides with the student.
Rev 11/02/06
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Standards in Art Education
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.
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.
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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.
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
Consult Georgia Learning Connections website www.glc.k12.ga.us
Discipline Based Art Education website www.artsednet.getty.edu
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