KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ARED 6200 L
Department Visual Arts
Degree Title (if applicable) Master of Arts in Teaching Art Education
Proposed Effective Date Summer 2008
Check one or more of the following and complete the appropriate sections:
X
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course
with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a
new program. Current catalog information (Section I) is required for each existing course
incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number __ARED 6200L
______________________________
Course Title __Art Education Practicum II_______________
Credit Hours 3
Prerequisites EDUC 6100, EDUC 6100L, ARED 6200, ARED 7705
Description (or Proposed Degree Requirements)
This field experience is designed to provide the candidate with the opportunity to apply
and reflect on concepts addressed in the pre-requisite course ARED 6200, Teaching
Comprehensive Art Education. Candidates will be placed in appropriate school settings
where they will carry out directed activities. Candidates will spend approximately nine
hours per week in the field. Candidates must have a satisfactory practicum to continue in
the MAT Art Education program without remediation. Verification of Liability
Insurance is required.
III.
Justification
The proposed Master of Arts in Teaching Art Education program will prepare high
quality art teachers with advanced content knowledge and expertise in teaching and
learning, to help meet the critical teacher shortage in the state of Georgia. It will also
help school districts respond to the No Child Left Behind Act of 2001. The MAT
program also responds to the demand for a career path for artists who desire to teach.
The societal need for this program can be exemplified by the scores of individuals (that
meet the target student description of BA or BFA graduates) who call/email the KSU art
education advisors almost daily. These potential and/or provisional employees of public
schools are in search of the most immediate way to satisfy the requirements for
certification in the state of Georgia. The Georgia Professional Standards Commission
will no longer evaluate transcripts for the certification process and depend upon
universities to certify art teachers to accomplish this task for the educational system.
2
IV.
Additional Information (for New Courses only)
Instructor: Drs. Bird, Gregory or Garner
Text: See Attached Syllabus
Prerequisites: EDUC 6100, EDUC 6100L, ARED 6200, ARED 7705
Objectives: See Attached Syllabus
Instructional Method: See Attached Syllabus
Method of Evaluation: See Attached Syllabus
-
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
3
VI. 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
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Art Education
ARED 6200 L
Art Practicum II
3
Summer 2008
Regular
APPROVED:
__________________________________________
______
Vice President for Academic Affairs or Designee __
4
VII Attach Syllabus
College of the Arts
Department of Visual Arts
ARED 6200L
Art Education Practicum II
Dr. Sandra Bird
5
Course: ARED 6200L Art Education Practicum II
I.
Department of Visual Arts
Kennesaw State University
Fall Semester I
II.
Instructor: Dr.Sandra Bird
Office in VA 232
Office phone: 770-423-6435
Email: sbird@kennesaw.edu
Office hours: MW 2 to 3, or by appointment
III.
Class Sessions:
T/TH 4:00pm to 6:00pm, or in schools during the Block periods
IV.
Texts (required):
C. Danielson. (1990). Enhancing Professional Practice: A Framework for Teaching.
Alexandria, VA: ASCD
Anderson, T. (2000). Real Lives: Art Teachers and the Cultures of School. Portsmouth,
NH: Heinemann
Some readings/research will be available via internet.
Additional readings will be copied and distributed to students.
V.
Catalog Description: This field experience is designed to provide the candidate with t he
opportunity to apply and reflect on concepts addressed in the pre-requisite course ARED 6200,
Curriculum, Assessment, & Classroom Management. Candidates will be placed in appropriate
school settings where they will carry out directed activities. Candidates will spend approximately
nine hours per week in the field. Candidates must have a satisfactory practicum to continue in the
MAT Art Education program without remediation. Verification of Liability Insurance is
required.
VI. Purpose/Rationale: This course offers art education students an opportunity to
participate in field experiences in the P-12 art classroom setting. ARED 4425 provides students
with experiences prior to student teaching to plan, implement, assess, and adjust instruction
appropriate to the needs, abilities, and learning styles of all learners. Students learn to develop
positive classroom climates, motivational techniques, and classroom management abilities
necessary to develop critical thinking skills and enhance learning in the art classroom.
6
VII.
Conceptual Framework Summary & Related Standards & Requirements
Collaborative Development of Expertise in Teaching and Learning.
The Kennesaw State University teacher education faculty is committed to preparing teachers who
demonstrate expertise in facilitating learning in all students. Toward that end, the KSU teacher
education community strongly upholds the concept of collaborative preparation requiring
guidance from professionals inside and outside the university. In tandem with this belief is the
understanding that teacher expertise develops along a continuum which includes the stages of
pre-service, induction, in-service, and renewal; further, as candidates develop a strong researchbased knowledge of content and pedagogy, they develop their professional expertise in
recognizing, facilitating, assessing, and evaluating student learning.
While completing your graduate program at Kennesaw State University, you are required to be
involved in a variety of leadership and school-based activities directed at the improvement of
teaching and learning. Appropriate activities may include, but are not limited to, attending and
presenting at professional conferences, actively serving on or chairing school-based committees,
attending PTA/school board meetings, leading or presenting professional development activities
at the school or district level, and participating in education-related community events. As you
continue your educational experiences, you are encouraged to explore every opportunity to learn
by doing.
Knowledge Base
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.
The knowledge base for methods of teaching students who are English language learners continues to
develop rapidly. Current directions include SIOP, differentiated instruction, and content-area learning
strategy instruction. The field draws on research literature from foreign language, cultural responsiveness,
psychology and ESOL. The emphasis in this class will be on developing skills in application of researchbased best practices, documenting impact on student learning, and reflective practice.
Technology Standards
Telecommunication and information technologies will be integrated throughout the master teacher
preparation program, and all candidates must be able to use technology to improve student learning and
meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with
opportunities to explore and use instructional media, especially microcomputers, to assist teaching. They
will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel
confident to design multimedia instructional materials, create WWW resources, and develop an electronic
learning portfolio.
Candidates in this course will be expected to apply the use of educational technology in classrooms for
students in their classrooms. Specifically, candidates will use spreadsheet software to develop graphs,
7
charts, and tables, word processing to write papers, and e-mail to communicate with the instructors and
their peers.
Diversity Standards
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.
Professional Portfolio Requirements
A required element in each portfolio for the Graduate Program is the portfolio narrative. The purpose of
the portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI
with regard to what evidence the candidate has selected for his/her portfolio. In your portfolio, you need
to include a narrative, which includes descriptive, analytic and reflective writing in which you reflect on
each of the proficiencies and how you make the case that the evidence you have selected in your portfolio
supports a particular proficiency, using the Portfolio Narrative Rubric as a guide. The narrative should be
comprehensive, documenting research-based best practices. In this class you will do projects that have
been specifically designed to assist you in portfolio development. For example, you will create a
comprehensive, thematic unit consisting of at least 4 lesson plans for your final project in this class. A
videotaped lesson, along with critical analysis, is a required element for graduation from the Bagwell
College of Education. Therefore, attend carefully to the assignments in this course and how they will
assist you in meeting future college requirements.
Extensions
Candidates should keep on-going documentation of ways in which they extended their learning and skills from this
and other courses. For this course, this could include identifying students who gain access to more art educational
environments, actual changes implemented in the school as a result of the Building Plan, changes in student
behavior or learning that results from co-teaching, interactions with parents, committees formed or served on related
to art education, peer mediated strategies implemented in your class or other classrooms, workshops on co-teaching
conducted at the school, the establishment of additional co-teaching teams at your school etc.
VIII. Impact on Student Learning Analysis
It is our assumption that you are already assessing the influence of your instruction on your students’ learning and
that you are considering what factors, such as student diversity, might affect your students’ achievement. For this
assignment, you will select a lesson, activity, unit, or skill that you plan to teach this semester and analyze its impact
8
on your students’ learning. Then, you will reflect on the impact on your students’ learning on that particular lesson,
activity, unit, or skill using the “Impact on Student Learning Analysis” Rubric as a guide. You will want to consider
how the differences that every student brings to the classroom setting may have influenced learning (see definition
of “every student” at the top of attached “Impact on Student Learning” rubric). Unless your program area tells you
differently, the length of the reflection is up to you, but it should be concise. (See Directions for “Impact on Student
Learning Analysis” that accompanies the Rubric for greater detail.)
Graduate Field Experience Requirements
While completing your graduate program at Kennesaw State University, you are required to be
involved in a variety of leadership and school-based activities directed at the improvement of
teaching and learning. Appropriate activities may include, but are not limited to, attending and
presenting at professional conferences, actively serving on or chairing school-based committees,
attending PTA/school board meetings, leading or presenting professional development activities
at the school or district level, and participating in education-related community events. As you
continue your educational experiences, you are encouraged to explore every opportunity to learn
by doing.
IX. Accessibility and Accommodations
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 (770-423- 6443) and develop an individual
assistance plan. In some cases, certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above. For more information
contact the Student Life Center at 770-423-6280.
The effect of culture is a key component of understanding special education. Consideration of the
impact of socioeconomic and cultural differences on identification, assessment, intervention, and
service delivery will be considered.
X.
Goals and Objectives
The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation
as a developmental and collaborative process. Research for the past 25 years has described this
process in increasingly complex terms. Universities and schools must work together to
successfully prepare teachers who are capable of developing successful learners in today’s
schools and who choose to continue their professional development. Candidates in this course are
expected to perform at the Advanced or Teacher Leader level of performance. (See CPI:
Graduate Performance Outcomes.)
The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation
as a developmental and collaborative process. Research for the past 25 years has described this
process in increasingly complex terms. Universities and schools must work together to
successfully prepare teachers who are capable of developing successful learners in today’s
schools and who choose to continue their professional development. As a result of the
9
satisfactory fulfillment of the requirements of this course, the student will demonstrate a broad
base of Knowledge, Skills and Dispositions.
Knowledge (Subject Matter Expert)
1.
Uunderstand Danielson’s Framework for Teaching, and recognize its relationship to the
PTEU conceptual framework and accompanying assessment instruments.
Skills (Facilitator of Learning)
1.
2.
3.
4.
5.
6.
Develop instructional materials appropriate for teaching art at two levels (either
elementary/middle, elementary/high, or middle/high).
Develop instructional media appropriate for teaching the developed lesson.
Observe two practicing teachers and develop observation records of their methods and
habits.
Implement the developed unit in two different school environments (Block I and Block
II).
Gain experience in classroom management and discipline techniques in the context of
teaching art.
Collect paperwork, student worksheet samples, photographs of student art work, etc. for
future use in market portfolio.
Dispositions (Collaborative Professional)
1.
2.
3.
Facilitate micro-teaching (for peers) and conduct constructive critical discussions.
Reflect on own performance and receive critical analysis from supervisors (university
and classroom teachers), regarding authentic classroom performance.
Collect teacher-generated and published curriculum and assessment materials for future
use in their own classrooms.
XI. Evaluation of Student Outcomes
A. Class Participation/Attendance – Students are expected to attend class and to actively engage
in classroom activities. Participation requires more than attendance. Candidates, like the
instructors, are expected to come to class meetings thoroughly prepared. “Thoroughly
prepared” is defined as having the readings well enough to verbally and in writing state the
definitions of terms from the readings; discuss ideas, notions, concepts, issues, and
procedures in relation to previous information presented in class or in previous readings; and
apply the information from the readings to problems. It also implies the Candidates have
reviewed information from the previous class meetings. Your participation grade will be
calculated based upon your ability to meet these requirements. It is also required that all
assignments be turned in on time. Cooperative learning group activities in class will enable
Candidates to apply new skills and knowledge. Each Candidate has something unique to
contribute to the class experience that will facilitate the learning of other class members. As a
teacher, you will be responsible for educating all students, including those with disabilities
and those who are culturally and linguistically diverse. Together, we will work to prepare you
for this challenge! Please note: Negative and disruptive comments/behavior does not
count as participation. This does not mean that you cannot disagree; however,
disagreements must be handled in a professional manner.
10
B. Electronic Portfolio - *PTEU assessment documents (TOSS CPI) for Candidate - The
candidate will attach copies of their PTEU assessment documentation (completed by the
university supervisors, cooperating teachers and the candidate) to their portfolios. This
separate section will be maintained by the student throughout their development at Kennesaw
State University.
*Exemplar lesson and assessed student products - The candidate will select one exemplar lesson
that is taught during ARED 4425. All visual references for the lessons (via slides, PowerPoint,
handouts, etc.) will be scanned or attached to the lesson. Five examples of resulting student
products (reflecting the low, middle and high levels of graded performance) will be included as
well as the accompanying assessment documentation.
*Impact on Student Learning Analysis:
It is our assumption that you are already assessing the influence of your instruction on your
students' learning and that you are considering what factors, such as student diversity, might
affect your students' achievement. For this assignment, you will select a lesson, activity, unit or
skill that you plan to teach this semester and analyze its impact on your students' learning. Then,
you will reflect on the impact on your students' learning on that particular lesson, activity, unit or
skill using the "Impact on Student learning Analysis" Rubric as a guide. You will want to
consider how the differences that every student brings to the classroom setting may have
influenced learning ) see definition of "every student" at the top of attached "Impact on Student
learning " rubric). See Directions for "Impact on Student learning Analysis" that accompanies the
Rubric for greater detail.
*Undergraduate Portfolio Narrative:
A required element in each portfolio for TOSS, Student Teaching, and the Graduate Program is
the portfolio narrative, The purpose of the portfolio narrative is to ensure that every candidate
reflects on each of the proficiencies on the CPI with regard to what evidence the candidate has
selected for his/her portfolio. In your portfolio, you need to include a brief narrative in which you
reflect on each proficiency and how you make the case that the evidence you have selected in
your portfolio supports a particular proficiency using the Portfolio Narrative Rubric as a guide.
Unless your program area tells you differently , the length of the reflection is up to you yet is
should be concise.
*Exemplar unit - The candidate will attach a copy of their original unit (created during ARED
4410) to their electronic portfolio.
C. Micro-teaching experience
For the first part of the quarter, each student will complete a micro-teaching experience by
developing and teaching a series of art lessons to the members of the class. These
lessons
will be accompanied by a lesson plan and instructional materials. The students will be
responsible for conducting a 30 to 45 minute multicultural DBAE art lesson
where the class
participants will be directed through the art experience by the student in charge of the class. The
lesson will contain a motivation (a hook), a demonstration, and an evaluation phase. The
micro-lesson will be videotaped for the purpose of the student to evaluate his/her own teaching
presentation and style. Additional information for this experience will be provided in class.
11
D. Field experiences
A major portion of this course will be spent by students teaching art in the field. One five week
block will be in the elementary school. Another five week block will be in the middle school or
high school art program. During these field experiences, students will be responsible for teaching
in art classes under the supervision of the cooperating instructors. In addition, the college
instructor will make field observations and provide feedback concerning student classroom
performance. The evaluation for these field experiences will be based on written assessments
from the cooperating teachers and myself. Further information on these field experiences will be
provided in separate handouts.
While participating in all field experiences, your 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.
XII.
Evaluation and Grading
Assignments
Class participation/Attendance
Presentations of original work (Microteaching,Recap)
Block 1 Experience
Block 2 Experience
Electronic Portfolio (CPIs, ISLA, PN, samples)
Total
Points
Assessed
200
200
200
200
200
1000
Course
Objectives
Grades will be assigned as follows:
900-1000
A
800-899
B
700-799
C
609-699
D
500-599
F
General Guidelines and Standards for Written Assignments
1.
All assignments must be typed, double spaced, with 1” margins on both sides using 12
point Times New Roman font.
2.
All assignments must be checked for spelling and grammar prior to handing in work to
instructors. Failure to check can affect an assignment grade.
3.
Confidentiality of students, settings, and teachers is required. All identifying names and
information should be omitted from your written work and discussions – use
pseudonyms.
4.
Late assignments are unacceptable without making prior arrangements with the
instructors.
5.
The instructors expect quality writing not quantity. Eliminate jargon and hyperbole and
12
6.
7.
focus on clearly stating your point.
Examine the language you use within your assignments and move towards the use of
person first language; removing the focus on a person’s behavior or disability by stating
the person first, i.e., "a person with a disability" instead of "a disabled person."
Avoid judgmental statements and focus on the facts when writing about students and
colleagues. As teachers we need to put our own biases and opinions aside and view each
person as a capable and valuable human being.
APA STYLE: The American Psychological Association is the standard used for bibliographic
references and citations in special educational and ESOL literature. This is the format used in the
text. Attention to sequence of data, capitalization and punctuation is essential. The APA style
manual (5th ed.) can be found in the reference section of Sturgis Library. The reference librarians
can assist you. APA style tips can also be found online at, for example,
http://www.apastyle.org/styletips.html
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 a student to the Code of Conduct's
minimum one semester suspension requirement.
The student is reminded to consult pp. 201-219 of the 2006-2007 KSU Graduate Catalog for the
University's policy. Any strategy, which has the appearance of improving grades without
increasing knowledge, will be dealt with in accordance with the University's policy on academic
honesty. In addition, students in the graduate program in special education are held accountable
by the Georgia Professional Code of Ethics for Educators
(http://www.doe.k12.ga.us/informationresources/ethics.html) and the Council for Exceptional
Children's (CEC) Code of Ethics for Educators of Persons with Exceptionalities
(http://www.cec.sped.org/ps/code.htm#1).
ADA STATEMENT: Students with disabilities are responsible for registering with the Office of
Student Disabilities Services in order to receive special accommodations and services. Please
notify the instructor during the first week of classes if a reasonable accommodation for a
disability is needed for this course. A letter from the KSU Disability Services Office must
accompany this request.
CLASS ATTENDANCE AND PARTICIPATION: Students are expected to attend all class
sessions and be active participants in the learning process. This class includes presentations by
professionals from other disciplines and class attendance is essential for participation in
development of a multi-disciplinary perspective. Class activities will include discussion, role
playing and group collaborative activities requiring the participation of all students. Students have
many experiences and skills, which they can share to facilitate everyone's learning. Evaluation
will include attendance, communication and collaboration skills demonstrated during class.
13
DISRUPTIVE BEHAVIOR: The University has a stringent policy and procedure for dealing
with behavior that disrupts the learning environment. Consistent with the belief that your
behavior can interrupt the learning of others, behavior that fits the University's definition of
disruptive behavior will not be tolerated. (See Campus Policies and Procedures pp. 201-220 and
210 of the 2006- 2007 KSU Graduate Catalog).
HUMAN DIGNITY: The University has formulated a policy on human relations that is intended
to provide a learning environment, which recognizes individual worth. That policy is found on p.
216 in the 2006-2007 KSU Graduate Catalog. It is expected, in this class, that no Professional
should need reminding but the policy is there for your consideration. The activities of this class
will be conducted in both the spirit and the letter of that policy.
RELIGIOUS OBSERVANCES: Students who anticipate the necessity of being absent from
class due to the observation of a major religious observance must provide notice of the date(s) to
the instructor, in writing, by the second class meeting.
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:
Studies in Art Education
Art Education
GLOSSARY OF TERMS: Each student is encouraged to keep an on-going glossary
of terms throughout the semester. The development of a glossary should help to facilitate greater
understanding of information presented in class and in the assigned readings. This is not a
required assignment, but may be a portfolio item.
Websites:
Georgia Quality Core Curriculum Standards In Visual Art and Music http://www.glc.k12.ga.us/qcc/
Georgia Learning Connections website www.glc.k12.ga.us
NAEA website www.naea-reston.org
National Art Education Standards http://artsedge.kennedy-center.org/teach/standards/
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Tentative Course Outline
**This outline provides a guide for the sequence of topics in this course. Deviations may be
necessary. **
Week
1
Topic
Intro/Overview
of Domains
Texts/Chapters
Anderson, pp.11 - 24
Danielson, pp.29 –37
Assignments Due
Cooperative group discussion
Reflections/ worksheets
2
Domain 1
Anderson, pp. 25 – 44
Danielson, pp.62 - 78
Cooperative group discussion
Reflections/ worksheets
3
Domain 2
Anderson, pp. 45 – 60
Danielson, pp. 79 - 89
Cooperative group discussion
Reflections/worksheets
4
Domain 3
Cooperative group discussion
Reflections/ worksheets
5
Domain 4
6
Narrative data
collection
Anderson, pp. 61 - 76
Danielson, pp. 90 105
Anderson, pp. 77 – 91
Danielson, pp. 106 119
Anderson, pp.92 –
112
Danielson, pp. 38 - 50
Preparations for field
experiences
7
Block 1
8
Block 1
9
Block 1
10
Block 1
11
12
Feedback
session from
Block 1
Block 2
13
Block 2
14
Block 2
15
Block 2
16
Block 2
Cooperative group discussion
Reflections/ worksheets
Microteaching of original unit/lessons
Peer evaluations
Teaching in School
Electronic discussions
Teaching in School
Electronic discussions
Teaching in School
Electronic discussions
Teaching in School
Electronic discussions
Cooperative group discussion
Midterm CPI (Candidate, School
Supervisor and University Supervisor)
Teaching in School
Electronic discussions
Teaching in School
Electronic discussions
Teaching in School
Electronic discussions
Teaching in School
Electronic discussions
Teaching in School
Electronic discussions
15
References
Alexander, K. & Day, M. (1991). Discipline-Based Art Education: A Curriculum Sampler. Santa
Monica, CA: Getty Center for Education in the Arts.
Anderson, T. (1988). A Structure for Pedagogical Art Criticism. Studies in Art Education 30(1), 28-38.
Beardsley, M. (1966). The Aesthetic Problem of Justification. Journal of Aesthetic Education 1(2), 2939.
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.
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