KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ARED 7701
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:
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
X 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 7701_________________
Course Title Special Topics in Art Education _________________
Credit Hours 3
Prerequisites EDUC 6100, EDUC 6100L, ARED 6200, ARED 7705, ARED 7702
Description (or Proposed Degree Requirements)
Emerging issues in the field of art education will be explored on a semester-by-semester
basis. Through the examination of historical and contemporary art forms, candidates
understand how aesthetic theories allow greater understanding of the quality, nature and
value of diverse works of art, cultural art forms and visual culture. Candidates
comprehend how all works of art have meaning including those from literature, theatre,
dance, music and other subject areas thus revealing lessons about life, its paradoxes,
contradictions, harmonies, unattractiveness, and beauty.
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:Dr. Gregory
Text: See Attached Syllabus
Prerequisites: EDUC 6100, EDUC 6100L, ARED 6200, ARED 7705, ARED
7702
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 7701
Topics in Art
3-0-3
Summer 2008
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
4
VII Attach Syllabus
I.
ARED 7701: Special Topics in Art Education
Department of Visual Arts
Kennesaw State University
Spring 2009_
II.
INSTRUCTOR:
Dr. Diana Gregory
Department of Visual Arts
Room 227
678-797-2138
dgregory@kennesaw.edu
III.
Class Sessions: M & W 5:00 – 7:15 PM
IV.
Texts (required):
Neperud, R. (1995). Context, content and community in art education: Beyond postmoderism.
New York: Teachers College Press.
Eisner, E. ((2002). The arts and the creation of mind. London: Yale University Press.
Soucy, D. & Stankiewicz, M. (1990). Framing the past: Essays in art education. Reston, VA:
National Art Education Association.
Some readings/research will be available via internet.
Additional readings will be copied and distributed to students.
V.
VI.
Catalog Description:
Emerging issues in the field of art education will be explored through the examination of
historical and contemporary art forms. Candidates will understand how aesthetic theories allow
greater understanding of the quality, nature and value of diverse works of art, cultural art forms
and visual culture. Candidates will comprehend how all works of art have meaning including
those from literature, theatre, dance, music and other subject areas thus revealing lessons about
life, its paradoxes, contradictions, harmonies, unattractiveness, and beauty.
Purpose/Rationale:
This course is designed to prepare prospective art teachers for development of instructional
materials and implementation of effective teaching methods and management techniques in a
quality art education program, that meets the required Visual Arts Quality Core Curriculum for
the state of Georgia. This course will offer art education majors the discipline-specific knowledge
and skills necessary to identify, develop, and deliver effective instructional and management
5
techniques in an art classroom.
ARED 7701 is derived from the guidelines established by the National Art Education
Association 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 consider the social, political, and cultural components, which affect the school environment
within a global context. This course provides candidates with the opportunity to explore
emerging issues in the filed of art education.
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
preservice, 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 teachinglearning 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 in art continues to develop particularly learning
across the curriculum and newer technological developments in environmental and functional design
fields. Current directions include differentiated instruction and content-area learning strategy instruction.
The field draws on research literature from cultural responsiveness, psychology and art. The emphasis in
this class will be on developing skills in application of research-based best practices, documenting impact
on student learning, and reflective practice.
6
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,
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
As you know…”..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 videotape you and a co-teaching engaging in one of the five most common approaches
to co-teaching in a general education classroom. 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.
7
Extensions. Candidates should keep ongoing 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 and etc.
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). 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.) In this class, you will learn to
conduct, “Collaborative Analysis of Student Work”, which is obviously a group process. The College
rubric described above will be one of several ways that we will measure the success of the lesson and the
impact on student learning. Please note that this assignment may also be included in your final portfolio.
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.
8
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
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. Develop a comprehensive knowledge of student characteristics, abilities, and learning styles.
2. Understand the breadth, the depth and the purposes of art and art education.
3. Understand the goals, values, and purposes of education, the community and society.
4. Become versed in contemporary theories, content and pedagogy appropriate to art education
5. Conscious of broader issues in the school setting beyond concern for individual students.
Skills (Facilitator of Learning)
1. Initiate and maintain a resource file and bibliography attending to current issues in art
education.
2. Write a research paper on current issues in art education (including outline and bibliography)
Dispositions (Collaborative Professional)
1. Inquire into candidates’ own practices and the nature of art teaching.
2. Systematically reflect upon their own teaching practice
3. Recognize teachers’ responsibilities to the schools and the community.
4. Contribute to the growth of the art education profession.
XI. Evaluation of Student Outcomes:
A.
Class participation, professionalism, & attendance: 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.
9
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.
B. Proficiency Exams:
Two proficiency exams will be administered covering the content of the text and related in-class
presentations. Objective exams may include multiple choice questions, short answer or essay questions.
C. Research Paper: Candidates will research and compile information on an art education area specific
to the special topic under consideration. It is anticipated that guest speakers and/or lecturers will be
utilized to broaden the topics of discuss. The focus of the specific issues will determine the requirements
of the paper. The paper must be written utilizing APA format. The paper will be a minimum of 10 and
no more than 12 typed written pages, double-spaced, 12 point, Times New Roman font, and will include
a minimum of 10 references from peer-reviewed and other approved journals. The use of website
addresses is permissible, but must be added to the 5 reference minimum requirement. A rubric will be
provided. A working outline and bibliography will be turned in at midterm for topic approval.
D. Resource File: Resource file: Based on information organized by the weekly topics, candidates will
compile a collection of articles that codify the candidate’ position on the contemporary topic. A rubric
will be provided.
E. Presentation of Special Topics: Each candidate will deliver a presentation based on their views
developed during the course, constructed as a result of the class readings and discussions. Power Point
slides or overhead transparencies will be used to facilitate the presentation, as well as a list of references
(e.g., professional literature) and handouts for other class members and the instructors. The presentation
will also include basic information supporting the development of personal points of view regarding the
special topic under discussion.
XIV.
Evaluation and Grading
Assignments
Participation/ Attendance
Exam I
Exam II
Research paper
Paper outline & working bibliography
Resource file of articles/including table of contents
Presentation of “Teaching Philosophy”
Total
Grades will be assigned as follows:
90-1000
A
800-899
B
700-799
C
600-699
D
500-599
F
10
Points
Course
Assessed
Objectives
200
All K,S & D
100 K1,K2,K3,D1,D3
100
K4, K5,D1,D3,
200
All K, S &D
100
S1
200
All K & D
100
All K & D
1000
General Guidelines and Standards for Written Assignments
1.
2.
3.
4.
5.
6.
7.
All assignments must be typed, double spaced, with 1” margins on both sides using 12 point
Times New Roman font.
All assignments must be checked for spelling and grammar prior to handing in work to
instructors. Failure to check can affect an assignment grade.
Confidentiality of students, settings, and teachers is required. All identifying names and
information should be omitted from your written work and discussions – use pseudonyms.
Late assignments are unacceptable without making prior arrangements with the instructors.
The instructors expect quality writing not quantity. Eliminate jargon and hyperbole and 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 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 art 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
11
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.
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. 201-219 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.192 in the
2003-2004 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/
12
Tentative Course Outline
**This outline provides a guide for the sequence of topics in this course. Deviations may be
necessary. The following outline is an example based on the text provided. **
Date
Texts/Chapters
Topic
Assignments Due
Cooperative Group Discussion
Intor & Chapters
I (Neperud)
1
Intro &
transitions in art
education
Chapter 3 & 4
(Neperud)
Chapter I & 2
(Eisner)
Chapter 8 (NAEA)
Cooperative Group Discussions
2
Changes in
conceptions of
art education
Chapter 4 & 7
(Eisner)
Research paper outline and working
bibliography is due
Cooperative Group Discussions
Chapter 2 (Neperud)
Cooperative Group Discussion
Chapter 9 (Neperud)
Social
reconstructionist
multicultural art
ed curriculum
design
A developmental Chapter 13 (NAEA)
history of art ed
Cooperative Group Discussion
What education
can learn from
art ed
Exam II
Cooperative Group Discussions
Art Education in
the 20th Century
Exam I
Cooperative Group Discussions
3
4
5
6
Educational use
of assessment
What the arts
teach & how it
shows
Educational
change w/in
structures of
history, culture
and discourse
Cooperative Group Discussions
7
8
Chapter 8 (Eisner)
Personal
conclusions
Research paper due
Personal
conclusions
Presentation of special topics point of
view
9
10
13
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):29-39.
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.
Clark, G., Zimmerman, E.& Zurmuehlen, M. (1987). Understanding Art Testing. Reston, VA:NAEA.
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.
Day, M. (1974). The Use of Formative Evaluation in the Art Classroom. Art Education,27:2.
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. (1985). The Educational Imagination: On the Design and Evaluation of School Programs,
2nd.ed. 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
Hurwitz, A & Madeja, S. (1977). The Joyous Vision: A Source Book for Elementary Art Appreciation.
Englewood Cliffs, N.J.: Prentice-Hall.
Hurwitz, A. (1983). The Gifted and Talented in Art: A Guide to Program Planning. Worcester,
MS:Davis.
14
Kaelin,E. (1990). The Construction of a Syllabus for Aesthetics in Art Education: Art Education 43(2):2234.
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.
Oosterhof, A. (1999). Developing and Using Classroom Assessments. Upper Saddle River, NJ: PrenticeHall Inc.
Reiser, R. & Dick,W. (1996). Instructional Planning: A Guide for Teachers. Needham Heights,
MS:Allyn & Bacon.
Stake, R. (1975). Evaluation the Arts in Education: A Responsive Approach. Columbus, OH:Charles
Merrill.
Tiedt, P.L. & Tiedt, I.M. (1989). Multicultural Teaching: A Handbook of Activities, Information and
Resources. 3rd. ed. Boston: Allyn & Bacon.
Thorne,J. (1990). Mainstreaming Procedures: Support Services and Training. NAEA Advisory. Reston,
VA: NAEA.
Uhlin, D. (1972). Art for Exceptional Children. Dubuque, IA: Wm C. Bown.
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.
Worthne, B. &Sanders, J. (1987). Educational Evaluation: Alternative Approaches and Practical
Guidelines. New York: Longman.
15
APPENDIX
National Board for Professional Teaching Standards
1. Teachers are committed to students and their learning.
F. Teachers know the subjects they teach and how to teach those subjects.
G. Teachers are responsible for managing and monitoring student learning.
H. 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.
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.
13.
14.
15.
16.
17.
18.
19.
Inquire into their own practices and the nature of art teaching.
Are instructional collaborators.
Conduct meaningful and appropriate assessments of student learning.
Systematically reflect upon their own teaching practice.
Deal with broader issues in the school setting beyond concern for individual students.
Continually reflect on their own practice.
Recognize their responsibilities to the schools and the community.
Contribute to the growth of the profession.
National Association of Schools of Art and Design Standards for Art Education:
Art Competencies
a. Studio art foundation
16
1.
2.
3.
familiarity with the basic expressive, technical, procedural and organizational skill, and conceptual insights
which can be developed through art and design experience
instruction should included traditional processes as well as newer technological developments in the
environmental and functional design fields
prospective art teachers must be able to make students emphatically aware of the all-important process of
artistic creation from conceptualized image to finished art work
b. Art History and Analysis
4. an understanding of the major styles and periods of art history, analytical methods, and theories of criticism
5. an understanding of the development of past and contemporary art forms
6. an understanding of contending philosophies of art
7. an understanding of the fundamental and integral relationships of all these to the making of art
c. Advanced Work
The student in a B>A> program should have an opportunity for advanced work in at least one or more studio and or
art application areas. These should build upon competencies outlined in sections C.1 and C.2 and should require 6
to 9 semester hours.
d. Technical Processes
A functional knowledge in such areas as the physics of light, chemistry of pigments, the chemical and thermal
aspects of shaping materials, and the basic technologies involved in printmaking, photography, filmmaking and
video.
Teaching Competencies
a. An understanding of child development and the identification and understanding of psychological principles of
learning as they relate to art education.
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.
17