KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ARED 7705
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 7705_____________________________
Course Title __Contemporary Issues in Visual Arts _______________
Credit Hours 3
Prerequisites
Description (or Proposed Degree Requirements)
Historical and contemporary developments in the field of art education are presented, as a means
to compose a teaching philosophy relevant to today’s art classrooms. In-depth exploration
results in the integration of concepts and issues to create a comprehensive view of the field.
Social, psychological, affective and psychomotor components of learning relevant to art
education are a primary focus. Multicultural and inclusive content is included. Technological
applications include the use of word processing, electronic portfolio development, presentation
applications, and Internet research.
.
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. Sandra Bird
Text: See Attached Syllabus
Prerequisites: Admission to MAT Art Education Program
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 7705
Issues in Art
3-0-3
Summer 2008
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
4
VII Attach Syllabus
College of the Arts
Department of Visual Arts
ARED 7705
Contemporary Issues in Visual Arts
SUMMER I
Dr. Sandra Bird
5
I.
Course: ARED 7705 Contemporary Issues in Visual Arts
Department of Visual Arts
Kennesaw State University
Summer Semester I
II.
INSTRUCTOR: Dr. Sandra Bird
Office in VA 232
Office phone: 770-423-6435
Email: sbird@kennesaw.edu
Office hours: M/W 2 to 3, or by appointment
III.
Class Sessions: M & W 3 to 5:15
IV.
Texts (required): Gaudelius, Y & Speirs, P. (2002) Contemporary Issues in Art Education.
Upper Saddles River, N.J.: Prentice Hall.
V.
Catalog Description: Historical and contemporary developments in the field of art education are
presented, as a means to compose a teaching philosophy relevant to today’s art classrooms. Indepth exploration results in the integration of concepts and issues to create a comprehensive view
of the field. Social, psychological, affective and psychomotor components of learning relevant to
art education are a primary focus. Multicultural and inclusion content is included. Technological
applications include the use of word processing, electronic portfolio development, presentation
applications and Internet research.
VI.
Purpose/Rationale:
This course provides candidates with an opportunity to explore contemporary issues in the P-12
art classroom setting, in preparation for professional art education careers. Candidates will learn
what conditions are appropriate for the development of positive classroom climates, as well as
motivational techniques. This overview of current practice will provide a strong foundation for
future studies in 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 research-based
6
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, 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
7
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.
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 inclusive 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 inclusive 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.)
Graduate Field Experience Requirements
8
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.
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 satisfactory fulfillment of the requirements of this course,
the student will demonstrate a broad base of Knowledge, Skills and Dispositions. The following
objectives are specific outcome-based expectations derived from the National Art Education Association
Standards for Art Teacher Preparation.
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)
9
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.
XIII.
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. 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 Gaudelius & Spears text and related in-class presentations. Proficiency Exam I will
focus on Chapters 3, 5 and 8. Proficiency Exam II will focus on Chapters 13, 14, 22
and 23 . Objective exams may include multiple choice questions, short answer or essay
questions.
c. Research Paper: Candidates will research and compile information on a specific art
education area, including the causes and effects on learning and behavior and the
implications for art education advocacy. Further, candidates may address the impact that
cultural difference and/or language may have on learning. 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.
10
d. 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 “Teaching Philosophy”: Each candidate will deliver a presentation
based on their newly developed teaching philosophy, 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. Guest speakers cannot participate
in this part of the assignment. The presentation will also include basic information
supporting art education advocacy.
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
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
Grades will be assigned as follows:
90-1000
A
800-899
B
700-799
C
600-699
D
500-599
F
General Guidelines and Standards for Written Assignments
1.
2.
3.
4.
5.
6.
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.,
11
7.
"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.
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.216 in the
2006-2007 KSU Graduate Catalog. It is expected, in this class, that no Professional should need
12
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 resource file 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
2
3
4
5
Texts/Chapters
Topic
Intro and
Theoretical
frameworks –
Appraisal of
contemporary
practices
Theoretical
frameworks –
Communitybased
approaches
Theoretical
frameworks –
Visual culture
approaches
Content –
Postmodernism
Content – Art &
student life
6
7
8
9
10
Pedagogical
studies –
Communal and
individual
understandings
Pedagogical
studies –
Integrative
learning
Pedagogical
studies –
Environmental
connections
Personal
Conclusions
Personal
Conclusions
Gaudelius & Spears:
“Introduction” and
Chapter 3 –“In the
Trenches” by Ed
Check
Assignments Due
Cooperative Group Discussions
Gaudelius & Spears:
Chapter 5 – “Making
the Familiar
Strange…” by Bastos
Cooperative Group Discussions
Gaudelius & Spears:
Chapter 8 –
“Mapping Identity…”
by Congdon et al.
Gaudelius & Spears:
Chapter Chapter 13 –
“Thematic
Curriculum…” by
Weisman & Hanes
Gaudelius & Spears:
Chapter Chapter 14 –
“Teaching Art in
Everyday Contexts”
by Krug
Gaudelius & Spears:
Chapter 22
“Interpreting Art…”
by Barrett
Exam I
Cooperative Group Discussions
Gaudelius & Spears:
Chapter 23 “The
Dynamic Project…”
by Guay
Gaudelius & Spears:
Chapter 25 “Open
Spaces…”by KeiferBoyd
Gaudelius & Spears:
“Conclusions…”
Exam II
Cooperative Group Discussions
14
Research paper outline and working
bibliography is due
Cooperative Group Discussions
Cooperative Group Discussions
Cooperative Group Discussions
Cooperative Group Discussions
Research paper due
Cooperative Group Discussions
Presentations of original “Teaching
Philosophy” statements due
Resource file due
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.
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Hurwitz, A. (1983). The Gifted and Talented in Art: A Guide to Program Planning. Worcester,
MS:Davis.
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.
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