KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ARED 7720
Department Visual Arts
Degree Title (if applicable) Master of Arts in Teaching Art Education
Proposed Effective Date Summer 2009
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
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
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 7720_____________________________
Course Title _Research in Art Education ________________
Credit Hours 3
Prerequisites EDUC 6100, EDUC 6100L, ARED 6200,ARED 6200L, ARED
7705, ARED 6250, ARED 7701, ARED 7702, & ARED 7706
Description (or Proposed Degree Requirements)
Candidates examine research methodologies in art education focusing on qualitative and
quantitative research methods and designs, and interpretations and applications relative to
classroom practices. This advanced course is designed to prepare art teachers to effective
plan and evaluate art programs and curricula, to explore innovative and exemplary art
programs, to assess art learning, and to develop a rationale and strategy for articulating
and promoting a quality art program. Candidates will understand how effective use of a
variety of assessment techniques to evaluate teaching and learning promotes visual
literacy. Topics include interactive discussion about literature critiques, professional
organizations, and legal issues.
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.
IV.
Additional Information (for New Courses only)
Instructor:Dr. Garner
Text: See Attached Syllabus
Prerequisites: EDUC 6100, EDUC 6100L, ARED 6200,ARED 6200L, ARED
7705, ARED 6250, ARED 7701, ARED 7702, & ARED 7706
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
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 7720
Research in Art
3-0-3
Summer 2009
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
Department of Art Education
Syllabus: ARED 7720: Research in Art Education (3-0-3)
COURSE INFORMATION
COURSE NUMBER/SECTION:
COURSE TITLE:
PREREQUISITE:
COREQUISITE:
SEMESTER/TERM AND YEAR:
CREDIT HOURS:
3
CLASS MEETING PLACE/TIME:
COLLEGE OR SCHOOL:
INSTRUCTOR INFORMATION
INSTRUCTOR:
OFFICE:
OFFICE PHONE:
OFFICE HOURS:
E-MAIL:
WEBSITE ADDRESS:
ARED 7720/01
Research in Art Education
EDUC 6100, EDUC 6100L, ARED 6200,ARED 6200L,
ARED 7705, ARED 7702, ARED 6250 & 6251, ARED
7701, ARED 7704, & ARED 7706
ARED 7703
Summer 2009
Room # VA 225
TBA
COLLEGE OF THE ARTS
Rick Garner
Room 229
770-423-6137
T/TH 4:00-6:00
rgarner@kennesaw.edu
COURSE DETAILS
CATALOG COURSE DESCRIPTION:
Candidates examine research methodologies in art education focusing on qualitative and quantitative
research methods and designs, and interpretations and applications relative to classroom practices. This
advanced course is designed to prepare art teachers to effective plan and evaluate art programs and
curricula, to explore innovative and exemplary art programs, to assess art learning, and to develop a
rationale and strategy for articulating and promoting a quality art program. Candidates will understand
how effective use of a variety of assessment techniques to evaluate teaching and learning promotes visual
literacy. Topics include interactive discussion about literature critiques, professional organizations, and
legal issues.
PURPOSE/RATIONALE:
This course covers the historical and current issues in the field of art education and implications for
teaching art. It 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, which 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 techniques in an art classroom.
The knowledge base for ARED 7720 is derived from the guidelines established by the National Art
Education Association and the QCC standards for art education for 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.
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, inservice, and renewal; further, as candidates develop a strong research-based 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: pre-service,
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 research-based 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 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 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.
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.
COURSE GOALS/OBJECTIVES
The objectives and activities for this course are based primarily on a Disciplined Based Model for Art
Education (also known as Quality Based Model by the National Art Education Association). Based on
these standards for teacher education the goals of the course include development of skills in the
following areas: analysis of historic, social, economic, and cultural factors related to art education;
personal exploration for philosophical development of viewpoints concerning art education;
comprehension of developmental and psychological aspects of art and student learning.
After completing the requirements for the course the Professional Learning Facilitator in Art
Education will be able to:
Knowledge (Subject Matter Expert)
1. Describe the influence of social, economic, and cultural factors on art education in schools.
2. Describe historic developments in art education and their relevance to art in society.
3. Describe the physical, psychosocial-emotional, and intellectual characteristics of diverse learners
in the P-12 art room.
4. Delineate the stages of artistic development.
Skills (Facilitator of Learning)
1. Analyze recent developments of research in art education .
2. Create a personal philosophy for teaching art in today's schools.
3. Demonstrate methods for researching and for teaching art grade levels P-12.
4. Identify the stages of artistic development.
5. Analyze current research on learning and cognition in the visual arts.
Dispositions (Collaborative Professional)
1. Respect the physical, psychosocial-emotional, and intellectual characteristics of diverse learners
in the P-12 art room.
2. Awareness of factors that affect the learning environment in the art classroom.
COURSE REQUIREMENTS/ASSIGNMENTS
Class Participation: 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.
Written Tests: There will be quizzes during the semester. The quizzes will cover materials from the
textbook, handouts, and class lectures.
Research in Art Education: Students in this course will be required to complete research on
contemporary issues/trends in art education and a study of child development in art.
1. Research Paper: Students will be required to complete a research paper on current issues/trends in
art education. A handout with criteria for writing this analysis will be provided and discussed during the
semester.
2. Study of child development in art: Each student will be expected to conduct a study and observation
of how children grow and develop in art. The assignment will center on observing how children respond
to works of art and how they create artworks. These observations will be integrated with theories of child
development covered in class and become the basis for a paper/presentation.
Resource file: Students will begin to develop a resource file in this class and will add to the file during
subsequent art education classes. This resource file will be the collection of educational materials,
resources, units of study, lesson plans, etc. that will form the basis for developing a professional portfolio
for teaching art P-12. For the purposes of this course the resource file should focus on
materials/information related to the development of your personal philosophy of art education.
EVALUATION AND GRADING
General guidelines are listed below. More specific criteria will be delivered during the semester.
XIV.
Evaluation and Grading
Assignments
Points
Assessed
Research in art education
Quizzes - (4 at 15 points each)
Resource file
Participation in discussions, small groups, PowerPoint and
attendance
60
60
15
15
Total
Course
Objectives
150
Grading System
A= 135 - 150 points B= 120 -134 C= 105-119 D= 90 -104 F= below 90
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 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. 178-180 and 185 of the 2003- 2004 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/
TEXT: Hobbs, J. A. & Rush, J. C. (1997). Teaching Children Art. Upper Saddle River, NJ: Prentice Hall.
MATERIALS: Computer Supplies and Art Supplies
REFERENCES/BIBLIOGRAPHY
Bakei, D. W. (1990). "Get Real": On Art Education and Community Needs. Art Education, 43(6), 41-49.
Bennett, W. (1988) "Why the Arts are Essential," Educational Leadership 45 (4) 4.
Beittel, Kenneth R., Edward L. Mattil, et al. 1961. "The Effect of a 'Depth' vs. a 'Breadth' Method of Art
instruction at the Ninth Grade Level." Studies in Art Education 3(1), 75-87.
Blandy, Doug, E. Pancsofar, and Tom Mockensturm. (1988). "Guidelines for Teaching Art to Children and
Youth Experiencing Significant Mental/Physical Challenges." Art Education 41(1), 60-67.
Blandy, Doug, and Kristin Congdon. (1990). Culture and Democracy. New York:
Teachers College Press.
Blandy, Doug. 1988. "A Multicultural Symposium on Appreciating and Understanding Art." Art
Education (41), 20-24
Burkhart, Robert. 1966. "The Relationship of Creativity to Intelligence." In Elliot Eisner and David Ecker
(eds.). Readings in Art Education. Waltham, Mass.: Blaisdell.
Chapman, Laura 1978. Approaches to Art Education. New York: Harcourt Brace Jovanovich.
Chapman, Laura H. 1982. Instant Art, Instant Culture: The Unspoken Policy for American Schools. New
York: Teachers College Press.
Clahassey, Patricia. 1986. "Modernism, Post Modernism, and Art Education." Art Education 39(2). 44-48.
Clark, Gil, and Enid Zimmerman, 1987. Educating Artistically Talented Students. Syracuse, N.Y.:
Syracuse University Press.
Clements, Claire, and Robert Clements. 1984. Art and Mainstreaming: Art Instruction for Exceptional
Children in Regular School Classes. Springfield, IL: Charles C Thomas.
Cohen, Elaine, and Ruth Straus Gainer. 1984. Art: Another Language for Learning. New York: Schocken.
Collins, Georgia, and Rene Sandell. Women, Art, and Education. Reston, Va.: NAEA.
Collins, Georgia. 1989. "Multicultural Approaches to Art Education. Studies in Art Education 30(3),
176-184.
Dewey, John. 1934. Art as Experience. New York: Minton Balch.
Efland, Arthur. 1990. A History of Art Education: Intellectual and Social Currents in Teaching the Visual
Arts. New York: Teachers College Press.
Eisner, Elliot. 1972. Educating Artistic Vision. New York: Macmillan.
Eisner, Elliot. 1987. The Role of Discipline Based Education in America's Schools. Los Angeles: The
Getty Center for Education in the Arts.
Gagne', Robert. 1975. Essentials of Learning. New York: Dryden.
Gardner, Howard, 1973. The Arts and Human Development. New York: Wiley.
Gardner, Howard. 1980. Artful Scribbles: The Significance of Children's Drawings. New York: Basic
Books.
Gardner, Howard. 1982. Art, Mind, and Brain: A Cognitive Approach to Creating. New York: Basic
Books.
Gardner, Howard. 1990. Art Education and Human Development. Los Angeles: Getty Center for Education
in the Arts.
Getty Center for Education in the Arts. 1986. Beyond Creating: The Place for Art in America's Schools.
Los Angeles.
Getzels, Jacob, and Mihalyi Csikszentmihalyi. 1976. The Creative Vision: A Longitudinal Study of
Problem Finding in Art. New York: Wiley.
Ghiselin, Brewster, editor. 1952. The Creative Process: A Symposium. New York: New American Library.
Golomb, Claire, and D. Farmer. 1983. "Children's Graphic Planning Strategies and Early Principles of
Spatial Organization in Drawing." Studies in Art Education 24(2): 86-100.
Goodlad, John. 1984. A Place Called School: Promise for the Future. New York: McGraw-Hill.
Goodlad, John. 1990. "Unity and Diversity in Art Education." In London, et al. Beyond DBAE.
Harris, Dale. 1963. Children's Drawings as Measurements of Intellectual Maturity. New York: Harcourt,
Brace and World.
Kellogg, Rhoda. 1970. Analyzing Children's Art. Palo Alto, Calif.: National Press.
Logan, Fred M. 1955. Growth of Art in American Schools. New York: Harper & Row.
Lowenfeld, Viktor. 1947. Creative and Mental Growth. New York: Macmillan.
McFee, June, and Rogena Degge 1980. Art, Culture, and Environment. Dubuque, IA: Kendall-Hunt.
National Art Education Association. 1986. Quality Art Education. Reston, VA: NAEA.
National Commission on Excellence in Education. 1983. A Nation at Risk.
Washington, D.C.: GPO.
Parsons, Michael. 1987. How We Understand Art: A Cognitive Development
Account of Aesthetic Experience. Cambridge, England: Cambridge University Press.
Read, Herbert. 1973. Education Through Art, 3rd ed. New York: Pantheon.
Reiff, J. 1991. Learning Styles. Reston, Va.: NAEA.
Strommen, Erik. 1988. "A Century of Children Drawing: The Evolution of Theory and Research
Concerning the Drawings of Children." Visual Arts Research 14, 13-24.
Torrance, E. Paul. 1966. "Torrance Test of Creative Thinking. Bensenville, IL: Scholastic Testing
Service.
Wilson, Brent, and Marjorie Wilson. 1981. "The Use and Uselessness of Developmental Stages." Art
Education 34(5). 4-5.
Wilson, Brent, and Harlan Hoff (eds). 1988. History of Art Education: Proceedings from the Penn State
Conference. Reston, Va.: NAEA.
Young, Bernard. 1991. Art, Culture, and Ethnicity. Reston, Va.: NAEA
STANDARDS
KSU Conceptual Framework Performance Outcomes:
1.1 Understand the characteristics of human growth, development, learning and motivation.
1.2 Understand the influences of society, culture, community, and family on schools and learning.
1.3 Hold high learning expectations for all students.
2.1 Possess strong knowledge of discipline content, methods of inquiry, connections to other disciplines, and
applications.
2.2 Possess in depth content understanding that allows use of multiple explanations to help learners understand the
discipline content.
3.1 Create effective well-managed learning environments that engage students in active learning
3.2 Design and implement instructional plans that use a variety of effective methods, materials, and technologies.
3.3 Assess and evaluate student learning appropriately and adjust instruction based on the results.
3.4 Demonstrate a positive impact on student learning.
4.1 Assess, reflect upon, and improve professional practice.
4.2 Work collaboratively with colleagues, supervisors, students, parents, and community
4.3 Show regard for human dignity in all relationships.
4.4 Assume responsibility for professional and ethical behavior.
4.5 Use effective communication skills.
National Board for Professional Teaching Standards
1.Teachers are committed to students and their learning.
2.Teachers know the subjects they teach and how to teach those subjects.
3.Teachers are responsible for managing and monitoring student learning.
4.Teachers think systematically about their practice and learn from experience.
5. Teachers are members of learning communities.
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 knowledge of students to plan appropriate instruction.
6. Develop curriculum reflective of the goals and purposes of art education.
7. Develop curriculum reflective of an understanding of the breadth, the depth and the purposes of art.
8. Develop curriculum inclusive of the goals, values, and purposes of education, the community and
society.
9. Able to affect student learning in the content of art.
10. Able to create effective instructional environments conducive to student learning.
11.Are well-versed in pedagogy.
12. Inquire into their own practices and the nature of art teaching.
13. Are instructional collaborators.
14. Conduct meaningful and appropriate assessments of student learning.
15. Systematically reflect upon their own teaching practice.
16. Deal with broader issues in the school setting beyond concern for individual students.
17. Continually reflect on their own practice.
18. Recognize their responsibilities to the schools and the community.
19. Contribute to the growth of the profession.
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/
National Association of Schools of Art and Design
Standards for Art Education:
Art Competencies
a. Studio art foundation
· 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
· an understanding of the major styles and periods of art history, analytical
methods, and theories of criticism
· an understanding of the development of past and contemporary art forms
· an understanding of contending philosophies of art
· an understanding of the fundamental and integral relationships of all these to
the making of art
c. Advanced work
The student in a BA program should have an opportunity for advanced work in
at least one or more studio and or art application areas. These should build upon
competencies outlined in sections C.1 and C.2 and should require 6 to 9
semester hours.
d. Technical Processes
A functional knowledge in such areas as the physics of light, chemistry of
pigments, the chemical and thermal aspects of shaping materials, and the basic
technologies involved in printmaking, photography, filmmaking and video.
Teaching Competencies
a. An understanding of child development and the identification and
understanding of psychological principles of learning as they relate to art
education.
b. An understanding of the philosophical and social foundation underlying art in
education and the ability to express a rationale for personal attitudes and beliefs.
c. An Ability to assess aptitudes, experimental backgrounds, and interests of
individuals and groups of students, and to devise learning experiences to meet
assessed needs.
d. Knowledge of current methods and materials available in all fields and levels
of art education.
e. Awareness of the need for continuing study, self-evaluation, and professional
growth.
COURSE OUTLINE
This outline is tentative and may be revised by the instructor as necessary. Students are responsible for
all changes announced during class or otherwise posted.
Week 1
Syllabus and introduction to course
Who am I and who is the instructor exercise
Homework: Obtain textbook and Computer supplies; Read Chapter 1 & 2
Week 2
Social, Economic, Cultural and Historic Factors in the Art Education
Homework: Read Chapter 17 & 20, PowerPoint
Continue
Homework: Find books or articles concerning social, economic, cultural and/or historic factors,
which you feel, have influenced your life or way of thinking
Week 3
Art Education Today and the Classroom Environment
Homework: Find books or articles on current practices in Art Education and/or setting up an
Art classroom, PowerPoint
Discuss Your Collected Books/Articles and Begin Resource File
Homework: Read Chapter 12 & 13
Week 4
Cultural Diversity and Students with Disabilities in Art Education
Culture and Disabilities Group Work / Reflection Sheet (5 Points)
Homework: Work on Resource File, PowerPoint
Week 5
Teaching and Planning an Art Program
Homework: Read Chapter 3 & 7 and Continue Work on Resource File, PowerPoint
Review of Materials Covered during the First Five Weeks
Homework: Continue Work on Resource File
Week 6
Continue Review and Prepare for Quiz
Homework: Study for Quiz, PowerPoint
Quiz 1
Week 7
Discuss Projects
Homework: Decide on a Research Topic or Locate Participants For Child
Development
Project, PowerPoint
Child Development in Drawing and Responding to Art
Homework: Read Chapter 4 & 5
Week 8
Child Development: Educational and Psychological Perspectives
Homework: Work on Projects; Find 2 websites related to your project topic and write a one
paragraph description of each website, PowerPoint
Graphic Development Group Work / Reflection Sheet (5 Points)
Homework: Work on Projects and Resource File
Week 9
Discuss Projects and Review
Homework: Study for Quiz 2, PowerPoint
Quiz 2
Homework: Work on Projects
Week 10
Current Research on Learning and Cognition
Homework: Read Chapter 6, 8, & 9, PowerPoint
Physical, Social, and Emotional Aspects of Art Education
Homework: Continue Reading
Week 11
Art and the Creative Process
Homework: Read Chapter 14, 15 & 16, PowerPoint
Continue/Discussion and Personal Philosophies Group Work (5 Points)
Week 12
Art and Learning
Homework: Study for Quiz 3; Work on Projects and Complete Resource File, PowerPoint
Quiz 3; Discuss and Turn in Resource File
Homework: Work on Projects
Week 13
Personal Philosophy and Creativity Group (Bonus 5 Points)
Homework: Work on Projects and Read Chapter 18 & 19, PowerPoint
DBAE Article by Eisner
Week 14
David Feldman – Non-universal Development
The Learning Environment and Art Classroom
Homework: Work on Projects, PowerPoint
Week 15
Review for Quiz 4
Homework: Study for Quiz 4
Quiz 4
Week 16
Turn in Projects/Presentations
Week 17
Final Exam/Presentations