KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ARED 7703
Department Visual Arts
Degree Title (if applicable) Masters in Art of 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 7703_______________________________
Course Title _Technology & Computer Applications ________________
Credit Hours 3
Prerequisites ARED 6200L & ARED 7704
Description (or Proposed Degree Requirements)
Candidates will focus on the identification and exploration of the use of current
technologies including presentation applications, Internet research, online courseware,
electronic portfolio, computer applications relating to the production of art including
Adobe Photoshop, Illustrator, and other programs.
.
III.
Justification
The proposed Master of Arts in Teaching Art 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 6251, 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 7703
Technology & Art
3-0-3
Summer 2008
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
Department of Art Education
Syllabus: ARED 7703: Technology & Computer Applications 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 7703/01
Technology & Computer Applications in Art Education
EDUC 6100, EDUC 6100L, ARED 6200,ARED 6200L,
ARED 7705, ARED 6250, ARED 6251, ARED 7701,
ARED 7702, & ARED 7706
ARED 7730 & ARED 7720
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 will focus on the identification and exploration of the use of current technologies including
presentation applications, Internet research, online courseware, electronic portfolio, computer applications
relating to the production of art including Adobe Photoshop, Illustrator, and other programs.
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, 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.
ARED 7703 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.
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, 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 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.) 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: utilizing art-based materials and methods in the teaching of art criticism, art history, and
aesthetics; working with various art media and studio techniques in the classroom; managing the art
classroom and working with students with disabilities.
After completing the requirements for the course the Professional Learning Facilitator in Art
Education will be able to:
Knowledge (Subject Matter Expert)
1. Describe computer hardware and software for teaching studio production activities at grade levels
P-12.
2. Describe methods of Internet research for teaching art criticism and aesthetics at grade levels
P-12.
3. Describe methods of Internet research for teaching art history at grade levels P-12.
4. Exhibit basic knowledge of instructional technologies for teaching art to special populations.
5. Describe web-based tools for creating online art education content.
Skills (Facilitator of Learning)
1. Utilize computer hardware and software for teaching studio production activities at grade levels
P-12.
2. Demonstrate use of Internet and presentaion applications in teaching art history, art criticism and
aesthetics at grade levels P-12.
3. Develop an electronic portfolio of artworks and lesson plans.
4. Utilize web-based tools to create online art education content.
Dispositions (Collaborative Professional)
1. Demonstrate collaborative efforts with peers, school personnel and faculty.
2. Demonstrate professional and ethical practices relevant to an art educator.
COURSE REQUIREMENTS/ASSIGNMENTS
1. Tests - Two written test will be given during the semester covering material assigned from the text, as
well as information covered in class. Details will be provided in class.
2. Electronic Portfolios - A major focus of this course will be on computer-based activities and lessons,
which have effectively incorporated four DBAE skill areas of the art curriculum. At the end of the
semester each student will turn in for evaluation a complete electronic portfolio, which contains the
following sections:
A. Studio/Production Portfolio - During the semester students will create a series of projects in digital
media used in the teaching of art. These activities will be done both in and outside of class. A
brief lesson plan will accompany selected activities. The subject and themes for these activities
will have a multicultural emphasis.
B. Digital Image Library - Each student will develop a digital library of visuals which he or she has
completed and/or found, through internet research, during the semester. Specific requirements for
this task will be provided at a later date.
C. Worksheets/Assessment Rubrics – Along with lesson plan preparation on the computer, the
development of work sheets and assessments will also be covered. At the end of the semester
each learning facilitator will turn in these electronic document as part of their portfolio of images
and materials, which have been created on the computer.
3. Teaching Videos - At the end of the semester, each learning facilitator will lead two micro-teaching
experiences. One of these activities will be in the art history, art criticism and aesthetics domain and the
other will be in the studio/production domain. The presentation will incorporate electronic materials and
media developed in class. These presentations will be video-taped and evaluated by the student, their
peers and by the instructor of the class. The video of the first lesson will be analyzed and evaluated by the
student. The second video will be analyzed by both the student and the instructor in a joint critique
session by appointment.
4. Art History Website - Each learning facilitator will create an art history website for use with lesson
plans developed in course. The purpose of this website is to educate and assess students learning of art
history, art criticism and aesthetics. The student building the website will provide the materials for this
project. The project must relate to your 1st micro-teaching lesson in some direct manner. Specific details
for this project will be given at a later date.
5. Field Experience Essay - During the later part of the semester each student will do a field experience/observation
of an art class in the schools. In this experience the student will observe an art teacher as they teach and manage a
classroom. Each learning facilitator will also conduct a series of informal interviews with the teacher that focuses on
how the teacher utilizes technology in the classroom. At the end of the experience the student will write an essay
analyzing the field experience. As part of the evaluation of the student's performance, the art teacher will complete
an evaluation also. Further details for this activity will be provided.
EVALUATION AND GRADING
General guidelines are listed below. More specific criteria will be delivered during the semester.
1. Written assignments will be evaluated based on form and content. Grammatical correctness and
organization will be factors in the evaluation of assignments. Unless specified otherwise, written
assignments should be typed following the MLA or APA manual of style.
2. Visual work will be evaluated using the following criteria: (1) craftsmanship and presentation, (2)
incorporation of design elements and principles, (3) concept/originality, (4) effort and involvement.
3. In order to receive the grade of A in the class, a student must not only attain a class average of 90 or
above, but also maintain a high quality of performance by completing all class assignments and activities
at a high level of proficiency.
4. 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.
XIV.
Evaluation and Grading
Assignments
Electronic Portfolio
Teaching Videos
Final Exam
Midterm Exam
Art History Website
Points
Assessed
80
60
50
30
20
Course
Objectives
Field Experience
Attendance and PowerPoint Presentations
20
20
Total
280
Grades will be assigned as follows:
280- 210 A
209- 139 B
138 – 68 C
0- 68 F
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. 177-178 & 185-187 of the 2003-2004 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.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/
TEXT AND SUPPLIES:
TEXT: None – This course will utilize web-based resources.
SUPPLIES:
1. Digital Storage Device
2. Digital Camara/Video
REFERENCES/BIBLIOGRAPHY
Alexander, K. & Day, M. (1991). Discipline-based Art Education: A Curriculum Sampler. Santa Monica,
CA: Getty Center for Education in the Arts.
Bennet, W. (1988)."Why the Arts are Essential," Educational Leadership, January, p.4.
Berstein, S. McGarry, L. (1986). Making Art on Your Computer. New York. Watson Guptill.
Broudy. H. (1972). Enlightened Cherishing: An Essay on Aesthetic Education. Urbana: University of
Illinois Press.
Chalmers, F. G. (1996). Celebrating Pluralism: Art, Education, and Cultural Diversity. Los Angeles: The J.
Paul Getty Trust.
Chapman, L. (1978). Approaches to Art Education. New York: Harcourt Brace Jovanovich.
Cromer, J. (1991). History, Theory, and Practice of Art Criticism. Reston, Va.: NAEA.
Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching.
Alexandria, VA: Association for Supervision and Curriculum Development.
Dewey, J. (1934). Art as Experience. New York: Minton Beach.
Effland, A. (1990). A History of Art Education: Intellectual and Social Currents in Teaching the Visual
Arts. New York: Teachers College Press.
Eisner, E. (1972). Education Artistic Vision. New York: Macmillan.
Erickson, M. (1988). Teaching Aesthetics K-12. In Steve Dobbs (ed.). Research Readings for
Discipline-Based Art Education. Reston, VA: NAEA.
Getty Center for Education in the Arts. (1986). Beyond Creating: The Place for Art in America's Schools.
Los Angeles.
Heberholz, D & Heberholz, B. (1990). Developing Artistic and Perceptual Awareness. Dubuque, Iowa:
Wm C. Brown.
Hume. A Survival Guide for the Secondary Art Teacher
Huiwitz, A & Madeja, S. (1977). The Joyous Vision: A Source Book far Elementary Art Appreciation.
Englewood Cliffs, N.J.: Prentice-Hall.
Lowenfeld, V. (1947). Creative and Mental Growth. New York: Macmillan.
Mayer, R. (1974). The Artist's Handbook of Materials and Techniques, New York: Viking Press.
McFee, J. & Degge, R. (1980). Art, Culture, and Environment. Dubuque, IA: Kendall-Hunt.
National Art Education Association. (1986). Quality Art Education. Reston, VA: NAEA.
Read, H. (1973). Education Through Art, 3rd ed. New York: Pantheon.
Ragans, R. (1988). Art Talk. Encinia, CA: Glencoe Publishers.
Tiedt, P.L. & Tiedt, I.M. (1 989). Multicultural Teaching: A Handbook of Activities, Information and
Resources. 3rd. ed. Boston: Allyn& Bacon.
Uhlin, D. (1972). Art for Exceptional Children. Dubuque, IA: Wm C. Brown.
Wachowiak, F. & Clements, R. (1997) Emphasis Art: A Qualitative Art Program for Elementary and
Middle Schools. 6th ed. New York: Harper Collins.
Wilson, B. & Hoff, H. (eds.), (1988). History of Art Education: Proceedings from the Penn State
Conference. Reston, Va.: NAEA.
Wilson, B. (1997). The Quiet Evolution. Los Angeles: The J. Paul Getty Trust.
Conceptual Framework Summary References:
Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring, background
information. In S. J. Odell & L. Huling (Eds.), Quality mentoring for novice teachers (pp. 3-14).
Indianapolis, IA: Kappa Delta Pi.
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational psychology review,
8(2), 175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student?
Instructional Science, 26, 127-140.
APPENDIX
National Board for Professional Teaching Standards
1. Teachers are committed to students and their learning.
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. 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.
National Association of Schools of Art and Design Standards for Art Education:
Art Competencies
a.Studio art foundation
1. familiarity with the basic expressive, technical, procedural and organizational skill, and conceptual insights
which can be developed through art and design experience
2. instruction should included traditional processes as well as newer technological developments in the
environmental and functional design fields
3. 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.
COURSE OUTLINE
This outline is tentative and may be revised by the instructor as necessary.
Week 1
Syllabus and introduction to course
Who am I and who is the instructor exercise
Homework: Read chapter 1 -- 2 and obtain supplies, PowerPoint
Week 2
Introduction to Computer Hardware and Software
Homework: Research computer hardware and software, PowerPoint
Computer Lab
Homework: Continue development of computer lab project
Week 3
Discuss Design Concepts and use develop Powerpoint to develop displays for your artroom
Computer Lab
Homework: Continue development of computer lab project, PowerPoint
Week 4
The Art Teacher, Art Class and the Computer
Homework: Develop ideas for "My Perfect Art Room" project, PowerPoint
Computer Lab - Design "My Perfect Art Room" on computer and present your design to the class
Homework: Continue development of computer lab project, PowerPoint
Week 5
K-3 Art and the Computer
Homework: Research/Prepare to develop K-3 art activity, PowerPoint
Computer Art Lab: develop a K-3 art activity and present your activity to the class
Homework: Revise your K-3 art activity based on comments from the class and type a final version of the
activity
Week 6
K-3 Art, the Computer and the Internet
Homework: Research/Prepare to develop K-3 web-based art activity, PowerPoint
Computer Art Lab: develop a K-3 art website and present your website to the class
Homework: Revise your K-3 art website based on comments from the class and type a final version of the
activity
Week 7
3-5 Art and the Computer
Homework: Research/Prepare to develop 3-5 art activity, PowerPoint
Computer Art Lab: develop a 3-5 art activity and present your activity to the class
Homework: Revise your 3-5 art activity based on comments from the class and type a final version of the
activity
Week 8
3-5 Art, the Computer and the Internet
Homework: Research/Prepare to develop 3-5 web-based art activity, PowerPoint
Computer Art Lab: develop a 3-5 art website and present your website to the class
Homework: Revise your 3-5 art website based on comments from the class and type a final version of the
activity
Review For Midterm
Midterm Exam
Week 9
6-8 Art and the Computer
Homework: Research/Prepare to develop 6-8 art activity, PowerPoint
Computer Art Lab: develop a 6-8 art activity and present your activity to the class
Homework: Revise your 6-8 art activity based on comments from the class and type a final version of the
activity
Begin Field Experience
Week 10
6-8 Art, the Computer and the Internet
Homework: Research/Prepare to develop 6-8 web-based art activity, PowerPoint
Computer Art Lab: develop a 6-8 art website and present your website to the class
Homework: Revise your 6-8 art website based on comments from the class and type a final version of the
activity
Week 11
9-12 Art and the Computer
Homework: Research/Prepare to develop 9-12 art activity, PowerPoint
Computer Art Lab: develop a 9-12 art activity and present your activity to the class
Homework: Revise your 9-12 art activity based on comments from the class and type a final version of the
activity
Week 12
9-12 Art, the Computer and the Internet
Homework: Research/Prepare to develop 9-12 web-based art activity, PowerPoint
Computer Art Lab: develop a 9-12 art website and present your website to the class
Homework: Revise your 9-12 art website based on comments from the class and type a final version of the
activity
Week 13
Instructional/Adaptive Technology in Art Education
Homework: Assigned Readings, Organize Resources for the Development of Your Electronic Portfolio,
PowerPoint
Art Lab: Exploration of Instructional/Adaptive Technology
Homework: Develop tip sheet of adaptive computer functions/devices
Week 14
Prepare for Art Technology Teaching Videos
Week 15
Teaching Videos
Week 16
Teaching Videos
Review for Final Exam; Electronic Portfolio Due
Week 17
Final Exam and Video Review