St. Cloud State University
General Education Goal Area 6
Humanities & Fine Arts
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number:
1.
Prepared by: Kathryn Gainey and David Sebberson
Phone: 8-4283
Email: sebberson@stcloudstate.edu
2.
Requesting Unit: Art
3.
Department, Course Number, Title: Art 490 Ethnic and Folk Art for Art Educators
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
7.
Course bulletin description, including credits and semesters to be offered:
Forms from diverse cultures suitable for projects in elementary and secondary grades. Course designed
for majors. 3 Cr. S.
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
This is a required course for the BS Art Education degree. This major course is being designated as a
general education course to meet the 120-credit limit mandated by the state legislature and the 40-credit general
education minimum mandated by MnSCU. This is consistent with the general education guideline that states
"Courses used in the major may be designated as General Education." While this course is designed for art
education majors, it is not an occupational course whose core comprises knowledge relative to a single career or
whose course material -- ethnic and folk art in this case -- is derived from an occupational area. Also because the
Minnesota Transfer Curriculum is about the "seamless" transfer of credit between two-year and four-year
institutions, it is important to keep in mind fhe NASAD distinction between curricular offerings as an "element of
liberal education without the training for art or design occupations" and those that lead "toward either liberal arts
or professional baccalaureate degrees in art or design." Hence the phrase "Course designed for majors" in the
bulletin description.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
None. The course is currently offered.
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10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
No other department offers courses whose content comprises both studio practice and ethnic and folk art
or that fulfill both major and general education requirements.
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
The Requesting Unit understands and recognizes the above conditions.
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12.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 6: Humanities & Fine Arts
Expand appreciation and critical understanding of changing modes of human expression and systems of
thought in the arts and humanities, and develop abilities in the creation and performance of meaning.
As approved originally through the curriculum process, Art 490 includes in its goals an "Emphasis on
the study of the folk art of a particular culture …, a thorough investigation of each art medium …, personal
participation with the medium …, and … awareness of contemporary trends in craft-like articles and the use of
crafts in secondary art education.
13. In order for a course to be designated as fulfilling Goal Area 6, it must address at least 5 of the 7 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Demonstrate awareness of the scope and variety of works in the arts and humanities.
2. Describe and appreciate works in the arts and humanities as expressions of individual and collective values
within an intellectual, cultural, historical and social context.
3. Interpret and respond critically to works from various cultures in the arts and humanities.
4. Explore intellectually the ideas expressed in works in the arts and humanities.
5. Engage in creative processes or interpretive performance.
6. Articulate an informed personal response to works in the arts and humanities.
7. Analyze the diverse means of communication in the arts and humanities.
14.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
1. As indicated in the bulletin description and course goals, students study a variety of media and crafts from a
variety of cultures to arrive at an understanding of the scope of folk and ethnic art.
2. Students will demonstrate an understanding of the personal, social, cultural and historical contexts that
influence the arts by comparing and contrasting the connections among visual artworks, their purposes, and their
personal, social, cultural and historical contexts, including the contributions of the Minnesota American Indian
Tribes and communities, as required by Minnesota Academic Standards in the Arts.
3. Students will identify and demonstrate the effect of culture and temporal contexts on the appearance of
artworks and the point of view of differing cultures in interpreting art by identifying similarities and differences.
Students will research and present to the class the work of a non-western artist; analyzing and interpreting the
political, economic, cultural influences within the art.
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5. Students will engage in creative processes through the studio portion of this course, where the will make work
that expemplifies or educates about the arts and crafts of diverse cultures and ethnicities. They will also engage
each other in creative processes through demonsrations and peer teaching.
6. Students will devise meaningful art activities utilizing teaching materials and strategies that reflect a
knowledge of diverse perspectives and diverse learners and articulate a vision of their individual roles and
responsibilities as a teacher of art.
15.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
checked above are being met.
The original outline for this course as it was approved through the curriculum process consists of three broad
areas, the percentage of which is indicated in the first set of parentheses. In the second set of parentheses are
current percentages, followed by breakdowns to meet the 20% guideline. The shift in percentages represents an
overall 10% change in the course outline, qualifying the course for the abbreviated curriculum process.
1.
Discussion regarding the field of fine arts, the objects and aims of the course and individual interests of
students (25%) (Revised: 30%)
Philosophy, rationale paper 10%
SLO 2, 6. Students focus on connections among artworks in social cultural, and historical contexts as
they develop philosophies demonstrating informed personal responses.
Participation 10%
SLO 1. Class discussions focus on variety and scope of art, media, craft, cultures, and ethnicities.
Critical Writing on Non-Western Art 10%
SLO 3, 6. Students respond critically to works from various cultures while articulating an informed
personal responses to the art they are examining.
2.
Students select areas of special interest to research (50%)
Creating an Idea binder (20%)
SLO, 1,2,3,6. The content of the idea binders comprises students' research in the variety and scope of art,
examples of folk and ethnic art expressing collective values that are meaningful expressions of the cultural,
historical, and social contexts in which they were made, represent students' interpretations of work, and establish
comprehensive personal responses to folk and ethnic art that will inform the practices of art making and teaching.
Studio Art and Presentations (20%)
SLO 5 Based on research, students will engage in and present a variety of art making practices,
including craft, that exemplify folk and ethnic art.
Service learning art making (10%)
SLO 5. Based on research, students make art that serves community beyond the classroom and that
includes education and diversity.
3.
Presentation of demonstrations of art experiences for students (25%) (Revised 20%)
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Peer teaching 20%
SLO 1,2,3,5,6. Peer teaching is the practice that integrates all the elements of the course.
Consequently students, must first have informed responses to the subjects and content of what they are teaching
(SLO 6), that is based on a knowledge of the variety and scope of art (SLO 1), the values it expresses and the
context in which it is made (SLO 2), and grounded in interpretation based on cultural context (SLO 3). Students
must also have had experience in making art or craft as they teach their peers the processes for creating visual
artefacts the exemplify or teach about folk and ethnic art (SLO 5).
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St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: Art
Course or Course(s): Art 490 Ethnic and Folk Art for Art Educators
David Sebberson
Department or Unit Chair Signature
1/29/10
Date
Department forward to Academic Affairs for publication and electronically to Chair of General Education Committee, Chair
of College Curriculum Committee, College Dean
Recommendation of General Education Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of University Curriculum Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of Faculty Association:
Approve
Remarks:
Disapprove
FA Senate
Signature
Date
Action of Academic Vice President:
Approve
Disapprove
Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date