Mississippi Bend Area Education Agency
Course Syllabus
(new course)
The syllabus is the basis for license renewal course* approval, and informs the course participants of the requirements and learning outcomes. It contains identified essential components to meet indicators of quality**.
* “course” can be used to include any planned adult learning opportunity such as class, in-service, training, learning team, endorsement/graduate level, etc. that is not less than 15 contact hours for Relicensure credit and additional hours of outside class work to total 45 hours for Graduate Credit through Drake University.
** Iowa Administrative Code 282: Chapter 17 indicators of quality for licensure renewal courses include:
1) The courses address specific student, teacher, and school needs evidenced in local school improvement plans, or
2) The courses assist teachers in improving student learning performance, or
3) The courses assist teachers in improving teaching evidenced through the adoption or application of practices, strategies, and information.
Date Submitted: 12/1/2015
Course title: Connecting the New Visual Art Standards and Community Resources
Instructor: Colleen Tomlinson, Mark Hirsch, Joseph Lappie, and Andrew Huot
Address: 10 Archer Court, Davenport, Iowa 52804
Phone Number: 563-370-8233
Email Address: tomlinson@rvmt.org
or colleentomlinson@outlook.com
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Dates and Location
Face to Face Dates
5 Sessions Total
Mississippi Bend Area Education Agency
Course Syllabus
Times
(allow time for breaks/meals: 1 hour for lunch; 2 – 15 minute breaks are standard )
Minimum of 15 hours of seat time per credit
Other info.
Tuesday, March 1, 2016 6-9 pm
Tuesday, March 29, 2016 6-9 pm
Tuesday, April 19, 2016 6-9 pm
MBAEA, Instructor: Tomlinson
QC Arts, Instructor: Mark Hirsch
St. Ambrose, Instructor: Lappie
Tuesday, April 26, 2016
Tuesday, May 10, 2016
6-9 pm
6-9 pm
Big River Bindery, Instructor: Huot
Rivermont, Instructor: Tomlinson
EDMA credit work For guidance on types of work: http://goo.gl/hMXri4
For courses offered for Drake graduate credit with a start date after July 1, 2015, additional out-ofclass work is required to create a total of 45 hours of learning per credit.
Check the type of work you will require and outline the timing below.
x Group Work (discussions, presentations, research, collaboration) x Implementation (application in classroom/district, training/coaching, modeling, tech integration)
Multimedia (viewing or creating videos, audios, x Project-based assignments (creation of classroom materials, portfolios, data collection/synthesis)
☐
Presentations x Reading (hardcopy or online) x Writing (journaling, formal papers, book/article reviews, reflections, lesson plans)
Type of outof-class work
Estimated time Other info
Sketchbook Journaling
(20 minutes/day x 45 days)
15 Hours Students will be provided
6” x 9” spiral bound sketchbook journal
Lesson Plan Demonstrating New
Standards to implement in classroom
Artwork Sample for Lesson Plan
2 Hours Uploaded to Schoology
5 Hours Photographed and
Alignment of Artistic Processes, NCAS, 1 Hour
Elements of Understanding, and Content
Uploaded to Schoology
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Mississippi Bend Area Education Agency
Course Syllabus
Demonstrating New Standards Uploaded to Schoology
Reading: Syllabus by Linda Barry 2 Hours
Linda Barry, NPR: Talk of the Nation,
Looking Ahead to the Future of Cartoons and Creativity
Reading: National Core Arts: Visual Arts
Standards, Glossary, and Glossary of
Assessment Terms
Reading: Article: Assessment and
Next Generation Standard: An Interview with Olivia Gude
.5 Hour
1 Hour
.5 Hour
Reading: Article: New School Art Styles by .5 Hour
Olivia Gude
Written Reflection 1: About You
Standards
Written Reflection 2: Reviewing the New
.5 Hour
.5 Hour
Written Reflection 3: Syllabus
Written Reflection 4: Visual Arts, Your
Community, and Leadership
Written Reflection: Gude Article: New
School Art Styles
.5 Hour
.5 Hour
.5 Hour
Link found on Schoology
Link found on Schoology
Link found on Schoology
Link found on Schoology
Posted in Schoology
Posted in Schoology
Posted in Schoology
Posted in Schoology
Posted in Schoology
All assignments due by:
Sketchbook Journals Due: Tuesday, May 10, 2016 (during final face to face, Session 5)
All Other Assignments Due: Tuesday, May 24, 2016 (Uploaded to Schoology)
Dates grades will be posted: June 13, 2016
Cuurse Locations:
Session 1
Tuesday, March 1, 2016, 6pm-9pm
Location: MBAEA, 729 21st St, Bettendorf, IA 52722
(Cedar Room)
Session 2
Tuesday, March 29, 2016, 6pm-9pm
Location: Quad City Arts, 1715 2nd Ave, Rock Island, IL 61201
Session 3
Tuesday, April 19, 2016, 6pm-9pm
Location: St. Ambrose University, Galvin Fine Arts Center, 518 W Locust St, Davenport, IA 52803
Session 4
Tuesday, April 26, 2016, 6pm-9pm
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Mississippi Bend Area Education Agency
Course Syllabus
Location: Big River Bindery, 230 W 15th St, Davenport, IA 52803
Session 5
Tuesday, May 10, 2016, 6pm-9pm
Location: Rivermont Collegiate, 1821 Sunset Drive, Bettendorf, IA 52722
Credit and Format Information
Type of Credit
☐
Relicensure credit only
(15 hours/credit, no outside work required) x Drake EDMA & Relicensure credit
(min. 15 hours of seat time/credit + outside work = 45 total time/credit)
Number of Credits :
Audit x 1
☐
☐
2
Yes x No
☐
3
CEUs available from AEA
☐
Yes: no. of Hours: x No
Appropriate for Paraeducator certificate Renewal
Appropriate for Substitute Authorization certificate Renewal
☐
Yes x No
☐
Yes x No
Type of professional development proposed (check those that apply): x Course open to ALL
Instructor Reimbursement by (check one): x AEA supplemental contract (teaching on noncontract time as AEA contracted instructor)
Target Audience:
Grade Level(s): K-12
Content Area(s): Visual Art
Minimum class size: 6 Maximum class size: 12
Course Type x Content Pedagogy
Category
The Visual Arts
Course materials needed
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Mississippi Bend Area Education Agency
Course Syllabus x Printed handouts – cost to be added to cost of course
Cost: $10 fee due upon registration x Handouts to be uploaded to AEA Handouts website and Schoology x Book(s) – participant to purchase on own prior to start date
Title/Author/copyright date: Syllabus, Linda Barry, 2014
Best source: Amazon.com
Cost: $ 9.30 (Used) -$19.95 (New)
Published Course Description for website:
This course will prepare art educators to integrate the National Core Art Standards into their daily teaching practices. Coursework will facilitate art educators’ understanding of how to support students’ journeys through the artistic processes of creating, presenting, responding, and connecting. They will apply the NCAS to a new lesson plan that focuses on supporting their students’ authentic investigations. Art educator participants will have the opportunity to experience three community studio visits that will include: Quad City Arts’ Visiting Artist, Mark Hirsch, St.
Ambrose Printmaking Department with Joseph Lappie, and Big River Bindery with Andrew Huot.
In addition to creating art and connecting with 3 community resources that will support teaching artists and their students, participants will explore the teaching methods of Professor Linda Barry while keeping a sketchbook journal and completing written reflections as documentations of their investigations and discoveries.
Describe the best practices to support the course goals/outcomes described in the next section:
Teacher impact statement: Teachers will utilize the new National Core Art Standards as a framework for their daily teaching practices.
Student impact statement: Students will experience a learning environment conducive to meaningful artmaking while applying the artistic processes of creating, presenting, responding, and connecting.
Iowa Teaching Standard(s) being addressed; check all that apply:
☐
1: Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals.
x 2: Demonstrates competence in content knowledge appropriate to the teaching position.
x 3: Demonstrates competence in planning and preparing for instruction.
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Mississippi Bend Area Education Agency
Course Syllabus
4: Uses strategies to deliver instruction that meets the multiple learning needs of students.
5: Uses a variety of methods to monitor student learning.
☐
6: Demonstrates competence in classroom management.
x 7: Engages in professional growth.
☐
8: Fulfills professional responsibilities established by the school district.
Iowa Leadership Standard(s) being addressed; check all that apply:
☐
1: An educational leader promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. (Shared Vision) x 2: An educational leader promotes the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional development. (Culture of Learning)
☐
3: An educational leader promotes the success of all students by ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment.
(Management) x 4: An educational leader promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs and mobilizing community resources. (Family and Community) x 5: An educational leader promotes the success of all students by acting with integrity, fairness and in an ethical manner. (Ethics)
☐
6: An educational leader promotes the success of all students by understanding the profile of the community and responding to, and influencing the larger political, social, economic, legal and cultural context. (Societal Context)
What strategies are you providing to help your participants meet the needs of diverse learners? Mark as many boxes that apply to the professional development outlined in this syllabus and then provide a description of the learning activities for this course.
x Multi-cultural Issues 1) Does this course discuss ways to ensure learners from other cultures are successful in the classroom? 2) Does this course promote the diversity of ideas and thoughts in curriculum and assignments, such as knowledge of different world views and cultural perspectives? 3) Does your course acknowledge the learning styles of culturally diverse peoples? 4) Does your course promote/utilize resources that portray the various dimensions of a culturally diverse population? 5) Does this course include strategies to form partnerships with families, particularly with those who are culturally diverse?
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Mississippi Bend Area Education Agency
Course Syllabus x Gender-fair Issues 1) Does this course include discussion about ensuring both male and female learners are successful in the classroom (e.g. math and science classes)? 2) Does this course promote/utilize resources that portray both sexes in active and passive activities? 3) Does this course promote/utilize resources that portray both sexes in “nontraditional” ways as role models? 4) Does this course discuss gay, lesbian, bisexual, or transgender issues, particularly as they relate to school or community climate and/or student achievement? x Socio-economic Issues 1) Does this course include discussion about ways to ensure that students from low socio-economic backgrounds are successful in the classroom? 2) Does this course include discussion/understanding about who are SES students and the culture of poverty?
3) Does this course include discussion or analysis about disaggregating data based on socioeconomic status? 4) Does this course promote/utilize resources that may interest students from low socio-economic backgrounds who may struggle academically? 5) Does this course include learning about instructional strategies that will engage SES students in learning?
English Language Learners 1) Does this course include discussion of the impact of second language learning on academic achievement? 2) Does this course address specific cultural issues impacting student learning? 3) Does this course promote cross cultural communication and involvement with ELL parents/family? 4) Does this course address legal/academic responsibilities of school districts with educating ELL students? x Other Diverse Learners (e.g. TAG and learners with special needs) – 1) Does this course address who are diverse learners, how to identify and/or how to serve diverse learners in the classroom? 2) Do the learning expectations of this course include application of knowledge about diverse learners? 3) Does this course deliver specific information about individual diverse groups?
Please provide a description of the issues checked above.
The new National Core Art Standards that will be the focus of learning for educators, facilitate curriculum framework that cultivates appreciation among multi-cultural, gender fair, and socioeconomic. The standards embrace 21 st century artists that come from myriad socio-economic backgrounds and cultures. A key understanding (Anchor 7) in the artistic process of responding supports individual awareness and engagement with art in efforts to pave a way to understanding and appreciation of the self, others, the natural world, and constructed environments. The artistic processes in the new standards also embrace accomplished and advanced students through encouraging the formulation of new creative problems.
Iowa Core statement
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Mississippi Bend Area Education Agency
Course Syllabus
Resources: http://www.aea9.k12.ia.us/en/iowa_core/ and http://www.educateiowa.gov/index.php?option=com_content&view=article&id=2485&Itemid=4602
List the IC areas that are addressed by this course; check all that apply:
☐
Literacy
☐
Mathematics
☐
Science
☐
Social Studies x 21 st Century Skills
Demonstrates competence in content knowledge appropriate to the teaching position.
1. Student will know how to apply the
National Core Arts Standards to their teaching practices.
Demonstrates competence in planning
and preparing for instruction.
2. Student is able to align the Iowa Core
Universal Constructs to NCAS 4 artistic processes.
Engages in professional growth.
3. Relate artistic ideas and work with personal meaning and external content.
(NCAS Connect: AS 10 & AS 11)
a) Create a NCAS based lesson plan by applying the 4 artistic processes of creating, presenting, responding, and connecting. a) Identify connections between Iowa Core
Universal Constructs by aligning the 4 artistic processes to the UbD Elements of
Understanding and Content.
RESPONDING a) Complete 15 hours of sketchbook journaling. b) Complete 5 written reflections.
Engages in professional growth.
4. Produce 4 works of arts that use 4 different methods of artistic media and address the 4 NCAS artistic processes. . a) INVESTIGATE
NCAS: People create and interact with objects, places, and design that define, shape, enhance and empower their lives. Apply photography techniques to create a work of art that illustrates this understanding .
b) CONNECTING
NCAS: Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
Apply printmaking techniques to create work of
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Mississippi Bend Area Education Agency
Course Syllabus art that illustrates this understanding.
c) PRESENTING
NCAS: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
Apply the tunnel technique as primary 3D medium to create a work of art that illustrates this understanding.
d) Create artwork using another choice-based medium that can be utilized as a sample for your
NCAS based lesson plan.
From: Program-Based Review and Assessment: Tools and Techniques for Program Improvement .
Office of Academic Planning and
Assessment. University of Massachusetts Amherst. (2001).
Iowa Professional Development Model (IPDM)
Resource: http://www.isea.org/assets/document/ipdm-overview.pdf
What percentage of each technical will be used and briefly describe:
Theory: 40% Students will be taught methods to incorporate the new standards into their daily teaching practices.
Demonstration: 60% Demonstrations will be presented during each session regarding either methods to implement the new standards, photography techniques, printmaking techniques, and book binding techniques.
Practice: Collaboration (coaching, feedback, reflection): 100% Students will receive feedback on their sketchbook journal investigations, lecture session, and during studio sessions.
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Mississippi Bend Area Education Agency
Course Syllabus
The course grade will be determined using the following criteria.
A resource to assist in creating a rubric: http://manoa.hawaii.edu/assessment/howto/outcomes.htm
Describe what is required for each Outcome and how many points are assigned to each proficiency level. Provide a clear and specific description of the criteria that will be used to evaluate student work.
At the bottom of the rubric, state how many points are needed to earn each grade; weighting is accepted.
Course Requirements
(enter each criteria in the boxes below and assign a point value)
Exemplary
Demonstrates good understanding and skill
Points: 10-9
Accomplished
Demonstrates satisfactory understanding and skill
Points: 8-7
Developing
Demonstrates some understanding and skill
Points: 6-5
Beginning
Demonstrates little or no understanding or skill
Points: 4-1
Not completed or not able to be scored
Goal 1 Outcomes:
Create a new standards based lesson plan by applying the 4 artistic processes of creating, presenting, responding, and connecting. Post to
Schoology.
Goal 2 Outcome:
Identify connections between Iowa Core
Universal Constructs by aligning the 4 artistic processes to the UbD
Elements of
Created a new standards based lesson plan by applying the 4 artistic processes of creating, presenting, responding, and connecting. Posted to Schoology.
Identified connections between Iowa Core
Universal Constructs by aligning the 4 artistic processes to the UbD
Elements of
Understanding and
Created a new standards based lesson plan by applying the 3 artistic processes of creating, presenting, responding, and connecting. Posted to Schoology.
Identified connections between Iowa Core
Universal Constructs by aligning the 3 artistic processes to the UbD
Elements of
Understanding and
Created a new standards based lesson plan by applying the 2 artistic processes of creating, presenting, responding, and connecting. Posted to Schoology.
Identified connections between Iowa Core
Universal Constructs by aligning the 2 artistic processes to the UbD
Elements of
Understanding and
Created a new standards based lesson plan by applying the 1 artistic processes of creating, presenting, responding, or connecting. Posted to
Schoology.
Identified connections between Iowa Core
Universal Constructs by aligning 1 artistic process to the UbD Elements of
Understanding and
Content.
Failed to create a new standards based lesson plan. Did not apply the artistic processes of creating, presenting, responding, and connecting. Failed to post to Schoology.
Failed to identify connections between
Iowa Core Universal
Constructs by aligning the 4 artistic processes to the UbD Elements of
Understanding and
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Mississippi Bend Area Education Agency
Understanding and
Content.
Post to Schoology.
Course Syllabus
Content.
Posted to Schoology.
Content.
Posted to Schoology.
Content.
Posted to Schoology.
Content.
Posted to Schoology.
Failed to post to
Schoology.
Goal 3 Outcome: Completed 15 hours (45 Completed 11+ hours a) Complete 15 hours (45 entries) of sketchbook journal investigations. b) Complete 5 written reflections and post to
Schoology.
Goal 4 Outcomes: entries) of sketchbook (34+ entries) of journal investigations. sketchbook journal
Turned in to be investigations. Turned in reviewed and assessed. assessed.
Completed 5 written reflections and posted to
Schoology.
Completed 4 written reflections and posted to
Schoology.
Produce 4 works of arts
Completed 7+ hours (22+ entries) of sketchbook journal investigations.
Turned in to be reviewed and assessed.
Completed 3 written reflections and posted to
Schoology.
Completed 3+ hours (10+ entries) of sketchbook journal investigations.
Turned in to be reviewed and assessed.
Completed 2-1 written reflections and posted to
Schoology.
Failed to complete sketchbook journal investigations. Did not turn in to be reviewed and assessed.
Did not complete written reflections.
that use 4 different methods of artistic media and address the 4 NCAS artistic processes.
Upload to Schoology portfolio.
a) INVESTIGATE
NCAS: People create and interact with objects, places, and design that define, shape, enhance and empower their lives.
Apply photography techniques to create a work of art that
Created artwork using photography. Visually address the artistic processes of creating and investigating.
Demonstrated good understanding and skill of materials, techniques, and artistic processes.
Uploaded to Schoology
Created artwork using photography. Visually address the artistic processes of creating and investigating.
Demonstrated satisfactory understanding and skill of materials, techniques, and artistic processes.
Created artwork using photography. Visually address the artistic processes of creating and investigating.
Demonstrated some understanding and skill of materials, techniques, and artistic processes.
Uploaded to Schoology
Created artwork using photography. Visually address the artistic processes of creating and investigating.
Demonstrated little or no understanding or skill of materials, techniques, and artistic processes.
Uploaded to Schoology
Failed to produce a work of art using photography.
Failed to visually address the artistic processes of creating and investigating.
Not uploaded to
Schoology portfolio.
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illustrates this understanding .
b) CONNECTING
NCAS: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
Apply printmaking techniques to create work of art that illustrates this understanding.
c) PRESENTING
NCAS: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
Apply the tunnel bookmaking method as portfolio.
Created artwork using printmaking. Visually address the artistic processes of creating and investigating.
Demonstrated good understanding and skill of materials, techniques, and artistic processes.
Uploaded to Schoology portfolio.
Mississippi Bend Area Education Agency
Course Syllabus
Uploaded to Schoology portfolio. portfolio.
Created artwork using printmaking. Visually address the artistic processes of creating and investigating.
Demonstrated satisfactory understanding and skill of materials, techniques, and artistic processes.
Uploaded to Schoology portfolio.
Created artwork using printmaking. Visually address the artistic processes of creating and investigating.
Demonstrated some understanding and skill of materials, techniques, and artistic processes. portfolio.
Created artwork using printmaking. Visually address the artistic processes of creating and investigating.
Demonstrated little or no understanding or skill of materials, techniques, and artistic processes.
Uploaded to Schoology portfolio.
Failed to produce a work of art using printmaking.
Failed to visually address the artistic processes of creating and investigating.
Not uploaded to
Schoology portfolio.
Created artwork using tunnel bookmaking method. Visually address the artistic processes of creating and investigating.
Demonstrated good understanding and skill of materials, techniques, and artistic processes.
Uploaded to Schoology portfolio.
Created artwork using tunnel bookmaking method. Visually address the artistic processes of creating and investigating.
Demonstrated satisfactory understanding and skill of materials, techniques, and artistic processes.
Uploaded to Schoology portfolio.
Created artwork using tunnel bookmaking method. Visually address the artistic processes of creating and investigating.
Demonstrated some understanding and skill of materials, techniques, and artistic processes.
Created artwork using tunnel bookmaking method. Visually address the artistic processes of creating and investigating.
Demonstrated little or no understanding or skill of materials, techniques, and artistic processes.
Uploaded to Schoology portfolio.
Failed to produce a work of art using tunnel bookmaking method.
Failed to visually address the artistic processes of creating and investigating.
Not uploaded to
Schoology portfolio.
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Mississippi Bend Area Education Agency
Course Syllabus primary 3D medium to create a work of art that illustrates this understanding.
d) Create artwork using another choice-based medium that can be utilized as a sample for your NCAS based lesson plan.
Created artwork using another choice-based medium that can be utilized as a sample for
NCAS based lesson plan. Demonstrated good understanding and skill of materials, techniques, and artistic processes.
Uploaded to Schoology
Created artwork using another choice-based medium that can be utilized as a sample for
NCAS based lesson plan. Demonstrated satisfactory understanding and skill of materials, techniques, and artistic processes. portfolio.
Participation Requirement
NOTE: Do not include attendance as
Uploaded to Schoology portfolio.
€ Reflects 15 collaborative hours completed per each credit.
criterion in the scoring; 100% attendance is required for all levels of credit.
Created artwork using another choice-based medium that can be utilized as a sample for
NCAS based lesson plan. Demonstrated some understanding and skill of materials, techniques, and artistic processes.
Uploaded to Schoology
Created artwork using another choice-based medium that can be utilized as a sample for
NCAS based lesson plan. Demonstrated little or no understanding or skill of materials, techniques, and artistic processes.
Uploaded to Schoology
Failed to produce a work of art using another choice-based medium that can be utilized as a sample for NCAS based lesson plan. Failed to visually address artistic processes.
Not uploaded to
Schoology portfolio.
portfolio. portfolio.

Does not reflect 15 collaborative hours completed per each credit.

A = 80-73
B = 72-65
C = 64-57
D = 56-49
F = 48 and below
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Mississippi Bend Area Education Agency
Course Syllabus
Additional Comments: Sketchbook journals will be mailed back to students.
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