ART 300 – Art in Elementary Classrooms
Course syllabus
Page 1/7
last revised Fall 2011
Course Syllabus
College of Liberal Arts
Winona State University
Department: Art
Date of Revision: Fall 2011
Course Number: ART 301
Course Title: Art in Elementary Classrooms
Number of Credits: 1
Frequency of Offering: Yearly /Fall
Prerequisites: Junior & Senior Attending Rochester Campus K-6 Teacher Education Program Only
Grading: Grade Only
Course applies to: Elementary Education Program in Rochester Campus Only
A. Course Description
Catalog Core Belief:
We exist to prepare professionals to continuously improve Birth –Grade 12 students’ learning in the twenty-first
century schools. Through a continuum of clinical experiences and relevant and appropriate instructional
methods, WSU graduates are prepared in a community of learners with developmentally appropriate content,
pedagogical expertise and professional dispositions to improve students’ learning by (1)actively engaging in a
culture of reflective practice and continuous improvement (2) demonstrating awareness of- and an ability to
respond to – broader psychosocial and global contexts; and (3) advocating for students and their learning
through leadership, collaboration, innovation, flexibility, & critical thinking. (Reflect, Respond, Advocate)
Desire 2 Learn (D2L) will be used in this course:
 Provide avenue for communications (e-mail and discussion postings) for students and faculty.
 Present schedule changes of topics, activities, & exams.
 DISPLAY ANY CANCELLATION OF COURSE DUE TO WEATHER OR ILLNESS.
 Make available electronic versions of course documents such as syllabus, lecture notes, and rubrics.
 Release exam scores, midterms, final grade, and assessment of Standards of Effective Practice.
 Submit/complete any activities such as projects and/or class activities.
Professional Dispositions Expected from Students in this Course:








Attendance/Punctuality
Self-Initiative/Independence
Reliability/Dependability
Clarity in Written Expression
Critical Thinking Skills
Verbal Involvement in Class/Groups
Open-minded Listening and Discussion
Respectful Interaction with ALL







Tact/Judgment
Collegiality/Positive Attitude
Accept and Give Constructive Criticism
Professional Ethics and Demeanor
Best Effort/High Quality Performance
Desire to Improve Own Teaching Performance
Word-processing of All Major Written Projects
Inclusive Excellence:
WSU recognizes that our individual differences can deepen our understanding of one another and the world
around us, rather than divide us. In this class, people of all ethnicities, genders and gender identities,
religions, ages, sexual orientations, disabilities, socioeconomic backgrounds, regions, and nationalities are
strongly encouraged to share their rich array of perspectives and experiences. If you feel your differences
may in some way isolate you from WSU’s community or if you have a need of any specific accommodations,
please speak with the instructor early in the semester about your concerns and what we can do together to
help you become an active and engaged member of our class and community.
ART 300 – Art in Elementary Classrooms
Course syllabus
Page 2/7
last revised Fall 2011
Winona State University does not discriminate on the basis of race, color, age, religion, national origin, sexual
orientation, sex, marital status, disability or status as a U.S. Vietnam Era Veteran. Any persons having
inquiries concerning this may contact the appropriate University authorities.
1.
Description
Understanding the visual artistic processes as it relates to the growth and development of children. Focus on visual art
experiences, methods, and curriculum for prospective K-6 classroom teachers. Intended for Rochester campus Elementary
Education Program only, imbedded in Elementary school.
2. Alignment of the course with MN Standards for Teacher Preparation
The content and planned experiences of this course are tied to the Minnesota Standards for Teachers of Elementary
Education. This course serves as the primary source for learning opportunities and assessment of competence for the
following list of standards:
8710.3200 Teachers of Elementary Education
A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts and the
connections among them. The teacher must know and apply:
D.
E.
L. A teacher of children in kindergarten through
grade 6 must demonstrate knowledge of
fundamental visual and performing arts, including
music, dance, and theater, concepts and the
connections among them. The teacher must:
(1) understand the basic structural elements,
principles, and vocabulary of the visual and
performing arts;
F. (2) be able to perform and create using the basic
elements and processes of visual and performing
arts;
G. (3) know and apply within the elementary
curriculum strategies for nurturing artistic modes
of expression and thinking;
H. (4) understand the role of visual and performing
arts in culture; and
I. (5)
know the characteristics of children’s
development stages in the visual and performing
arts.
ART
301
Textbook reading, art studio activities.
ART
301
Textbook reading, art studio activities, in class drawing
ART
301
Curriculum Material development
ART
301
ART
301
Visual Thinking Strategies participation, Reflections process
Textbook reading, journal articles.
3. Course Outline of the Major Topics
I Content of the Subject Area
A Elements and Principles of Art
B Art Studio, Art History, Art Criticism, Aesthetics
II Visual Arts Minnesota Academic Standards
A Artistic Literacy: Artistic Foundations
B Learning goals congruent with assessment to meet Art Standards
III Curriculum Integration
A Visual Art Integration with other Content Areas
ART 300 – Art in Elementary Classrooms
Course syllabus
Page 3/7
last revised Fall 2011
B Creating an Equal Partnership
IV Role of Visual Arts in Global, Cultural, and Historical Contexts
A Multiple Perspectives on the World around us
B Art preserves and records the cultures of the World
V Developmental Stages in Visual Arts
A Children’s Artistic Development
B Fine motor and gross motor skills
C Psychological and social learning
4. Basic Instructional Plan and Teaching Methods
Clinical practice, art studio activities, instructor and student demonstrations, small group/large group activities, discussion,
student presentations, textbook and journal readings, reflections, face-to-face and on-line hybrid experiences. Assignments
consist of developing art curriculum material, writing and presenting lesson plans, performing art projects, reviewing art
teaching practice, and surveying instructional materials and processes.
5. Course Requirements
Readings, individual and small group art studio projects, curriculum material development, weekly sketches, studio
production, unit plan, reflection paper, visual thinking strategies participation, and exams.
6. Methods of Evaluation
Course evaluation will be based on a portfolio of studio projects, designing art curriculum material, presentation of the unit
plan, reflection paper, participation in class discussion, and final exam. Letter Grades.
Evaluation Plan:
 Portfolio of Studio Projects – 30
 Art Curriculum Material – 20
 Unit Plan – 30
 Reflection paper – 10
 Participation – 10
 Final - 20
An Assignment Description and Evaluation Format will be distributed for each assignment.
7. Textbook/Supplies






Hume, Helen D. (2000) A Survival Kit for the Elementary/Middle School Art Teacher. West Nyack, NY: The
Center for Applied Research in Education.
Sketchbook (9”X12”, 25 sheets)
Drawing pencils (2B)
Watercolor paint set and brushes
Glue
Scissors
Various additional readings provided on D2L and tied specifically to each topic studied in class.
8. List of References, Website Resources, and Bibliography
Journals:
Art Education
Art and Activities
School Arts
Studies in Art Education
Visual Arts Research
ART 300 – Art in Elementary Classrooms
Course syllabus
Page 4/7
last revised Fall 2011
Media: Art Education In Action(video) and other selected videos/films on art teaching, art processes, artists and art
history.
References
Amburgy, Patricia (1992). The History of Art Education: Proceedings form the Second Penn State
Conference, 1989. Reston, VA: NAEA
Armstrong, Carmen (1994). Designing Assessment in Art. Reston, VA: National Association of Art
Education.
Arnheim, Rudolf (1986). New Essays on the Psychology of Art . Berkeley, CA: U. of California Press.
(1969). Visual Thinking. Berkeley, CA: University of California Press
Banks, James (2005). Cultural Diversity and Education: Foundations, Curriculum, and Teaching.
New York: Allyn and Bacon
Barkan, Mannuel (1955). A Foundation for Art Education. New York: The Ronald Press Co.
Baum, Susan, Julie Viens, and Barbara Slatin (2005). Multiple Intelligences in the Elementary Classroom.
New York, Teachders College Press.
Beattie, Donna Kay (1997). Assessment in Art Education, Worcester, MA, Davis Publication.
Berenson, Bernard (1953). Seeing is Knowing. Greenwich: New York Graphic Society.
Bell, Clive (1958). Art. New York: Capricorn Books.
Berry, Nancy ((1998) , Experience Art: A Handbook for Teaching and Learning with Works of Art.
Aspen,CO: Crystal Production.
Bloom, Benjamine, ed. (1956). Taxonomy of Educational Objectives, Handbook I: Cognitive Domain.
New York: David McKay.
Brittain, Lambert (1979). Creativity, Art and the Young Child. New York: McMillan.
Broudy, Harry S. (1972). Enlightened Cherishing: An Essay on Aesthetic Education. Urbana: University
of Illinois Press.
Bruner, Jerome (1962). On Knowing: Essays for the Left Hand. Cambridge: Harvard University Press.
Bryan, Sandra L. (1999). Teaching Aesthetics. Bloomington, IN: Phi Delta Kappa Education Foundation.
Burnham, Jack (1973). The Structure of Art. New York: George Braziller.
Carson, Janet (1990). It's Art Time: A Guide for Beginning Art Teacher. Eau Claire, WI: Wellington Press.
Chapman, Laura (1985). Discover Art. Wocester, MA: Davis Publications.
Childers, Pamela & Eric Hobson, Joan Mullin (1998). Articulating : Teaching Writing a Visual World.
Portsmouth, NH: Boynton Cook Publishing.
Chipp, Herschel (1968). Theories of Modern Art. Berkeley: University of California Press.
Congdon, Kristin (2005). Community Art in Acion. Worcester, MA: Davis Publication.
Cornia, Ivan (1994). Art is Elementary: Teaching Visual Thinking Through Art Concepts. Layton, UT:
Crystal Productions.
Day, Michael (1997). Preparing Teachers of Art. Reston, VA: NAEA
Day, Michael & Kay Alexander (1991). Discipline-Based Art Education: A Curriculum Sampler. Los
Angeles, CA: Getty Center for Education in the Arts.
Day, Michael, & Elliot Eisner, Robert Stake, Brent Wilson, Marjorie Wilson (1984). Art History, Art Criticism,
and Art Production, Vol. II. Los Angeles: Rand Corp.
Dewey, John (1958). Art as Experience. New York: Capricorn Books.
Diaz, Gene, and Martha McKenna, eds.(2004). Teaching for the Aesthetic Experience: The Art of Learning
New York, Peter Lang Publishing.
Dickie, George (1974) Art and Aesthetics: An Institutional Analysis. Ithaca: Cornell University Press.
Dissanayake, Ellen (1988). What is Art For?. Seattle: University of Washington Press.
Dobbs, Stephen M. (1992). The DBAE Handbook: An Overview of Discipline-Base Art Education. Santa
Monica, CA: Getty Center for Educaiton in the Arts.
Don, Charles, Stanley Madeja, and Robert Sabol (2004). Assessing Expressive Learning. Mahwah, NJ,
Lawrence Erlbaum Associates.
Donald, Uhlin (1972). Art for Exceptional Children. Dubuque: Wm. C. Brown.
Dorn, Charles M. (1994). Thinking In Art: A Philosophical Approach to Art Education. Reston, VA: NAEA.
Dorn, Charles M., Stanley Madeja, and Robert Sabol. (2004). Assessing Expressive Learning. Mahwah,
NJ: Lawrence Erlbaum Asociates.
Dunn, phillip (1995). Creating Curriculum in Art. Reston, VA: NAEA.,
Efland, Arthur (1989). History of Art Education: Intellectual and Social Comments. New York: Teachers
College Press, Columbia University.
ART 300 – Art in Elementary Classrooms
Course syllabus
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last revised Fall 2011
Eisner, Elliot (2004). The Arts and the Creation of Mind. New Haven & London, Yale University Press.
(1972). Educating Artistic Vision. New York: The McMillan Co.
(1998). The Kind of School We Need. Portsmouth,NH: Heinmann.
Feldman, Edmund (1972). Varieties of Visual Experience. Englewood Cliffs: Prentice Hall, Inc.
(1994). Teaching Art and So On. Reston, VA: NAEA
Galbraith, Lynn, ed. (1995). Preservice Art Education: Issues and Practice. Reston, VA: NAEA.
Gardner, Howard (2000). Intelligence Reframed: Multiple Intelligences for the 21st Centuray. New York:
Basic Books
(1982). Art, Mind and Brain. New York: Basic Books.
Gilbert, Rita & McCarter, William (1988). Living With Art. New York: Alfred A. Knopf, Inc.
Goodman, Nelson (1976). Language of Art. Indianapolis: Hacket Publishing Co.
Grame, Charles (1996). Celebrating Pluralism: Art Education and Cultural Diversity. Los Angeles, CA:
Getty Center for Education in the Arts.
Greh, Deborah (2002). Technologies in the Artroom. Worcester, MA: Davis Publication.
Henley, David (1992). Exceptional Children, Experimental Art: Teaching Art to Special Needs.
Worchester, MA: Davis Publicaiton.
Hurwitz, Al (1993). Collaboration in Art Education. Reston, VA: NAEA.
Itten, Johannes (1963). Design and Form. New York: Van Nostrand Reinhold.
Johnson, Andra, ed. (1992). Art Education: Elementary. Reston, VA: NAEA.
Jones, Lois Swan (1999). Art Information and the Internet. Phoenix, AZ: Oryx Press.
Kaufman, Irving (1966). Art Education in Contemporary Culture. New York: McMillan.
Khatena, Joe (1999). Developing Creative Talent in Art-A Guide for Parents and Teachers. Stanford, CA:
Ablex Publishing.
Kinghorn, Harriet (1991) Let's Meet Famous Artists: A Creative Art Activity Book. Minneapolis, MN:
Denison.
Klecker,-Higgins, Raymond (1991), Model Learner Outcomes for Art Education. St. Paul, MN: Minnesota
Dept. of Education.
Kleinbaur, Eugene (1971). Modern Perspective in Western Art History. New York: Holt, Rinehart &
Winston, Inc.
Koomaraswamy, Anada K. (1956). Christian and Oriental Philosophy of Art. New York, NY: Dover
Publishing, Inc.
Lanier, Vincent (1991). The World of Art Education: According to Lanier. Reston, VA: NAEA
Lansing, Kenneth (1976). Art, Artists, and Art Education. Dubuque: Kendall, Hunt Publishing Co.
Lowenfeld, Victor & Brittain, Rambert (1970). Creative and Mental Growth. London: The McMillan Co.
Marantz, Kenneth (1994). The Picture Book: Sourse and Resource for Art Education. Reston, VA: NAEA
Massey, Sue & Diane Darst (1992). Learning to Look : A Complete Art History and Appreciation Program
for Grades K-8. Englewood Cliffs, NJ: Prentice Hall.
McFee, June & Degg, Rogge (1980). Art, Culture, and Environment. Dubuque: Kendall-Hunt.
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(1992). Exploring Art. Lake Forest, IL: Glencoe.
(1999). Introducing Art. New York, NY: Glencoe.McGraw -Hill.
Montgomery, Kathleen (2001). Authentic Assessment: A Guide for Elementary Teachers. New York,
Longman.
Moore, Ronald, ed. (1995). Aesthetics for Younf People. Reston, VA: NAEA.
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State, and District Examples. Reston, VA
(1993). Design Standards for School Art Facilities. Reston, VA
(1992). Elementary Art Program: A Guide for Administrators. Reston, VA
(1994). Exemplary Art Education Curricula. Reston, VA
(1994). The National Visual Arts Standards. Reston, VA
(1994). Purposes, Principles, and Standards for School Art Program. Reston, VA
(1992). School Art Programs:A Guide for School Board Members and Superintendents .
Reston,VA
- (1995). Trends in Art Education from Diverse Cultures. Reston, VA
ART 300 – Art in Elementary Classrooms
Course syllabus
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last revised Fall 2011
Nyman, Andra, ed. (1996). Instructional Methods for the Art Room. Reston, VA: NAEA.
Osborne, Harold (1968). Aesthetics and Art Theory. New York: E.P. Dutton.
Panofsky, Erwin (1962). Studies in Iconology; Humanistic Themes in the Art of the Renaissance. New
York: Oxford Press.
Perloff, Marjorie (1988). Postmodern Genres. Norman: University of Oklahoma Press.
Piaget, Jean (1976). The Grasp of Consciousness. (trans. by S. Wedgewood). Cambridge: Harvard
University Press.
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Need. Upper Saddle River, NJ: Prentice Hall.
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Read, Herbert (1966). The Redemption of Robot. New York: Trident Press.
Resnick, Elizabeth (2003). Design for Communication: Conceptual Graphic Design Basics. Hoboken, NJ:
Wiley Publishers.
Robinson, Dindy (1996). World Cultures Through Art Activities. Englewood, CO: Teacher Ideas Press.
Rosenberg, Harold (1985). Art and Other Serious Matters. Chicago: University of Chicago Press.
Rossol, Monona (1994). The Artist's Complete Health and Safety Guide. New York, NY: Allworth Press
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Conn: Linnet Professional Publication.
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Smith, Ralph (1995). Excellence II: The Continuing Quest in Art Education. Reston, VA: NAEA.
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, ed. (1989). Discipline-Based Art Education: Origins, Meaning, and Development. Urbana:
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Susi, Frank D. (1995). Student Behavior in Art Classrooms: The Dynamics of Discipline. Reston, VA:
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Thompson, Kimberly (1995). Art Connections: Intergrating Art Through the Curriculum. Glenview, IL:
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and Galleries. Staffordshire, UK: Trenthan Books.
Wilson, Brent, Al Hurwitz, and Marjorie Wilson (1987). Teaching Drawing from Art. Worcester, MA:
Davis Publications.
Winner, Ellen (1982). Invented Worlds. Cambridge: Harvard University Press.
Wolfflin, Heinrich (1950). Principles of Art History. New York: Dover Publishing
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Zuk, Bill, and Robert Dalton, eds. (2001). Student Art Exhibitions: New Ideas and Approaches. Reston,
NJ: NAEA
ART 300 – Art in Elementary Classrooms
Course syllabus
Page 7/7
last revised Fall 2011
Core Belief:
We exist to prepare professionals to continuously improve Birth –Grade 12 students’ learning in the twenty-first
century schools. Through a continuum of clinical experiences and relevant and appropriate instructional
methods, WSU graduates are prepared in a community of learners with developmentally appropriate content,
pedagogical expertise and professional dispositions to improve students’ learning by (1)actively engaging in a
culture of reflective practice and continuous improvement (2) demonstrating awareness of- and an ability to
respond to – broader psychosocial and global contexts; and (3) advocating for students and their learning
through leadership, collaboration, innovation, flexibility, & critical thinking. (Reflect, Respond, Advocate)
Desire 2 Learn (D2L) will be used in this course:
 Provide avenue for communications (e-mail and discussion postings) for students and faculty.
 Present schedule changes of topics, activities, & exams.
 DISPLAY ANY CANCELLATION OF COURSE DUE TO WEATHER OR ILLNESS.
 Make available electronic versions of course documents such as syllabus, lecture notes, and rubrics.
 Release exam scores, midterms, final grade, and assessment of Standards of Effective Practice.
 Submit/complete any activities such as projects and/or class activities.
Professional Dispositions Expected from Students in this Course:








Attendance/Punctuality
Self-Initiative/Independence
Reliability/Dependability
Clarity in Written Expression
Critical Thinking Skills
Verbal Involvement in Class/Groups
Open-minded Listening and Discussion
Respectful Interaction with ALL







Tact/Judgment
Collegiality/Positive Attitude
Accept and Give Constructive Criticism
Professional Ethics and Demeanor
Best Effort/High Quality Performance
Desire to Improve Own Teaching Performance
Word-processing of All Major Written Projects
Inclusive Excellence:
WSU recognizes that our individual differences can deepen our understanding of one another and the world around us, rather
than divide us. In this class, people of all ethnicities, genders and gender identities, religions, ages, sexual orientations,
disabilities, socioeconomic backgrounds, regions, and nationalities are strongly encouraged to share their rich array of
perspectives and experiences. If you feel your differences may in some way isolate you from WSU’s community or if
you have a need of any specific accommodations, please speak with the instructor early in the semester about your
concerns and what we can do together to help you become an active and engaged member of our class and community.
Winona State University does not discriminate on the basis of race, color, age, religion, national origin, sexual orientation,
sex, marital status, disability or status as a U.S. Vietnam Era Veteran. Any persons having inquiries concerning this may
contact the appropriate University authorities.