Tufts University
in affiliation with
The School of The Museum of Fine Arts, Boston
EDS 175. WED. 2:00-5:00. Fall 2010
ART ED FOUNDATIONS PK-8
Web site: sites.tufts.edu/pattybode
ENDURING UNDERSTANDING FOR THE COURSE:
Art Education in the 21st century is a
process and product of historical
considerations, philosophies, practices
educational research, and trends in the
worlds of art and visual culture.
Essential Questions:
How does the history of art education affect our current thinking
about teaching art?
How does a postmodern framework on knowledge and learning
influence theories of art education?
How are visual culture, contemporary practices and the multiple
worlds of art (past and present) evident in art programs today?
Do the voices of students and families influence art education
curriculum?
How can we actively participate in the future directions of the
field of art education?
EDS 175 Art Ed Found
Patty Bode. Fall 2010
1
Tufts University/School of the Museum of Fine Arts, Boston
EDS 175 Art Education Foundations PK-8
Patty Bode: Fall 2010
Fall 2010: Wednesday 2:00-5:00 pm. Mission Hill C110.
Email: paty.bode@tufts.edu
Phone: Office: 617.369.3613 Cell: 413.519.3228.
Office hours: Wednesday 12-2, or by appointment other days and times.
COURSE DESCRIPTION:
In this course students investigate how the histories of the field of Art Education and
the evolutions of cultural production influence philosophies, current theories and
practices. These are explored through a sociocultural lens in four areas: 1) the
postmodern framework on knowledge and learning, 2) voices of teachers, students
and families, 3) future directions of the field of Art Education and 4) relationships
between theory and practice. The dynamic interplay of these four influences on Art
Education are understood through reading, discussing, community-working, art
making, presenting, reflecting and developing philosophies. Sociopolitical issues of
educational reform, globalization, diverse learners’ needs and the effects of national
and state achievement standards on art programs are integrated throughout the
course. Course requirements include weekly readings and class discussions,
facilitating Family Arts Night in a BPS School, a research presentation, a personal
philosophy of Art Education expressed in written and artistic forms.
COURSE OBJECTIVES:
 Students can interpret U.S. historical and cultural influences on art history and
contemporary cultural production.
 Students will study sociopolitical context of U.S. schools and education,
including but not limited to postmodernism, diversity, and multiculturalism.
 Students develop strategies and knowledge that lead to demonstrating
empathy and solidarity with the families and communities of K-12 students.
 Students can apply critical pedagogy by engaging students in inquiry-based
studies and art-making.
 Students see in perspective multiple influences on art education, including
current trends and issues related to reform efforts, the National Standards for
Art Education, and the Massachusetts State Frameworks.
 Students will discuss the various philosophies in the field of art education and
will then develop their own philosophies for teaching art.
REQUIRED TEXT: (available at SMFA bookstore and on Reserve at SMFA)
Funk, C. (2009). Contemporary Art Culture, 2nd Edition. Dubuque, IA:
Kendall Hunt Publishing.(comes with a CD).
Other required readings are provided in hard copy hand-outs or through
online links.
COURSE REQUIREMENTS:
EDS 175 Art Ed Found
Patty Bode. Fall 2010
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The course work for Art Ed Foundations is divided into four broad units:
1) the postmodern framework on knowledge and learning, 2) voices of teachers,
students and families, 3) future directions of the field of Art Education and 4)
relationships between theory and practice. Each unit includes readings, reading
reflections and discussions as well as a specific project. The specific projects for
each unit are listed below. More information on each project is forthcoming.
1) The Postmodern framework on knowledge and learning:
The project for Unit 1 is an autobiographical triptych that portrays your
sociopolitical context of your art education experience. A group critique of our
triptychs will conclude this unit.
2) Voices of teachers, students and families:
The project for Unit 2 is a group-developed and implemented art lesson for a
community event at a BPS school called Russell School Family Arts Night. The
culminating event will be October 26 Tuesday when we fully sponsor and
implement an arts night for Russell families and children.
3) Future directions of the field of Art Education:
The project for Unit 3 involves working with a presentation partner to deliver a 15minute research presentation of a current issue in the field followed by 5 to 10
minutes of Q & A. This presentation will be researched and dynamically
presented. A hand-out of bibliographic references is required. No written paper is
required.
4) Relationships between theory and practice:
The project for Unit 4 will be an artistic, electronic and written presentation of
your philosophy of art education. Reflecting on your life experiences, the
sociopolitical context of U.S. Schools, the course readings and discussions
students will formulate a personal philosophy of art education.
All written work is expected to be clearly organized and presented with correct
spelling, grammar, and appropriate use of language. APA formatting of resources
is required for all written assignments that include bibliographical references.
A link to the Tufts Tisch Library resource information is provided here:
http://www.library.tufts.edu/tisch/ra/citingSources_APA.html
COURSE ASSESSMENT:
Attendance/ Tardiness
10%
Class Participation/Triptych/Class Assignments
15%
EDS 175 Art Ed Found
Patty Bode. Fall 2010
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Participation in Russell Family Night
25%
Partner Research Presentation
25%
Final A/R/Tographical Philosophy Presentation & Paper
25%
_______________
100%
ACADEMIC SUPPORT:
WRITING CENTER at SMFA, Mission Hill: For assistance with writing papers,
lesson plans, curriculum, or preparing for the writing portion of the MTEL: visit the
Writing Center in Mission Hill, in the Art Ed Hallway: Call 617.369.3866 or just sign up
on the Writing Center door. Bring the hand-out from your professor that describes the
writing assignment. If you know you need help, it is recommended that you make
weekly, regular appointments & attend consistently.
ACADEMIC RESOURCE CENTER at TUFTS: For help with reading comprehension
strategies, writing, and also FOR TIME MANAGEMENT COUNSELING & more… as
well as MTEL Prep, make an appointment with the Academic Resource center at
Tufts. Here is their web page with lots, and lots of info for you. Go to
http://ase.tufts.edu/arc/ .
HEALTH SERVICES:
Tufts University offers physical health and mental health services on the Tufts
University campus: http://ase.tufts.edu/healthservice/default.htm Academic Year
Hours: Monday - Thurs.: 8:00am - 7:00pm…Friday: 8:00am - 6:00pm…
Saturday:
10:30am - 5:00pm. 617-627-3350.
PROGRAM EXPECTATIONS:
Participation: Our classroom is a group of colleagues who will be co-constructing
our knowledge together. You are expected to fully participate in this community of
learning in every way: by completing your reading, by completing written work on
time, and by actively participating in class discussion, class activities and group work.
Your contributions to class are considered invaluable.
Attendance: It is expected that you will demonstrate respect for one another and for
the instructor by attending all classes, and by arriving on time, and staying until the
end of the class meeting. Tardiness and/or absences will put you in jeopardy of not
receiving credit for the course. Checking email, mobile devices and other out-of-class
electronic communication during class time creates “mental absence” and will be
counted as an absence.
Written work and final projects: All work should be presented as professionally as
possible, and typed. Assigned work must be submitted on time. The course work is
EDS 175 Art Ed Found
Patty Bode. Fall 2010
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sequential in nature, and needs to be completed according to schedule for students
to build on concepts throughout the semester. When you are punctual with your
deadlines, it creates a sense of engagement and pleasure in the course. Please try
not to fall behind in assignments and work, for your own peace of mind, as well as
demonstrating competency as a professional educator.
Disability services: Tufts University and the School of the Museum of Fine Arts are
committed to ensuring the full participation of all students in its programs.
Accordingly, if a student has a documented disability and, as a result, needs some
accommodation to complete the course requirements, then he or she should inform
the instructor at the beginning of the course. It is required to file paperwork at Tufts
office of Disability Services. For further information contact the Office of Student
Disability Services. (617) 627-5571.
ATTENDANCE POLICY:
Letter grades will be given for attendance and class participation in EDS 175. Regular
attendance at all class meetings is required.
Absenteeism is not accepted in graduate Art Education courses. Arrangements must
be made with the instructor for an absence to qualify as excused.
Unexcused absences will be tallied on the following scale.
GRADE
# OF ABSENCES
A
0
B
1
C
2
D
3
F
4 or more
EDS 175 Art Education Foundations PK-8
Patty Bode: Fall 2010
Wednesdays: 2:00-5:00pm
1
Sept 8
Syllabus Outline/Calendar
The postmodern framework on knowledge and learning.
TOPIC: Introduction to Art Education Foundations
EDS 175 Art Ed Found
Patty Bode. Fall 2010
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ASSIGNMENTS
DUE on Sept 8:
DISCUSSION:
Syllabus Overview/Course Expectations & Assignments.
Frameworks on knowledge: modern & postmodern.
Where have we been? How does looking back compel
contemporary art making and art teaching? The role of
histories/herstories in art education.
2
ACTIVITIES: Introductions through refrigerator magnets
The postmodern framework on knowledge and learning.
Sept
15
TOPICS:
Research skills as knowledge production and cultural production.
 What counts as art?
 Who counts as artists?
 What counts as knowledge?
DISCUSSION: Who decides? Who told you? How did you learn
it?
PRESENTATION:
Guest Speaker: Darin Murphy
Library Research - SMFA library& ARTstor
Patty – Tufts library
ACTIVITIES: Exploring poster collection with postmodern
questioning.
3
Sept 22
The postmodern framework on knowledge and learning.
TOPICS: Sociopolitical Context & Community Action
1. DISCUSSION: What is your sociopolitical context of ART
education?
ACTIVITY: Begin triptych representing 3 objects/imagery of your
sociopolitical context of ART education/Art Education bio.
2. DISCUSSION: Russell School Family Arts Night
4
ACTIVITIES: Select groups for Russell Family Arts Night (FAN)
September The postmodern framework on knowledge and learning.
29
TOPIC: Critical Pedagogy
DISCUSSION: Critical Pedagogy: Paulo Freire and Sonia Nieto
1. PRESENTATION: Patty: A Letter from Kaeli & RJ’s Students.
2. PRESENTATION: PEARL EMMONS Digital Toolboxes
BRING TODAY:
 To post on Digital Toolboxes: a digital photo of you, a
EDS 175 Art Ed Found
Patty Bode. Fall 2010
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ASSIGNMENTS
DUE on Sept 15:
Readings:
-Bode.Dissertation.
Multicultural Art
Education.
CH 2 & 3 (with CH
1 as optional).
Handout.
-Funk. Intro xixix & CH 1: pp.
1-27. Text book.
Written:
1st Reading
Reflections
ASSIGNMENTS
DUE on Sept 22:
Readings:
-Nieto & Bode.
CH1 in AD 6e.
Handout.
-Funk. CH 2: pp.
28-53.Textbook.
ASSIGNMENTS
DUE on Sept 29:
Readings:
-Nieto & Bode
CH 3. AffrmDiv 5th
ed. (2008). Handout.
-Freire. Handout.


5
digital photo of one or more pieces of your work & a
favorite quote.
Rough Draft ideas for Russell Family Arts Night.
Information on Russell School Sociopolitical Context.
Written:
2nd Reading
Reflections.
ART: work on
triptych
ASSIGNMENTS
DUE on Oct 6:
ART: complete
triptych
Readings:
About engaging
families:
-Schmidt, editor
of:
- Chernoff CH 3
- Fenlon CH 4.
ASSIGNMENTS
DUE on Oct 13:
Readings:
Oct 6
MEET at
I.S.
Gardner
Museum a
few
minutes
before
2pm.
Voices of teachers, students and families.
BRING TODAY: Completed triptych for community critique. Be
prepared to discuss your work and reflect on the role of critique in
cultivating community of learners.
REMINDER: Finalize ideas for Russell Family Arts Night
1st half of class: MEET at I.S. Gardner Museum
TOPIC: VTS (Visual Thinking Strategies) and Inquiry-based
approaches.
PRESENTATION GUEST SPEAKER: Peggy Burchenal at ISG
Oct 13
??? Do you know how to get to Russell School for Oct 20 ???
Voices of teachers, students and families.
TOPIC: Artful Thinking and Inquiry-based approaches
Do you
know how
to get to
Russell
School for
Oct 20?
PRESENTATION: Susan Barahal
DISCUSSION: How can Artful Thinking expand frameworks on
knowledge and learning? How can Artful Thinking engage families
in community-based activities?
-Funk. CH 3. pp.
54-76.
Textbook.
ACTIVITIES: PREPARE INQUIRY–BASED DISCUSSION and
Art Making MATERIALS for RUSSELL FAMILY ARTS NIGHT.
Meetings w Patty to discuss details.
Voices of teachers, students and families.
TOPIC: MEET at RUSSELL Elementary SCHOOL
Written:
3rd Reading
Reflection
ASSIGNMENTS
DUE on Oct 20:
MEET at
RUSSELL
SCHOOL
http://www.bostonpublicschools.org/node/515
750 Columbia Road Dorchester, MA 02125
MEET at
RUSSELL
SCHOOL
8
OCT 26
TUESDAY
EVENING
PRESENTATION: Tour the building
ACTIVITIES: Prepare for Family Arts Night
SPECIAL CLASS MEETING/COMMUNITY WORK AT RUSSELL
SCHOOL IN DORCHESTER. WE ARE SPONSORING
“FAMILY ARTS NIGHT”
9
Oct 27
6
7
Oct 20
Voices of teachers, students and families.
TOPIC & ACTIVITIES:
Reflections on Family Arts Night: What worked? What would we
replicate? What would we do differently? What surprised you?
What inspired you?
CASE STUDIES to read and discuss in small groups.
EDS 175 Art Ed Found
Patty Bode. Fall 2010
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OCT 26
TUESDAY
EVENING
ASSIGNMENTS
DUE on Oct 27:
Readings:
-Funk. CH 4. pp.
77-87.
Textbook.
Nov 3
10 Nov 8
MONDAY
PK-8
PHILOSPHY DRAFT DUE.
No class meeting. Class already met on the evening of October
26 instead in lieu of class meeting on November 3.
Work on Partner Presentations.
Future directions of the field of Art Education.
MONDAY!
PK-8 Cohort MEET on Monday 10:30-1:30 (swapping class
meeting time with Pam on Wednesday Nov 10th 9am-12nooon)
TOPICS:
 Globalization
 Queer Pedagogy
PRESENTATIONS:
Patty: Art Education and Indigenous knowledge
2 Partner presentations on future directions in the field of Art
Education.
11 Nov 17
Nov 24
12 Dec 1
--Philosophy
draft due.
Work on
Partner
Presentations.
ASSIGNMENTS
DUE on Nov 8:
Readings:
-Funk. CH 5. pp.
88-111.Textbook.
-Freedman. 2
articles. Handouts.
-Bode, and also
-Delacruz from
Globalization
book. Handouts.
Written: 4th
Reading
Reflection due.
YOU WILL MEET with PAM’s Class on WED NOV 10 from 2-5, so
you can have Teacher Panel
Future directions of the field of Art Education.
ASSIGNMENTS
DUE on Nov 17:
TOPIC: Digital Media and Visual Culture examples and
Readings:
resources
-Gude: 2
Postmodern Principles of Possibility
articles online.
Gude articles:
-Funk.
1. Postmodern Principles
CH 6 & CH 7. pp.
2. Principles of Possibility
112-143.Textbook.
http://naea.digication.com/omg/Art_Education_Articles
3. There’s Something Queer About this Class.
Written: 5th
Reading
PRESENTATIONS:
Reflection
3 Partner presentations on future directions in the field of Art
Education.
THANKSGIVING BREAK
Eat a lot!
Relationships between theory and practice.
A/R/Tographical PRESENTATIONS: (Group 1)
Class Community Discussion on “What You Want to Learn
Next Semester in Seminar on Student Teaching”
EDS 175 Art Ed Found
Patty Bode. Fall 2010
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ASSIGNMENTS
DUE on Dec 1:
Written:
Philosophy
Papers due.
13 Dec 8
Relationships between theory and practice.
A/R/Tographical PRESENTATIONS: (Group 2)
DISCUSSION: Course Wrap-up
CONCLUSIONS & DECISIONS: Class Community Discussion
on “What You Want to Learn Next Semester in Seminar on
Student Teaching”
ASSIGNMENTS
DUE on Dec 8:
Written:
Philosophy
Papers due.
REQUIRED READING of ARTICLES and CHAPTERS:
Bode, P. (2005). Chapter 2: From Modernist Formalism to Postmodern
Questioning: A Literature Review. In P. Bode. Multicultural art education:
Voices of art teachers and students in the postmodern era. Unpublished
doctoral dissertation, University of Massachusetts, Amherst.
Bode, P. (2005). Chapter 3: Intersections in the Web: Multicultural Education,
Postmodernism and Visual Culture Art Education. In P. Bode. Multicultural
art education: Voices of art teachers and students in the postmodern era.
Unpublished doctoral dissertation, University of Massachusetts, Amherst.
Bode, P. (2009). The Circulatory System of Oil Contamination, Visual Culture,
and Amazon Indigenous Life. In E. Delacruz, A. Arnold, A. Kuo, & M.
Parsons (Eds.). Globalization, Art, and Education (pp. 269-277). Reston,
VA: NAEA.
Chernoff, E., P. (2005). Ways in which teachers may incorporate the cultural and
social contributions of family in to school. In P.R. Schmidt (Ed.) Preparing
Educators to communicate and connect with Families and Communities.
(pp. 31-46). Greenwich: CT: Information Age Pub.
Delacruz, E.M. (2009). Introduction: Globalization, Art, and Education: Mapping
the Terrain. In E. Delacruz, A. Arnold, A. Kuo, & M. Parsons (Eds.).
Globalization, Art, and Education (pp. x-xviii). Reston, VA: NAEA.
Fenlon, A.. (2005). Activities to Empower Parents as Collaborators in Their
Children’s’ Education. In P.R. Schmidt (Ed.) Preparing Educators to
communicate and connect with Families and Communities. (pp. 47-59).
Greenwich: CT: Information Age Pub.
Freedman, K. (2003). CH 1: The Professional Field: Theorizing Visual Culture in
Education. In K. Freedman Teaching Visual Culture: Curriculum,
Aesthetics and the Social Life of Art. Reston, VA: NAEA.
EDS 175 Art Ed Found
Patty Bode. Fall 2010
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Freedman, K. (2009). Conclusion: The Future of Research and Theory in Art
Education. In K. Freedman (Ed). Looking Back Editor’s Selections from 50
Years of Studies in Art Education. Reston, VA: NAEA.
Gude, O. (2004). Postmodern principles: In Search of a 21st century art
education. Art Education, 57(1).
Gude, O. (2007). Principles of Possibility: Considerations for a 21st Century Art &
Culture Curriculum. Art Education, 60(1).
Gude, O. There’s Something Queer About This Class. (2002). In L. Lampela & E.
Check From Our Voices: Art Educators and Artists Speak about LGBT
Issues. Kendall/Hunt Publishing Company.
Excerpts from the following books:
Freire, P. (1970). Pedagogy of the Oppressed. NY: Continuum.
Freire, P. (1990). Teachers as Cultural Workers: Letters to Those Who Dare
Teach. Boulder: Westview.
Nieto, S. and Bode, P. (Forthcoming 2012). Ch 1: Understanding the
Sociopolitical Context of Schooling. In S. Nieto & P. Bode Affirming
Diversity: The Sociopolitical Context of Multicultural Education. 6th Edition.
NY: Pearson.
Nieto, S. and Bode, P. (2008). Ch.3: Multicultural Education and School Reform
in S. Nieto & P. Bode Affirming Diversity: The Sociopolitical Context of
Multicultural Education. 5th Edition. NY: Pearson.
ASSIGNMENT DUE DATES AT A GLANCE: (Reading due dates not listed
here)
Sept 15
1st READING REFLECTION
Sept 29
2nd READING REFLECTION
Oct 6
TRIPTYCH
Oct 13
3rd READING REFLECTION
Oct 20
Meet at Russell School during regular class meeting time
Oct 26
TUESDAY NIGHT
EDS 175 Art Ed Found
Patty Bode. Fall 2010
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Oct 27
Nov 3
Nov 8
MON
Nov 17
Dec 1
Dec 8
Meet at Russell School in evening for Family Arts Night
Philosophy 1st draft due
No class meeting. Work on Partner Presentations.
4th READING REFLECTION
Partner Presentations on Future Direction of the Field of Art Ed
5th READING REFLECTION
Partner Presentations on Future Direction of the Field of Art Ed
A/R/Tographical PRESENTATIONS: (Group 1) & Philosophy Papers
A/R/Tographical PRESENTATIONS: (Group 2) & Philosophy Papers
EDS 175 Art Ed Found
Patty Bode. Fall 2010
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READING REFLECTION GUIDELINES
for PATTY BODE’s course
The process of writing a reading reflection is an opportunity to connect the
research and scholarship in the field to your personal and professional
development as an art teacher and as an artist/participant in cultural production.
When writing a reading reflection, consider how the content of the assigned
reading has affected your thinking and practices. Some questions you may
consider (but you are not limited to) in order to launch your reflection may
include:
Has the reading….
 Assisted you in cultivating your identity as an art educator?
 Inspired you to develop your own teaching philosophy?
 Motivated you to consider and reconsider the sociopolitical context of your
own schooling and the schooling of the PK-12 students you are teaching
this year?
 Led you to understand the influence of modernism and postmodernism on
what counts as art and what counts as knowledge?
 Helped you connect ideas in the scholarship with your participation in your
Field Studies Pre-Practicum school & museum site?
 Made the voices of students and families more audible in the field?
 Uncovered historical or cultural knowledge that may be new to you or had
been left ignored in previous educational experiences?
 Created bridges between theory and practice?
 Pointed to your participation in the future of the field of art education?
MORE DETAIL:
 Be certain your name is prominent at top of page.
 Indicate the number such as:
Reflection # 1 and which assigned readings you are including.
 Pages should be numbered.
 Include a footer with name and pertinent labels/titles of the assignment.
 All writing should be submitted in APA. 6th ed format.
 Double-spaced and 12’ font.
 A reading reflection is expected to be approximately 600-1000 words.
Demonstrated your intelligence. Demonstrate your fluency with the subject
matter of the reading. Use quotes that are pertinent and help to elucidate
the idea, not just for the rote sake of sticking a quote in the text.
 Avoid writing as busy-work or for the sake of filling pages. Write from your
heart, your intellect, your conviction, your curiosities.
 Cite the quoted work in APA format.
EDS 175 Art Ed Found
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EDS 175 Art Ed Found
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