WINONA STATE UNIVERSITY
PROPOSAL FOR NEW COURSES
Department
Art
_
Date __December 1, 2011_
Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular
changes.
ART 301 _Art in Elementary Classrooms ______________________________________
Course No.
Course Title
This proposal is for a(n)
_ X
Undergraduate Course
___1_________
Credits
______ Graduate Course
Applies to: X_ Major (Elementary Ed. Majors in Rochester Campus Only) __ Minor __ University Studies*
__X__ Required
_____ Required
_____ Elective
_____ Elective
Prerequisites
__ Not for USP
Junior & Senior Attending Rochester Campus K-6 Teacher Education Program Only
Grading method __X___ Grade only
______ P/NC only
______ Grade and P/NC Option
Frequency of offering Yearly
*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and
submitted according to the instructions on that form.
Provide the following information:
A.
Course Description
1. Catalog 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. Course outline of the major topics and subtopics (minimum of two-level outline).
I 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
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
3.a Instructional delivery methods utilized: (Please check all that apply).
Lecture: Auditorium
Lecture: Classroom X
Other: (Please indicate)
ITV
Service Learning
Online
Travel Study
Web Enhanced
Laboratory X
Web Supplemented X
Internship/Practicum X
3.b. MnSCU Course media codes: (Please check all that apply).
None:
3. Internet
1. Satellite
4. ITV Sending
2. CD Rom
5. Broadcast TV
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6. Independent Study
7. Taped
8. ITV Receiving
9. Web Enhanced
10. Web Supplemented
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.
4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.
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.
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.
5.
Course materials (textbook(s), articles, etc.).
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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.
6. Assessment of Outcomes
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.
7.
List of references.
Journals:
Art Education
Art and Activities
School Arts
Studies in Art Education
Visual Arts Research
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.
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.
Minnesota Center for Arts Education & Minnesota Department of Children, Families and Learning (1997).
Minnesota Frameworks for Arts Curriculum Strategies. Golden Valley, MN: Minnesota Center
for Arts Education.
Mittler, Gene (1986). Art in Focus. Encina, CA: Glencoe Publishing Co.
(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.
Munro, Thomas (1956). Art Education, Its Philosophy and Psychology. New York: Liberal Art Press.
National Art Education Association (1995). Adaptation of of the National Visual Arts Standards: National,
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
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.
Polloway, Edward, James Patton, and Loretta Serna (2004). Stratefies for Teaching Leaners with Special
Need. Upper Saddle River, NJ: Prentice Hall.
Ragan, Rosalind & Jane Rhodes (1992). Undestanding Art. Mission Hills, CA. Clenco Co.
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
Rush, Michael (2005). New Media in Art. London: Thames and Hudson.
Saccardi, Marianne (1997). Art in History: Teaching Art History to Elementary Children. North Haven,
Conn: Linnet Professional Publication.
Santayana, George (1955). The Sense of Beauty. New York: Dover Publishing Co.
Seine, Harriet & Sally Webster (1992). Critical Issues in Public Art: Content, Context, and Controversy.
New York, NY: Icon Edition.
Shapiro, Meyer (1982). Modern Art. New York: George Braziller.
Silverman, Ronald H. (1982). Learning About Art: A Practical Approach. Newport Beach: Romar Arts.
Silverstein,-Storfer, Muriel (1997). Doing Art Together. New York, NY: Abrams
Smith, Ralph (1995). Excellence II: The Continuing Quest in Art Education. Reston, VA: NAEA.
Smith, Ralph, ed. (1966). Aesthetics and Criticism in Art Education. Chicago: Rand McNally.
, ed. (1989). Discipline-Based Art Education: Origins, Meaning, and Development. Urbana:
University of Illinois Press.
Stake, Robert, ed. (1975). Evaluating the Arts in Education: A Responsive Approach. Columbus, OH:
Charles E. Merril.
Stokrocki, Mary, ed. (2005). Interdisciplinary Art Education: Building Bridges to Connect Disciplines and
Cultures. Reston, VA, NAEA.
Sturken, Marita, and Lisa Cartwright (2001). Practices of Looking; An Introduction to Visual Culture.
Oxford, UK: Oxford University Press.
Susi, Frank D. (1995). Student Behavior in Art Classrooms: The Dynamics of Discipline. Reston, VA:
NAEA
Thompson, Christine M. (1995). The Visual Arts and Early Childhood Learning. Reston, VA: NAEA
Thompson, Kimberly (1995). Art Connections: Intergrating Art Through the Curriculum. Glenview, IL:
Good Year Books.
Tickle, Res, ed. (1996). Understanding Art, Art in Primary Schools; Cases from Teachers' Research. New
York, NY: Routledge.
Torrance, Paul (1963). Education and the Creative Potential. Minneapolis: Univeristy of Minnesota Press.
Tyler, Ralph (1950). Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press.
Venturi, Lionello (1964). History of Art Criticism. New York: E.P. Dutton & Co.
Vesta, Daniel (1998). Art Express. Orlando, FL: Harcourt, Brace & Co.
Walker, Sidney (2001). Teaching Meaning in Artmaking. Worcester, MA: Davis Publications.
Wilkinson, Sue, Sue Clive and Jennifer Blain (2001). Developing Cross Curricular Learning in Museums
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
Young, Bernard (1990). Art, Culture, and Ethnicity. Reston, VA: NAEA.
Zuk, Bill, and Robert Dalton, eds. (2001). Student Art Exhibitions: New Ideas and Approaches. Reston,
NJ: NAEA
B.
Rationale
1.
Statement of the major focus and objectives of the course.
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.
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:
E.
(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.
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 globally contexts; and (3) advocating for students and their learning through leadership,
collaboration, innovation, flexibility, & critical thinking. (Reflect, Respond, Advocate)
Professional Dispositions Expected from Students in this Course:
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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
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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.
2. Specify how this new course contributes to the departmental curriculum.
This course accommodates the WSU Rochester Elementary Education Program that is physically imbedded in an
elementary school. Frequent, close association with functioning elementary classrooms enable students to develop
the skills and knowledge required in this course in the context of 1 S.H. rather than the usual 3 S.H.
3.
C.
Indicate any course(s) which may be dropped if this course is approved.
No courses will be dropped.
Impact of this Course on other Departments, Programs, Majors, or Minors
1.
Does this course increase or decrease the total credits required by a major or minor of any other department? If so,
which department(s)?
This course decreases the number of credits required for Elementary Art Education students earning their degree in the
WSU-Rochester program, in a classroom embedded in an elementary school.
2. Attach letter(s) of understanding from impacted department(s).
Attached
Attach a Financial and Staffing Data Sheet.
Attach an Approval Form with appropriate signatures.
Department Contact Person for this Proposal:
Anne Plummer, Chair
Dr. Seho Park
___ _______ _
Name (please print)
X5393
X5392
Phone
aplummer@winona.edu
spark@winona.edu
______
e-mail address
[Revised 9-1-10]