FLORIDA INTERNATIONAL UNIVERSITY
SPECIAL TEACHING LAB – ART 6 - 12
ARE 4341 - SYLLABUS
UNIVERSITY PARK, ZEB 160
FALL 2014, THURSDAY 5:00 – 9:05, PROFESSOR RITZI
Department
Web sites
Teaching and Learning
Credits
Instructor
E-mail
Office hours
3 semester hours
William Ritzi
ritziw@fiu.edu
http://www.fiu.edu/~ritziw
www.taskstream.com , Self-Enrollment Code (see course web site)
www.turnitin.com, Class ID: (TBA), Enrollment Password: Ritzi
http://education.fiu.edu/ (Go to: Academic Programs)
Monday:
Tuesday:
Thursday:
1:00 – 2:00 p.m.
1:30 – 4:00 p.m.
3:30 – 5:00 p.m.
Location
ZEB 356
Telephone/fax Phone: (305) 348-2002 Fax: (305) 348-2086
Resources for course:
Required Text:
Recommended:
Art & Adolescence: Teaching Art at the Secondary Level – Michael, John
ISBN-10: 0807727431; ISBN-13: 978-0807727430
Design Synectics: Stimulating Creativity in Design – Roukes, Nicholas
Other Required Resources: Course Module, Task Stream Enrollment
GRADE POLICY
Assignment Points (100 Points Total)
POINTS
1. Developmental Stages of the Adolescent – 2 Overview Papers (a. Middle & b. High School) 10
2. Art Criticism Lesson Plan Activity (Task Stream Critical Task Artifact)
20
a. Written Plan, Includes: I.O’s, ESOL Strategies, Assessment Instrument (Uploaded to Task
Stream)
b. Visual Teaching Resources for lesson (Rubric)
c. Self-Reflection of taught lesson (Uploaded to Task Stream)
d. Field School Art Teacher Evaluation of taught lesson (Form)
e. Presentation of lesson in ARE 4341 class (Rubric)
f. Photo Documentation of Lesson Outcomes (Uploaded to Task Stream)
3. Art Activity Lesson Plan Activity
20
a. Written Plan, Includes: I.O’s, ESOL Strategies, Assessment Instrument
b. Visual Teaching Resources for lesson (Rubric)
c. Self-Reflection of taught lesson
d. Field School Art Teacher Evaluation of taught lesson
e. Presentation of lesson in ARE 4341 class (Rubric)
4. Two Critical Observations (a. & b.) Middle School & High School (Field Participation) 10
5. Museum Art Critique
10
a. Feldman Stages Overview (from Professor Chang’s class if taken)
b. Visit Art Museum
c. Written Art Critique (Rubric)
6. Portfolio & Sketchbook (Rubric)
10
(Shows progress in the skillful use & knowledge of materials & tools and the execution of new ideas)
a. Class Art Activities & Assignments (Rubrics)
b. Art Homework Assignments (Rubrics)
7. Resource Notebook (Rubric)
10
a. Collection of Visual Resources for future teaching (Digital Images, Visual Teaching Resources)
b. Collection of Written Resources for future teaching (Class notes, Lesson Plans, All Written
Assignments completed during the semester)
8. Class Participation
10
a. Chapter presentation & discussions (Rubric), Reading Assigned Chapters & Readings
b. Art class management and productivity
c. Presentation of on-time Homework Assignments & Artwork for Student Exhibition
d. Class Attendance
9. Field School Participation (Signed Green form and Uploaded to Task Stream)
TOTAL
Extra Credit
FAEA attendance (Regist. & overview of 2 pres’) ……..+5
Early Work (one week) …………………………………+1
Other Method of Art Criticism Paper ………………..… +3
Other opportunities TBA……………………………….. +?
Reduction in Points:
A. Absences: 1 Day . . . . . . . . . . . . . . . . . . . 3
2 Days . . . . . . . . . . . . . . 6
3 Days . . . . . . . . . . . . . . 12
4 Days . . . . . . . . . . . . . . 18
5 Days . . . . . . . . . . . . I or F
B. Tardiness or Early Departures:
1st Day . . . . . . . . . . . . . . . 0
2nd Day . . . . . . . . . . . . . . . 0
Each One Following . . . . . 2
C. Late Written and Drawing Assignments:
First One . . . . . . . . . . . . . . 0
Each One After . . . . . . . . . 1
Grade Equivalent:
____
100
TOTAL POINTS
FINAL GRADE
94 - 100. . . . . . . . . . . . . . . . . . . . . . . .
90 - 93 . . . . . . . . . . . . . . . . . . . . . . . .
87 - 89 . . . . . . . . . . . . . . . . . . . . . . . .
84 - 86 . . . . . . . . . . . . . . . . . . . . . . . .
8O - 83 . . . . . . . . . . . . . . . . . . . . . . . .
77 - 79 . . . . . . . . . . . . . . . . . . . . . . . .
74 - 76 . . . . . . . . . . . . . . . . . . . . . . . .
70 - 73 . . . . . . . . . . . . . . . . . . . . . . . .
67 - 69 . . . . . . . . . . . . . . . . . . . . . . . .
64 - 66 . . . . . . . . . . . . . . . . . . . . . . . .
60 - 63 . . . . . . . . . . . . . . . . . . . . . . . .
0 - 59 . . . . . . . . . . . . . . . . . . . . . . . .
A
AB+
B
BC+
C
CD+
D
DF
The College’s Conceptual Framework (Vision/theme, Mission, Unit Outcomes)
The College of Education believes that it is one in which candidates, faculty, and staff embrace the shared experiences
of a diverse, international, and professional learning community. (Vision Statement of the Conceptual Framework of
the College of Education – Revised, 2007). The theme for the College of Education is: facilitating personal,
intellectual, and social renewal within diverse populations and environments (Theme of the Conceptual
Framework of the College of Education – Revised, 2007). Our charge is to prepare professionals who have the
knowledge, abilities, and habits of mind to facilitate and enhance learning and development within diverse settings;
promote and facilitate the discovery, development, documentation, assessment, and dissemination of knowledge
related to teaching and learning; and, develop professional partnerships in the larger community (Mission Statement of
the Conceptual Framework of the College of Education – Revised, 2007).
Three major outcomes become the lens through which each program organizes learning experiences and contributes to
the vision and aim of the College. These outcomes include: a) Unit Content Outcome: Stewards of the Discipline
(Knowledge); b) Unit Process Outcome: Reflective Inquirer (Skills); and c) Unit Dispositions Outcome: Mindful
Educator (Dispositions). The desired performance learning outcomes are aligned with state and other professional
standards.
The learning outcomes for all candidates in the COE unit (initial and advanced) are guided by content, process and
dispositions outcomes. These outcomes may be considered as the road map for the unit to achieve its vision; they
provide the conditions through which the unit strives to reach its ends. The learning outcomes, therefore, may be
construed as the characteristics of the way of life the unit envisions for its graduates.
The Content Outcome – the concepts, knowledge and understandings candidates must have in their respective field of
study. This may be visualized metaphorically as stewards of the discipline in which candidates are expected to:
 Know their content and pedagogical content.
 Know how to use this knowledge to facilitate learning.
 Engage in cross-disciplinary activities to ensure breadth and depth of knowledge.
 Know how to experiment with pedagogical techniques through inquiry, critical analysis, synthesis of the
subject, and the integration of technology.
 Know how to evaluate the results of their experimentation.
The Process Outcome – the requisite generic skills needed to be able to apply the content and pedagogical content -. reflective inquirers. This means that candidates’ professional development in the unit as reflective inquirers is shaped
by their ability to:
 Reflect on practice and change approaches based on own insights.
 Reflect on practice with the goal of continuous improvement.
 Think critically about issues through a form of inquiry that investigates dilemmas and problems and seek
resolutions that benefit all involved.
 Be sensitive to and understand individual and cultural differences among students.
 Collaborate with other professional educators, families, and communities.
 Foster learning environments that take into account technological resources.
 Use the richness of diverse communities and an understanding of the urban environment to enhance learning.
 Use knowledge to help learners foster global connections.
The Dispositions Outcome – the dispositions, that is, habits of mind (intellectual, and social) that render professional
actions and conduct more intelligent. These dispositions, i.e., habits of pedagogical “mindfulness” and thoughtfulness
(reflective capacity) create a form of interconnectedness by which the unit’s candidates have a disposition toward
enhancing the growth of all learners through the application of their thinking to things already known (content, process
skills) for the purpose of improving social conditions. This requires that teachers and other school personnel
demonstrate commitments to patterns of intellectual activity that guide their cognitive and social behavior in
educational settings with students, colleagues, families, and communities, thus enhancing their conduct in the world of
practice – mindful educators.
These dispositions/habits of mind that make professional conduct more intelligent include candidates:
 Adopting a critical eye toward ideas and actions (Being Analytical).
 Withholding judgment until understanding is achieved by being thoughtful in his/her actions. (Managing
Impulsivity).
 Working to see things through by employing systematic methods of analyzing problems (Persisting).
 Thinking about his/her own thinking (Reflective Thoughtfulness).
 Thinking and communicating with clarity and precision (Communicating Accurately).
 Showing curiosity and passion about learning through inquiry (Being Inquisitive).
 Showing a sense of being comfortable in situations where the outcomes are not immediately known by acting
on the basis of his/her initiative and not from needing a script (Taking Responsible Risks).
 Recognizing the wholeness and distinctiveness of other people’s ways of experiencing and making meaning by
being open-minded (Being Open-minded).
 Taking time to check over work because of his/her being more interested in excellent work than in expediency
(Striving for Accuracy).
 Abstracting meaning from one experience and carrying it forward and applying it to a new situation by calling
on his/her store of past knowledge as a source of data to solve new challenges (Applying Past Knowledge to
New Situations).
 Showing sensitivity to the needs of others and to being a cooperative team member (Thinking
Interdependently), and,
 Showing a sense of care for others and an interest in listening well to others (Empathic Understanding) (Costa
& Kallick, 2004).
Purpose of Course
Developing an understanding of emotional and cognitive characteristics of adolescents and
young adults in relation to their artistic and aesthetic development is essential to nurturing mindful
educators who can create an art programs within their school that meet the needs of the specific student
population. Special Teaching Lab, Art 6 –12 (ARE 4341) has been designed to develop knowledge, skills
and dispositions needed in the teaching of art to the broad and diverse populations at the secondary level.
The course work is structured to develop expertise in studio art, art history, art criticism and aesthetics, so
that art teacher candidates will be reflective inquirers who will be able to deliver comprehensive instruction
to help students make, study, interpret and evaluate works of art (NAEA, 1985). Visits to other educational
institutions such as museums and galleries will be included to support these goals. In addition, the course
will provide the art teacher candidate with the knowledge, skills and dispositions necessary for the
development of curriculum, instruction and assessments appropriate for various applications at the secondary
level. The course will also provide the training and practice needed to use technology in these processes.
Opportunities for field classroom visitation are designed within the course to allow students to gain
experiences with diverse populations within school settings. Practical skills needed to organize and to
maintain a comprehensive art classroom and to manage student behavior are developed within the course, so
that the art teacher candidates will be able to establish successful art programs within their school setting. In
the preparation of art teacher candidates to be stewards of the discipline and life-long learners, the students
will research and discuss historical developments and prevailing theories of art education.
Learning Objectives
1.a. The pre-service or new teacher will describe the developmental characteristics of the young adolescent
student at the middle school level (grades 6 - 8), and will explain how these traits influence their behavior in
art activities – how they create and respond to art. Read and use the resources listed below.
1.b. The pre-service or new teacher will describe the characteristics and attributes of the senior high school
(grades 9 - 12) student’s performance in art. Discuss individual differences that exist among students in
their creative and perceptual skills and attitudes about art. Read and use the resources listed below.
2.a. (Critical Task) The pre-service or new teacher will plan and teach a lesson to develop appropriate skills
in art criticism for the middle or senior high school level, based on the Next Generation Sunshine State
Standards for Visual Art (NGSSS).
2.b. (Critical Task) & 3.b. The pre-service or new teacher will produce appropriate visual instructional
resources/materials to be employed in the strategies or methods of teaching the Art Criticism Lesson and for
the Hands-On Art Activity Lesson.
2.e. (Critical Task) & 3.e The pre-service or new teacher will present the lessons developed for the field
schools to the ARE 4341 class, using the instructional materials and the evaluation instrument developed for
the lesson. The presenter will use 10 minutes to discuss the lessons and will be given feedback by
classmates and the professor at the end of the presentation.
3.a. The pre-service or new teacher will plan and teach a lesson to develop appropriate studio skills in art for
the middle or senior high school level, based on the Next Generation Sunshine State Standards for Visual Art
(NGSSS).
4.a. & b. The pre-service or new teacher will observe in the assigned field experience school and will
prepare a minimum of two typed observations of the art classes observed. The format for these observations
is shown on the following page and will be discussed in class. (Extra copies of the form can be found on the
course web site.) Next Generation Sunshine State Standards (NGSSS) coding must be entered on the form
for each lesson observed. Completed observations will be turned in at scheduled times for evaluation and
feedback, and will be included in the Resource Notebook.
5.a. The pre-service or new teacher will name and describe the four (4) stages of art criticism as defined by
Edmund Feldman in his book, Becoming Human Through Art: Aesthetic Experiences in the School. Include
the functions (at least 5) of each stage in the critical process, and include the definitions of the three
philosophies of art in the final stage.
5.b. & c. The pre-service or new teacher will visit one art museum from those specified by the instructor
(see course web site for list), and will write a criticism of one original art work on view in the exhibit,
according to the four stages defined by Feldman. Give the name of the museum, name of exhibition you
viewed, and date of your visit. Use your TASK I activity to build this criticism with appropriate headings for
each stage. Include the philosophy/philosophies that are appropriate to the artwork and the rationale for your
choice. Be very precise and specific in your statements. The Art Criticism Rubric and Sample Art Criticism
Paper can also be found on the course web site.
6.a. & b. The pre-service or new teacher will create and maintain an Art Portfolio and Sketchbook of their
creative work throughout the semester to will show consistent progress in the development of their creative
thinking and art making skills.
7.a. The pre-service or new teacher will produce and/or purchase a set of 36 color slides or transparencies for
use in teaching art concepts, techniques, and ideas. Four of the five following categories should be included
in the collection. Select one aspect from four different categories and produce nine slides or transparencies
to illustrate the selected aspect of the general category. A PowerPoint (or other computer graphics program)
presentation may also be created (provide CD or disc).
7.b. The pre-service or new teacher will compile and organize resources, notes and activities, based on
developmental theory, that are appropriate for teaching other disciplines through the use of art. The preservice or new teacher will include the items listed below in a neat, functional, loose-leaf notebook (81/2” x
11”). The notebook should be well organized, and divided with tabs into sections indicating major topics
and mediums. The pre-service or new teacher will create an expressive cover for both the front and the back
of the notebook.
8.a,b,c & d. The pre-service or new teacher will be evaluated on their performance in class. Hands-on art
activities, critiques and presentations are important parts of the course content; consequently, participation is
vital to your success in this course. This course follows a no-cut policy. On time class attendance is
required. Absences and excessive tardiness will lower your final grade (See Grade Policy for details). .Class
Participation activities include: chapter presentation & discussions (Rubric), reading assigned chapters &
other readings; art class management and productivity; and presentation of on-time homework assignments
& artwork for student exhibition.
9. The pre-service or new teacher will participate in art instruction at the assigned middle and/or senior high
school. Each visit should be the length of at least two hours within the field art room. You are required to
sign in and out on each visit, giving the date and time of arrival and departure. Each pre-service teacher is
required to complete 30 field hours for ARE 4341 with the Art Teacher in the selected schools. The required
field hours in your approved field schools cannot be counted toward field work in other courses. Full time
art teachers at the elementary level will be required to complete one full day at both the middle school and
high school levels each. Full time art teachers at the secondary level will be required to complete one full
day at a secondary school that is at a different level than their work school. (ie. High school art teachers will
go to a middle school.)
Course Design and Standards
This course is aligned with the standards, principles, competencies, and practices of: National Visual Arts
Standards, Florida Sunshine State Standards-Visual Arts, Florida Educator Accomplished Practices (FEAP).
Students can access the Florida Educator Accomplished Practices at
http://education.fiu.edu/facultyresources.html and the Florida Next Generation State Sunshine Standards for
Art Education at http://www.floridastandards.org/Standards/FLStandardSearch.aspx
National Visual Art Standards
 Standard #1 Understanding and applying media, techniques and processes.
 Standard #2 Using Knowledge of structures and functions.
 Standard #3 Choosing and evaluating a range of subject matter, symbols and ideas.
 Standard #4 Reflecting upon and assessing the characteristics and merits of their work
and the work of others.
 Standard #5 Understanding the visual arts in relation to history and cultures.
 Standard #6 Making connections between visual arts and other disciplines.
Florida Next Generation Sunshine State Standards – Visual Arts K-12
 Critical Thinking and Reflection
 Skill, Techniques, and Processes
 Organizational Structure
 Historical and Global Connections
 Innovation, technology, and the Future
This course consists of performance tasks, in-class activities (discussions, demonstrations, studio
time, and presentations), and off-campus field experiences in middle and senior high schools. Class
attendance is required due to the amount of information and material provided during these sessions and the
nature of the group activities and participation. It is also required that students arrive to class on time and
fully meet their responsibilities in the field component of this course.
The course schedule provides a realistic time frame for the completion of the assignments and tasks.
It also provides information about the topics and readings that will be discussed and dates of individual and
group participation. The grade policy, which includes the evaluation of the assignments, activities and
participation, will be distributed in class and can be found on the course web site http:/fiu.edu/~ritziw
The course is designed so that the students can demonstrate knowledge, abilities and habits of minds
through a variety of visual art and written assignments that rely on the use of critical and creative thinking
skills. The Art Criticism Lesson Plan is the Critical Task artifact that will be uploaded to the Task Stream
Portfolio by the end of the semester. This Critical Task demonstrates overall mastery of the course
objectives.
Learning Experiences and Assessments
Developmental Stages of the Adolescent: Characteristics of Middle School Students (1.a.)
The pre-service or new teacher will describe the developmental characteristics of the young
adolescent student at the middle school level (grades 6 - 8), and will explain how these traits influence their
behavior in art activities – how they create and respond to art. Read and use the resources listed below.
(Typed, One-page minimum.)
Instructional Resources:
 Text: Art and Adolescents, John Michael – Chapter 3.
 “A Sequential Curriculum for Grades 7 and 8”, Chapter 7 from Emphasis Art, Frank Wachowiak (see
Module Appendix)
Developmental Stages of the Adolescent: Characteristics of Senior High School Students (1.b.)
The pre-service or new teacher will describe the characteristics and attributes of the senior high
school (grades 9 - 12) student’s performance in art. Discuss individual differences that exist among students
in their creative and perceptual skills and attitudes about art. Read and use the resources listed below.
(Typed, one-page minimum)
Instructional Resources:
 Text: Art and Adolescents, John Michael – Chapter 3.
 “The Period of Decision”, Chapter 12 from Creative and Mental Growth, Victor Lowenfeld (see
Module Appendix)
Art Criticism Lesson Plan Assignment, 6-12th Grades (2.a-e.) (Task Stream Critical Task)
ARE 4341 Part 1 (Research & Planning Phase)
After reading and discussing the goals and objectives for Art Education, candidates will research one specific
time period and artist, and will create an art criticism lesson plan. The lesson plan should follow the
Competency Based Curriculum (CBC) lesson plan format with reference to the next generation Florida Next
Generation Sunshine State Standards for Visual Arts. Please see the following link
http://www.floridastandards.org/Standards/FLStandardSearch.aspx. The lesson plan should require students
to demonstrate a variety of art criticism discussion skills, competencies, and relate and integrate art with
other disciplines and life experiences (e.g., to language arts, geography, etc.). The lesson plan should list
appropriate materials and resources to be used to teach the art criticism lesson in a Florida school. The
candidate should maintain an open, fair, and supportive learning environment and assist students who
demonstrate gaps in critical art knowledge to promote student achievement. Candidates will provide ongoing
feedback to students and include in the lesson plan an assessment rubric that matches the lesson’s learning
objectives. The use of technology such as electronic research and imaging are required as planning and
assessment tools. Candidates will research on the Internet the types of current and emerging technologies
that can be used to assist students in participating in high quality communication interactions to achieve their
educational goals (e.g., visual comparative techniques).
Meets
Instruc
tional
Design
and
Lesson
Planni
ng
FEAP
(a).1.a
Candidate completely aligns instruction
with state-adopted standards at the
appropriate level of rigor
Instruc
tional
Design
and
Lesson
Planni
ng
FEAP
(a).1.c
Candidate successfully designs instruction
for students to achieve mastery
Does Not Meet
Candidate has limited or no alignment of
instruction with state-adopted standards at
the appropriate level of rigor
Standards
FL- Florida Educator Accomplished Practices (2010)
Area: Quality of Instruction
Accomplished Practice:
1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective
educator consistently:
Indicator:
a. Aligns instruction with state-adopted standards at the appropriate level of rigor;
Candidate fails to design instruction for
students to achieve mastery
Standards
FL- Florida Educator Accomplished Practices (2010)
Area: Quality of Instruction
Accomplished Practice:
1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective
educator consistently:
Indicator:
c. Designs instructions for students to achieve mastery;
Instruc Candidate selects appropriate formative
Candidate fails to select appropriate
Scor
e/Lev
el
Meets
tional
Design
and
Lesson
Planni
ng
FEAP
(a).1.d.
assessments to monitor learning in an
exemplary manner.
Instruc
tional
Design
and
Lesson
Planni
ng
FEAP
(a).1.f
Candidate develops excellent learning
experiences that require students to
demonstrate a variety of applicable skills
and competencies.
Learni
ng
Enviro
nment
FEAP
(a).2.i
Candidate utilizes current and emerging
assistive technologies in an exemplary
manner that enable students to participate in
high quality communication interactions
and achieve their educational goals.
Does Not Meet
formative assessments to monitor learning
or selects assessments in a limited manner.
Standards
FL- Florida Educator Accomplished Practices (2010)
Area: Quality of Instruction
Accomplished Practice:
1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective
educator consistently:
Indicator:
d. Selects appropriate formative assessments to monitor learning;
Candidate fails to develop learning
experiences that require students to
demonstrate a variety of applicable skills
and competencies.
Standards
FL- Florida Educator Accomplished Practices (2010)
Area: Quality of Instruction
Accomplished Practice:
1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective
educator consistently:
Indicator:
f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.
Candidate utilizes limited current and
emerging assistive technologies that enable
students to participate in high quality
communication interactions and achieve
their educational goals.
Standards
FL- Florida Educator Accomplished Practices (2010)
Area: Quality of Instruction
Accomplished Practice:
2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible,
inclusive, and collaborative, the effective educator consistently:
Indicator:
i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication
interactions and achieve their educational goals.
Assess
ment
FEAP
(a.)4.b
Candidate successfully designs and aligns
formative and summative assessments that
match
Candidate fails to adequately design and
align formative and summative assessments
that match
Standards
FL- Florida Educator Accomplished Practices (2010)
Area: Quality of Instruction
Accomplished Practice:
4. Assessment. The effective educator consistently:
Indicator:
b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;
Scor
e/Lev
el
ARE 4341 Part 2 (Teaching Phase)
Candidate will prepare all necessary materials and visuals for this art criticism lesson plan and apply their
knowledge and skills by teaching it in a field school setting. Candidates, during the teaching phase should
support, encourage, and provide students with immediate and specific feedback. Candidates should use
feedback from students during the lesson to monitor instructional needs and adjust instruction as necessary.
Candidates must use higher order questioning techniques in their delivery of the lesson. Candidates will
prepare and administer and appropriate assessment at the end of the lesson.
Meets
Does Not Meet
Learning
Candidate conveys high expectations Candidate conveys limited or no
Environment to all students;
expectations to all students;
FEAP
Standards
(a).2.c
FL- Florida Educator Accomplished Practices (2010)
Area: Quality of Instruction
Accomplished Practice:
2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized,
equitable, flexible, inclusive, and collaborative, the effective educator consistently:
Indicator:
c. Conveys high expectations to all students;
Learning
Candidate effectively models clear,
Candidate fails to model clear,
Environment acceptable oral and written
acceptable oral and written
FEAP
communication skills;
communication skills;
(a).2.e
Standards
FL- Florida Educator Accomplished Practices (2010)
Area: Quality of Instruction
Accomplished Practice:
2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized,
equitable, flexible, inclusive, and collaborative, the effective educator consistently:
Indicator:
e. Models clear, acceptable oral and written communication skills;
Learning
Candidate maintains a very positive
Environment climate of openness, inquiry, fairness
FEAP (a).2.f and support;
Candidate does not maintain a climate
of openness, inquiry, fairness and
support;
Standards
FL- Florida Educator Accomplished Practices (2010)
Area: Quality of Instruction
Accomplished Practice:
2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized,
equitable, flexible, inclusive, and collaborative, the effective educator consistently:
Indicator:
f. Maintains a climate of openness, inquiry, fairness and support;
Instructional
Delivery and
Facilitation
FEAP
(a).3.a
Candidate delivers engaging and
challenging lessons
Candidate fails to deliver engaging
and challenging lessons
Standards
FL- Florida Educator Accomplished Practices (2010)
Area: Quality of Instruction
Accomplished Practice:
Score/Level
Meets
Does Not Meet
3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive
knowledge of the subject taught to:
Indicator:
a. Deliver engaging and challenging lessons;
Instructional
Delivery and
Facilitation
FEAP
(a).3.c
Candidate clearly identifies gaps in
students’ subject matter knowledge
Instructional
Delivery and
Facilitation
FEAP
(a).3.e.
Candidate relates and integrates the
subject matter with other disciplines
and life experiences in an excellent
manner.
Candidate does not Identify gaps in
students’ subject matter knowledge;
Standards
FL- Florida Educator Accomplished Practices (2010)
Area: Quality of Instruction
Accomplished Practice:
3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive
knowledge of the subject taught to:
Indicator:
c. Identify gaps in students' subject matter knowledge;
Candidate fails to relate and integrate
the subject matter with other
disciplines and life experiences .
Standards
FL- Florida Educator Accomplished Practices (2010)
Area: Quality of Instruction
Accomplished Practice:
3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive
knowledge of the subject taught to:
Indicator:
e. Relate and integrate the subject matter with other disciplines and life experiences;
Instructional
Delivery and
Facilitation
FEAP
(a).3.f.
Candidate very effectively employs
higher order questioning techniques.
Instructional
Delivery and
Facilitation
FEAP (a).3.i
Candidate fully supports, encourages,
and provides immediate and specific
feedback to students to promote
student achievement; and
NBPTS/subject
Candidate fails to employ higher
order questioning techniques.
Standards
FL- Florida Educator Accomplished Practices (2010)
Area: Quality of Instruction
Accomplished Practice:
3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive
knowledge of the subject taught to:
Indicator:
f. Employ higher-order questioning techniques;
Candidate provides limited support,
encouragement, and provides limited
immediate and specific feedback to
students to promote student
achievement; and NBPTS/subject
Standards
FL- Florida Educator Accomplished Practices (2010)
Area: Quality of Instruction
Accomplished Practice:
3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive
knowledge of the subject taught to:
Indicator:
i. Support, encourage, and provide immediate and specific feedback to students to promote student
achievement;
Score/Level
Instructional
Delivery and
Facilitation
FEAP
(a).3.j.
Meets
Does Not Meet
Candidate uses student feedback
effectively during the lesson to
monitor instructional needs and adjust
instruction as necessary.
Candidates fails to use or uses limited
student feedback during the lesson to
monitor instructional needs and adjust
instruction as necessary.
Score/Level
Standards
FL- Florida Educator Accomplished Practices (2010)
Area: Quality of Instruction
Accomplished Practice:
3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive
knowledge of the subject taught to:
Indicator:
j. Utilize student feedback to monitor instructional needs and to adjust instruction.
Assessment
FEAP
(a.)4.c
Candidate uses a variety of
assessment tools in an exemplary
manner to monitor student progress,
achievement, and learning gains.
Candidate fails to use a variety of
assessment tools to monitor student
progress, achievement, and learning
gains.
Standards
FL- Florida Educator Accomplished Practices (2010)
Area: Quality of Instruction
Accomplished Practice:
4. Assessment. The effective educator consistently:
Indicator:
c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;
ARE 4341 Part 3 (Reflection Phase)
The candidate will write a self-reflection paper analyzing the teaching experience and include at least one
high quality photographic image of student involvement in the lesson. The reflection paper should include
the candidate’s professional goals/objectives for designing the lesson, and critique the effectiveness of the
instruction based on students’ needs.
Meets
Continuous
Professional
Improvement
FEAP (b).1.a
Candidate designs exemplary and
purposeful professional goals to
strengthen the effectiveness
instruction based on students’ needs;
Does Not Meet
Candidate designs limited and
purposeful professional goals to
strengthen the effectiveness
instruction based on students’ needs;
Standards
FL- Florida Educator Accomplished Practices (2010)
Area: Continuous Improvement, Responsibility and Ethics
Accomplished Practice:
1. Continuous Professional Improvement. The effective educator consistently:
Indicator:
a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;
Continuous
Professional
Candidate successfully engages in
targeted professional growth
Candidate fails to engage in targeted
professional growth opportunities and
Score/Level
Meets
Does Not Meet
Score/Level
Improvement opportunities and reflective practices reflective practices
FEAP (b).1.e
Standards
FL- Florida Educator Accomplished Practices (2010)
Area: Continuous Improvement, Responsibility and Ethics
Accomplished Practice:
1. Continuous Professional Improvement. The effective educator consistently:
Indicator:
e. Engages in targeted professional growth opportunities and reflective practices, both independently and in
collaboration with colleagues; and
Continuous
Professional
Improvement
FEAP (b).1.f
Candidate thoroughly implements
knowledge and skills learned in
professional development in the
teaching and learning process
Candidate implements limited
knowledge and skills learned in
professional development in the
teaching and learning process
Standards
FL- Florida Educator Accomplished Practices (2010)
Area: Continuous Improvement, Responsibility and Ethics
Accomplished Practice:
1. Continuous Professional Improvement. The effective educator consistently:
Indicator:
f. Implements knowledge and skills learned in professional development in the teaching and learning process.
Course Objective(s)
1. Is able to research and study a variety of artistic
media and processes.
2. Is able to formulate appropriate behavioral
objectives for art instruction based on an analysis of
learner status and of recognized goals.
3. Is able to understand effective assessment in art
education as an important method for student growth
and achievement.
4. Is able to conduct an effective art lesson using
successful methods and strategies of art criticism.
5. Is able to reflect and critique instructional
performance for continuous improvement.
Accomplished Practice(s) and Indicators
a.1.a; a.1.c; a.1.f;a.2.c; a.2.e; a.2.f; a.3.a; a.3.c;
a.3.f, a.3.i; a.4.b;b.1.a, b.1.e; b.1.f
Subject Area Content Standards
1.1; 1.2; 1.3; 2.1; 2.2; 2.3; 8.1; 9.1; 11.1; 11.4;
19.1;20.1; 20.2; 20.3
Art Education Professional Standards
Art Criticism Lesson Plan Activity Details
NVA #1, 2, 4
Follow these steps in the preparation of the lesson:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Formulate a specific instructional objective relative to the Next Generation Sunshine State
Standards (NGSSS). Check with the cooperating teacher to make sure the lesson is
appropriate for the selected class.
Code the lesson to the NGSSS for Art and include the Big Ideas, Enduring
Understandings, and Benchmarks (or highlighted copy attached to plan).
Analyze learner status in relation to your goals and objectives; also relate your lesson to the
students’ course of study and to other disciplines (reading, math, science)..
Select an appropriate method of critical response and analysis.
Use Visual Art Lesson Plan format. (see course web site)
Include ESOL Level and Instructional Strategies for Visual Art that will be used (See
form in module and on web site) *Required
(This can be highlighted and attached the back of the lesson plan.)
Plan a method of evaluating student performance.
Discuss details of the lesson plan with the course professor and with the cooperating teacher
before the presentation.
Plan to repeat the lesson at least once with a different class that has the same or similar
curriculum. The differences in student responses may surprise you.
Make arrangements with the field art teacher for the time and materials that you will
need to teach this lesson.
Give the Teaching Task Evaluation Form to the cooperating teacher to use for the evaluation
of your lesson. (see course web site)
Turn in the lesson plan, comparison and analysis of group responses (at least three
paragraphs), and the cooperating teacher’s Teaching Task Evaluation Form.
Writing Instructional Objectives
The pre-service or new teacher will write Instructional (Behavioral) Objects for each of the
two lessons that will developed for the field school.
It’s important to consider the following when writing Instructional Objectives:
1. Relative to the Next Generation Sunshine State Standards
(SSS); and to Components I, II, III and IV of the MDCPS Competency Based
Curriculum (CBC).
2. Must include these four major components:
Subject (The student);
Conditions (what the teacher will do or provide for learning to take place);
Action Verb (the observable behavior: draw, create, discuss, list, compare);
Criteria (quantity or quality - to be assessed at the end of the lesson).
3. Based on current and relevant needs of the students in the field placement school, as discussed
with the field placement art teacher.
4. Although Instructional Objectives are always developed to meet long term goals, they should be
concisely written and specific to the behavior of the immediate lesson being taught. They should
not be written in long or broad terms.
Visual Teaching Resources for Lesson (2.b.)
The pre-service or new teacher will produce appropriate visual teaching resources/materials to be
employed in the strategies or methods of teaching the Art Criticism Lesson and for the hands-on Art
Activity Lesson. Use any of the processes, techniques or media listed below to thoroughly illustrate and
make comprehensible the topics of your lessons.
1.
2.
3.
4.
5.
6.
7.
8.
PowerPoint, Prezi or Smartboard presentation (provide CD).
Laminated or Dry-mounted set of illustrations and/or reproductions (ESOL Strategy).
Large transparencies for use with over-head projector (ESOL Strategy).
Large diagrammatic instructional charts for learning steps and procedures (ESOL Strategy).
Video demonstration of a process or technique (ESOL Strategy).
Vocabulary poster (ESOL Strategy if it includes pictures).
Realia – real objects that are relevant to your lessons (ESOL Strategy).
Timeline that highlights important points in history. Avoid the use of too much text. (ESOL
Strategy if it includes pictures).
9. Hand-outs: related reading, images, games, group work, assessments etc. (ESOL Strategy).
This set of visual materials is in addition to those produced for the Collection of Visual Resources
Activity (CD), and should reflect good technique and craftsmanship. Good graphic design and lettering
should be used in two-dimensional media. The success you’re your lessons will be largely dependent upon
your use of clear, dynamic and appropriate Visual Teaching Resources. The Visual Teaching Resources will
become part of your collection of resources for your future art room and will be presented in the ARE 4341
class during the Lesson Presentation event at the end of the semester… so hold on to them!
Presentation of Lesson in ARE 4341 Class – Overview of Outcomes (2.e. & 3.e.)
The pre-service or new teacher will present the lessons developed for the field schools (2 & 3) to the
ARE 4341 class, using the instructional materials (2.b. & 3.b.) and the evaluation instrument developed for
the lesson. The presenter will use 10 minutes to discuss the lessons and will be given feedback by
classmates and the professor at the end of the presentation.
Criteria for class presentation of lesson:
1. Include a copy for each classmate of the Visual Art Lesson Plan form prepared for both Lesson
Plans
2. A copy of both evaluation instruments designed for the lessons;
3. A demonstration of the Visual Teaching Resources (2.b. & 3.b.) and an explanation of why the
media were selected and their appropriateness for the instructional objectives.
The classmates and professor will critique the individual presentations and provide meaningful and
constructive feedback. Criteria will be established through class discussion prior to the presentations.
Enabler:
 Review course titles and objectives for middle and senior high CBC.
 Research the art content, procedures and history relevant to your selected art activity.
 Review information on Evaluation and Assessment.
 Sample “Marisol” lesson (see Appendix)
Instructional Resources:
 Analyze objectives, content and strategies to determine the most appropriate visual and instructional
media needed.
 Examine published visual resources and instructional materials for art education during class
sessions, in the field school and in the library.






ARE 4341 Module and hand-outs.
Text: Art and Adolescents, John Michael. (Chapter 2)
Class Discussion and notes, ARE 4341
Art Criticism and Appreciation Texts and Resources – to be checked out in class
Field school art teacher
FAEA State Conference exhibition vendors
Art Activity Lesson Plan Assignment
The present goals of art education include content (concepts and skills) from the areas of studio skills
and techniques; creation and communication; culture and history; aesthetics and criticism; and applications
to life. Component III dealt with the techniques and methods used in the teaching of art criticism.
Component IV is designed to assist the pre-service or new teacher in developing an art activity for the
secondary level, that is content specific and comprehensive, yet limited in scope.
After formulating objectives for art instruction based on an analysis of learner status and broad
educational goals (NGSSS and CBC), the next important tasks for the art teacher are the selection and
organization of content, the employment of appropriate strategies in the classroom, and the evaluation of
outcomes of instruction.
Art Activity Lesson Plan Details
The pre-service or new teacher will plan and teach a lesson to develop appropriate studio skills in art
for the middle or senior high school level, based on the Next Generation Sunshine State Standards for Visual
Art (NGSSS).
Follow these steps in the preparation of the lesson:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Formulate a specific instructional objective relative to the Next Generation Sunshine State
Standards (NGSSS). Check with the cooperating teacher to make sure the lesson is
appropriate for the selected class. (See Writing Instructional Objective above)
Code the lesson to the NGSSS for Art and include the Big Ideas, Enduring
Understandings, and Benchmarks (or highlighted copy attached to plan).
Analyze learner status in relation to your goals and objectives; also relate your lesson to the
students’ course of study and to other disciplines (reading, math, science).
Select an appropriate method of critical response to briefly discuss a famous artist or work of
art that will help to inform the studio activity.
Use Visual Art Lesson Plan format.
Include ESOL Level and Instructional Strategies for Visual Art that will be used
(See form in module and on web site) *Required
(This can be highlighted and attached the back of the lesson plan)
Create a method of evaluating student performance.
Discuss details of the lesson plan with the course professor and with the cooperating teacher
before the presentation.
Make arrangements for the time and materials that will be needed.
Give the Teaching Task Evaluation Form to the cooperating art teacher to use for the
evaluation of your lesson.
Turn in the lesson plan and art teacher’s Teaching Task Evaluation Form.
Write and turn in a critical Self-Reflection of your taught lesson.
(min. two paragraphs)
Writing Instructional Objectives (See Art Criticism Plan)
Visual Teaching Resources for Lesson (3.b.) (See Art Criticism Lesson)
Presentation of Lesson in ARE 4341 Class (2.e. & 3.e.) (See Art Criticism Lesson)
Enabler (See Art Criticism Lesson)
Instructional Resources (See Art Criticism Lesson)
Critical Observation and Field Participation Introduction
The field experiences are designed as an important component of this course to enable the pre-service
and new teacher to better understand the characteristics of the middle and senior high school art students, as
well as the procedures and methods used in teaching art in the school. Tasks performed during the field
experience will provide direct interaction with secondary art students and will develop competencies in
planning and implementing appropriate learning events in school settings.
By observing the behaviors of teachers and their interactions with students, including ESOL and
those with special needs, the pre-service teacher will develop insights, opinions, and ideas that can be used to
inform and enhance their personal philosophy and consequently their teaching strategies.
Critical Observation Assignment (4.a. & b.)
The pre-service or new teacher will observe in the assigned field experience school and will prepare a
minimum of two typed observations of the art classes observed. The format for these observations is on
the course web site and will be discussed in class (also see Form attached). Next Generation Sunshine State
Standards (NGSSS) coding must be entered on the form for each lesson observed. Completed observations
will be turned in at scheduled times for evaluation and feedback, and will be included in the Resource
Notebook (7.b.).
Enabler:
 If the business of the art teacher is to empower students to construct knowledge, think creatively, and
to facilitate learning, then certain generalities may be assumed as you observe an art lesson.
 Teachers are generally concerned with teaching creative skills, academic skills, technical skills, and
social skills.
 Teachers can respond to students, either with APPROVAL or DISAPPROVAL, to creative,
academic, and social behaviors. They may also choose to ignore certain behaviors that are not
potentially disruptive to learning.
 Students may respond to the teacher, the class or to the task by acting APPROPRIATLY or
INAPPROPRIATLY (by the teacher’s standards and class rules).
 Students will be either ON TASK to the subject matter or OFF TASK. It is generally assumed that
ON TASK is appropriate to the learning situation and that ACTIVE OFF TASK (hitting, walking,
throwing things, tapping pencils, kicking, etc.) is more disruptive than PASSIVE OFF TASK
(daydreaming, head on desk, etc.)
In addition to these, certain other observations need to be made. If learning is a series of successive
approximations towards desired behaviors, we could expect art skills to improve from grade six through
grade twelve. However, since some adolescents seem to be more naturally skilled than others are, it seems
important to determine some base-line data (entry-behavior) to see if improvement is actually taking place.
Therefore, observations should show some linearity, i.e., two or three consecutive meetings of a
particular art class; observations of Painting I & Painting II with classes engaged in similar activities. It is
important that you try to determine if successive approximations toward a goal, using whatever methods, are
actually getting children closer to that goal (from an observer’s standpoint).
Feldman Stages Overview Assignment (5.a.)
The pre-service or new teacher will name and describe the four (4) stages of art criticism as defined
by Edmund Feldman in his book, Becoming Human Through Art: Aesthetic Experiences in the School.
Include the functions (at least 5) of each stage in the critical process, and include the definitions of the three
philosophies of art in the final stage. (Two-page minimum) *Those students who have NOT completed
Feldman’s Stages for Professor Chang’s course will be required to complete this Task.
Instructional Resources:
 Feldman, Edmund. (1970). Becoming Human Through Art: Aesthetic Experiences in the School,
“Mastering the Techniques of art Criticism” (Chapter 12). Prentice-Hall (see Appendix)
Museum Visit & Art Critique (5.b. & c.)
The pre-service or new teacher will visit one art museum from those specified by the instructor (see
course web site for list), and will write a criticism of one original art work on view in the exhibit, according
to the four stages defined by Feldman. Give the name of the museum, name of exhibition you viewed, and
date of your visit. Use your TASK I activity to build this criticism with appropriate headings for each stage.
Include the philosophy/philosophies that are appropriate to the artwork and the rationale for your choice. Be
very precise and specific in your statements. (Two-page minimum)
Select from these or other major museums: MOCA, MAM, BASS, Lowe Art Museums, and the FIU Frost
Art Museum. A detailed list including locations can be found on the course web site.
Art Portfolio & Sketchbook Assignment (6.a. & b.)
The pre-service or new teacher will create and maintain an Art Portfolio and Sketchbook of their
creative work throughout the semester to will show consistent progress in the development of their creative
thinking and art making skills. The in-class and homework art assignments (portfolio & sketchbook) will be
evaluated and graded based on: (also see Portfolio Assessment Rubric)
a. ability to follow and include the assignment criteria;
b. effort put forward in completing the work;
c. ability to show consistent progress throughout the semester.
d. ability to show a unique and creative thought process in each work.
Collection of Visual Resources Assignment (7.a.)
(Will be contained in the Resource Notebook 7.b.)
The pre-service or new teacher will produce and/or purchase a set of 36 color slides or transparencies
for use in teaching art concepts, techniques, and ideas. Four of the five following categories should be
included in the collection. Select one aspect from four different categories and produce nine digital slides to
illustrate the selected aspect of the general category. A PowerPoint (or other computer graphics program)
presentation should be used for this collection (provide CD or disc).
1. Art/Visual Elements & Design Principles – i.e., texture, line, balance, form, value, unity, pattern,
etc.
2. Techniques & Media – ceramics, printmaking, textiles, sculpture, etc.
3. Style / Period – Romanticism, Impressionism, Expressionism, Op Art, Pop Art, Surrealism, etc.
4. Cultural / Geographic – Asian, African, Native North American, Haitian, etc.
5. Subject Matter Content (variety of mediums) – landscape, portrait, figures, still life, mixed
content, conceptual, etc.
Five general categories have been given above. Choose any four, then any one aspect of each.
Select your illustrative material carefully to be sure they serve as good examples for the concepts. Organize
your visual resources and create headings for each group of 9 images. Each slide should be labeled and
identified on an adjacent page according to content and source. You may choose to also include the
Artist and “Title” directly on the same slide as the work itself. This should be the beginning of a
collection of visual resources for your use in teaching and for your personal reference. This will also be
included as part of your Resource Notebook Assignment.
** You must include at the end of the slide presentation, a list of the resources used (Books, Websites, etc)
for this assignment.
Resource Notebook (7.b.)
The pre-service or new teacher will include the items listed below in a neat, functional, loose-leaf
notebook (81/2” X 11”). The notebook should be well organized, and divided with tabs into sections
indicating major topics and mediums. Create an expressive cover for both the front and the back of the
notebook. Be imaginative!
Inside the resource notebook, include the following: (in the order you have chosen)
A. Developmental Characteristics of Middle and Senior High School Students
B. Two Critical Observations
C. Review of Feldman Stages of Art Criticism
D. Museum Art Critique
E. Art Criticism Lesson Plan (taught in field school) (Critical Task)
F. Art Criticism Lesson Visual Teaching Resources comparison (Critical Task)
G. Art Criticism Lesson Evaluation (by art teacher) (Critical Task)
H. Art Activity Lesson Plan and Resources (taught in field school)
I. Art Activity Lesson Evaluation (by art teacher)
J. Art Activity Lesson Self-Reflection
K. Visual Resources (36 slides in digital CD format)
L. Copies of Lessons and Evaluations from other students’ Presentations
M. Interdisciplinary Resources, Notes, Activities
N. Other class notes / examples of participation / handouts
O. Next Generation Sunshine State Standards (SSS)
P. Florida Educator Accomplished Practices (FEAP)
Q. Module Resources/Appendix – organized into your sections
The purpose of this assignment is to assist the pre-service or new teacher in the development and
organization of an interdisciplinary resource notebook for the teaching of art to secondary students, including
LEP and those with special needs. These tasks will provide the individual with visual and developmental
resources, covering a variety of media, for use in teaching art as a unique form of creative expression,
communication, and visual literacy while incorporating other disciplines.
Making the Connections to Other Disciplines
The pre-service or new teacher will include within the Resource Notebook, notes and activities, based
on developmental theory, that are appropriate for teaching other disciplines through the use of art. Visual
examples of these activities will be included in the Resource Notebook or Portfolio.
1. Show FCAT connections to Math and Language Arts through the use of vocabulary, activities,
games, assessment, etc.
2. Show the use of required reading and writing within the lessons, activities and evaluation
instruments.
Class Participation: Chapter Presentations & Discussions (8.a.)
The pre-service or new teacher will plan and implement a class discussion about one of the assigned
chapter readings from the required course text: Art & Adolescence: Teaching Art at the Secondary Level by
Michael, John.
Criteria for Chapter Presentation and Discussion:
1. Introduce yourself and the topic of your discussion
.
2. Define the objectives & main points: Let the audience know what you will be discussing.
3. Use Instructional Aids, Technology & Visuals that are:
Creative
Interesting
To the point
Avoid using too much text
Include other supporting material
4. Include interesting questions to generate discussion about the reading.
5. Include chapter outline/hand-outs for classmates.
6. Use appropriate delivery. Consider:
Composure,
Enthusiasm,
Preparedness
7. Be creativity & imagination! How can you make your discussion memorable?
Class Participation: Time Management, Productivity & Attendance (8.b,c,d.)
(See General Course Requirements & Assignment Requirement for Written Work and Artwork below)
Participation in the Field School (9.)
The pre-service or new teacher will participate in art instruction at the assigned middle and/or senior
high school. Each visit should be the length of at least two hours within the field art room. You are required
to sign in and out on each visit, giving the date and time of arrival and departure. Each pre-service teacher
is required to complete 30 field hours for ARE 4341 with the Art Teacher in the selected schools. The
required field hours in your approved field schools cannot be counted toward field work in other courses.
Full time art teachers at the elementary level will be required to complete one full day at both the middle
school and high school levels each. Full time art teachers at the secondary level will be required to complete
one full day at a secondary school that is at a different level than their work school. (ie. High school art
teachers will go to a middle school.)
The pre-service teacher will assist the art teacher and will participate in the following ways:
a.
b.
c.
d.
e.
f.
g.
Distribute materials and supplies
Arrange materials for demonstration and experimentation
Prepare exhibits of student work
Display illustrative and support materials for lessons
Help to organize and clean up working areas
Provide appropriate guidance to individual students who need assistance
Note procedures followed in recording and reporting attendance, collecting materials fees, and
similar responsibilities.
h. Write two formal Critical Observations of lessons taught by the art teachers, one at each level.
The pre-service teacher will also plan and teach lessons to groups of students. These tasks will be
described in subsequent components, in relation to key goals and objectives.
Other Assessments in the Course:
Reading Quizzes as needed - to ensure that students are prepared for in-class discussions of assigned
readings. Value of each quiz is approximately 2 points out of 100 course points total.
Rubrics & Evaluation Forms - See following pages. (These also appear as separate forms on the course web
site)
GENERAL COURSE REQUIREMENTS
Special Teaching Lab – Art, 6-12
(ARE 4341, Fall 2012)
Professor Ritzi
1. Sign in each class session. Due to the nature of this course, students will be evaluated on their
performance in class. Hands-on art activities, critiques and presentations are important parts of the course
content; consequently, participation is vital to your success in this course. This course follows a no-cut
policy. On-time class attendance is required. Absences and excessive tardiness will lower your final
grade (See Grade Policy for details).
2. Reading the assigned chapters & hand-outs, and participation in class discussion is also part of your
CLASS PARTICIPATION grade. YOU WILL ONLY RECEIVE POINTS IN THIS AREA IF YOU
READ AND PARTICIPATE IN DISCUSSION DURING EVERY CLASS SESSION. Additional class
participation points can be earned through various class activities, which will be discussed throughout
the semester.
3. Reading Quizzes will be given at the instructor’s discretion.
4. NO OPEN DRINK CUPS OR CANS in the classroom. Only bottles with closable tops are permitted.
5. Cell phones must be turned off during class. Text messaging, emailing and phone use during class
will lower your Class Participation grade.
6. Please respect those who are teaching or leading class discussion.
7. FEAP Artifact (Art Criticism Lesson) & Completed Field Hours must be uploaded to Task Stream by
the due date (See syllabus calendar). You cannot receive a passing grade if these are not uploaded.
8. Art Activity and Art Criticism Lessons must be successfully taught in the field schools to receive a
passing grade for the course.
9. The instructor reserves judgment on the student’s final grade.
10. Any student may request to be excused from class to observe a religious holy day of his/her faith as per
the policy stated in the University catalog and student handbook. Assignments due on that day are not
excused and need to be turned in on time (send with a friend or turn in early).
An alternative assignment will also be required to make up for the missed class session.
11. It is the responsibility of the student to know the due dates of all assignments and readings, and to
keep a record of assignment grade points and deductions on the GRADE POLICY & TRACKING
FORM. Please stay organized, set personal goals and deadlines in addition to those required for this
course and review the syllabus regularly for reading assignments and due dates. Do not count on the
instructor to remind you of these responsibilities.
ASSIGNMENT REQUIREMENTS
Special Teaching Lab, Art 6-12 (ARE 4341)
WRITTEN WORK
1. All papers and forms must be typed by the assignment deadline as posted on the syllabus calendar.
2. Type your name, course number, assignment title, instructor and date on a title page.
3. Attention should be given to English usage, grammar, and mechanics appropriate for formal writing.
Papers should be proof read before they are submitted for grading.
4. Do not take material verbatim from sources unless the material is placed in quotes and footnoted. Unless
material is shown as a quotation, the assumption is made that the material is in your own words. References
to authors and quotations should be footnoted.
5. A bibliography or list of references should be placed at the end of every task showing the sources
used for the paper.
6. Plagiarism will not be tolerated. The University Policy on Plagiarism will be enforced. The
instructor assumes that papers are the work of the individual whose name appears on them when submitted
for grading. Papers are expected to be the original work of the individual.
The instructor reserves the right to question students orally about their tasks to see if they fully understand
what they have put down on paper.
7. The assumption is made that more than the assigned texts will be used as sources for tasks.
8. One assignment may be recycled for a higher grade, which will be one point less than the maximum
allowable points.
9. Up to two assignments may be submitted one week early to earn one additional point for each. (2
points total) One week early means during the previous class to which the assignment is due. Plan
ahead… earn points!
10. Students must successfully complete all tasks to earn credit for the course. Students are expected to
make every effort to complete all course requirements during the semester in which they are registered.
11. FEAP Artifact (Art Criticism Lesson) & Field Hours must be uploaded to the Task Stream web site
by the due date (See syllabus calendar). You cannot receive a passing grade if these are not uploaded.
12. Notebooks, portfolios or work that are not claimed by students, who have passed a course, will be
retained by a professor for one semester, after which they may be discarded.
13. For record keeping purpose, the professor reserves the right to keep a copy or digital file of student
papers on file indefinitely. To avoid problems of misplaced assignments, you should make a backup copy of
all work submitted. Backup everything!
ARTWORK
1. Art making, which includes both creativity and skill, is a very important aspect of this course. An Art
Portfolio of your work will be created and maintained throughout the semester to show consistent progress
in the development of your creative thinking and art making skills.
2. ART HOMEWORK ASSIGNMENTS will be DUE each class session in your portfolio. Please see
course web site and follow the criteria assigned for each drawing art assignment.
3. Your in-class and homework art assignments (your portfolio) will be evaluated and graded based on: (also
see Portfolio Assessment Rubric)
a. your ability to follow and include the assignment criteria;
b. the effort you put forward in completing the work;
c. your ability to show consistent progress throughout the semester.
4. One point will be deducted if the completed drawing/work is not presented during the class in which it
is due.
INCOMPLETE AND LATE WORK
1. Students who earn an “I” (Incomplete) in a course are expected to complete that course with the instructor
in whose course he/she earned the “I”. This applies to part-time and adjunct instructors, as well as, full time
faculty. Students must complete work for a course within one year of the enrollment date for the course in
which they are enrolled. Faculty will give attention to incomplete work after currently enrolled student
needs are met.
2. The University Policy for determination of an “I” grade will be enforced. This policy has recently
changed and has very specific requirements that must be followed. (See Student Handbook)
3. After the first assignment, work/assignments turned in after DUE DATES will be graded down one point
per week.
4. The professor is under no obligation to grade late assignments under the pressure of student imposed
deadlines.
* Assignments, for the most part, are contained in the syllabus and module; however, the professor
reserves the right to make additional assignments, which, in the professor’s opinion, will help the
students achieve the course objectives.
ART FIELD EXPERIENCE
1. Each student will choose a field experience school(s) from the COE approved list, attend the orientation
session to determine field placement, and will participate in that school(s) throughout the semester. Each
student is required to complete 30 field hours for ARE 4341 with the Art Teacher in the selected
school(s), 15 hours in a Middle School & 15 hours in a High School. If the Art Teacher is not available
in the school you selected, you will need to request a change in field placement. The required field hours
with the Art Teacher in your approved field school(s) cannot be counted toward field work in other courses.
2. The Field Hours must be uploaded to the Task Stream web site by the due date (See syllabus calendar).
3. A copy of the green signed Field Experience Placement Log must also be submitted by the due date.
Please keep the original green signed form for your personal files.
TaskStream Message to Students
This course requires you to use TaskStream for uploading your critical assignments. Your TaskStream account will be
used in many FIU College of Education courses. It also offers you storage space and web folio development for your
professional use. Therefore, you must have a current TaskStream account.
The College of Education website at http://education.fiu.edu/taskstream provides detailed information and
downloadable instructions about:
 How to purchase a new account
 How to find your course code (so that you may self-enroll)
 How to self-enroll enroll into your TaskStream course(s)
 How to upload your critical task(s)
 How to document your field hours on TaskStream
 Frequently asked questions (FAQs – including, pricing, technical related issues, help information, etc.)
Once you have a TaskStream account, you will need to self-enroll in each course that requires TaskStream. Please sign
up for an account in the first week of the class if you do not already have one.
For help, go to:
TaskStream.com (to purchase an account or for TaskStream technical support or to resent password or user
name)
800-311-5656
help@taskstream.com
(Monday – Friday, 8:00 am – 7:00 pm ET)
COE TaskStream Office
305-348-3655 or 305-348-6143
tstream@fiu.edu
ZEB 211 or ZEB 213
(Monday – Friday, 8:30 am – 5:00 pm)
COE IT Department (may provide limited support)
305-348-6305
coesupport@fiu.edu
ZEB 269 (may provide limited support)
(Monday – Friday, 8:30 am – 5:00 pm)
COE Computer Lab
305-348-6134
ZEB 165 (may provide limited support)
(Monday – Friday, 8:30 am – 5:00 pm, plus some evening hours)
University Requirements (Code of Academic Integrity; Student Code of Conduct; Undergraduate Academic
Misconduct Definitions and Procedures; and, Students with Disabilities)
Code of Academic Integrity
Introduction
This Code of Academic Integrity was adopted by the Student Government Association on November 28, 2001 and
reflects the values articulated in the Student Code of Standards. Florida International University is a community
dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful
exchange of ideas, and community service. All students should respect the right of others to have an equitable
opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to
adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the
educational mission of Florida International University.
Pledge
As a student of this university:
I will be honest in my academic endeavors.
I will not represent someone else’s work as my own.
I will not cheat, nor will I aid in another’s cheating.
All students are deemed by the University to understand that if they are found responsible for academic misconduct,
they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook.
Student Code of Conduct (FIU-2501)
The policies, regulations and requirements contained in this Student Code of Conduct may be revised in order to serve
the needs of the University Students, faculty and staff, and to respond to changes in the law. The University or the
Florida International University Board of Trustees may make changes in policies, regulations and other requirements.
The ultimate responsibility for knowing University requirements and regulations rests with the Student. For the latest
Student Code of Conduct, please refer to the website of the Office of Student Conduct & Conflict Resolution (SCCR)
at http://www2.fiu.edu/~sccr/.
Standards of Student Conduct [See all standards at http://www2.fiu.edu/~sccr/]
(1) Student Code of Standards
A University is a learning community following a tradition more than 1,000 years old. Florida International University
(the University) is a community dedicated to generating and imparting knowledge through excellent teaching and
research, the rigorous and respectful exchange of ideas, and community service.
The University Student Code of Standards and the Statement of Philosophy were developed to embody the values that
we hope our students, faculty, staff, administration and alumni will demonstrate. At the same time, the University is
strongly committed to freedom of expression. Consequently, the Student Code of Standards and the Statement of
Philosophy do not constitute University policy and are not intended to interfere in any way with an individual’s
academic or personal freedoms. We hope, however, that individuals will respect these common principles thereby
contributing to the traditions and scholarly heritage left by those who preceded them making Florida International
University a better place for those who follow.
As a member of the University community, we would hope that you would:
 Respect the tradition of academic inquiry, the University’s rules of conduct, and its mission.
 Respect the opinions and differences of all members of the FIU community.
 Practice civility and demonstrate conduct that reflects the values of the institution.
 Respect the rights and property of the University and its members.
 Be diligent and honest in your personal and academic endeavors.
Undergraduate Academic Misconduct Definitions and Procedures
Introduction
Undergraduate students at Florida International University are expected to adhere to the highest standards of integrity
in every aspect of their lives. Honesty in academic matters is part of this obligation. Academic integrity is the
adherence to those special values regarding life and work in an academic community. Any act or omission by an
undergraduate student, which violates this concept of academic integrity and undermines the academic mission of the
University, shall be defined as academic misconduct and shall be subject to the procedures and penalties that follow.
Definition of Academic Misconduct
Academic misconduct is defined as the following intentional acts or omissions committed by any FIU undergraduate
student:
Cheating: The unauthorized use of books, notes, aids, electronic sources; or unauthorized use of on-line exams, library
materials or assistance from another person with respect to examinations, course assignments, field service reports,
class recitations; or the unauthorized possession of examination papers (or on-line examination) or course materials,
whether originally authorized or not. Any student helping another cheat may be found guilty of academic misconduct.
Plagiarism: The deliberate use and appropriation of another's work without any indication of the source and the
representation of such work as the student's own. Any student who fails to give credit for ideas, expressions or
materials taken from another source, including internet sources, is guilty of plagiarism. Any student helping another to
plagiarize may be found guilty of academic misconduct.
Misrepresentation: Intentionally lying to a member of the faculty, staff, administration, or an outside agency to gain
academic advantage for oneself or another, or to misrepresent or in other ways interfere with the investigation of a
charge of academic misconduct.
Misuse of Computer Services: The unauthorized use of any computer, computer resource or computer project number,
or the alteration or destruction of computerized information or files or unauthorized appropriation of another's program
(s).
Bribery: The offering of money or any item or service to a member of the faculty, staff, administration or any other
person in order to commit academic misconduct.
Conspiracy and Collusion: The planning or acting with one or more fellow students, any member of the faculty, staff
or administration, or any other person to commit any form of academic misconduct together.
Falsification of Records: The tampering with, or altering in any way any academic record used or maintained by the
University.
Academic Dishonesty: In general, by any act or omission not specifically mentioned above and which is outside the
customary scope of preparing and completing academic assignments and/or contrary to the above stated policies
concerning academic integrity.
Any violation of this section shall first require a determination as to whether the act or omission constitutes academic
misconduct.
Students with Disabilities
Students with disabilities who require course modifications should request accommodations from the Disability
Resource Center (DRC). The contact information to register with DRC in the Graham Center, Room 190, is (305) 3483532 (voice), (305) 348-3850 (fax), (800) 955- 8771 (TDD). The DRC will determine what accommodations will be
provided. If a student requires course accommodations, s/he should alert the professor at the beginning of the course.
Students with disabilities should be aware that course accommodations will not substantially alter or lower course
requirements.
Additional Readings in Course
Feldman, Edmund, Becoming Human Through Art: Aesthetic Experience in the School, PrenticeHall, 1970. Chapter 12, “Mastering the Techniques of Art Criticism”
Ritzi, William, ARE 3313 Course Module: forms, lesson plans and other course related documents.
State of Florida Next Generation Sunshine State Standards (Course web site)
Florida ESOL Performance Standards (Course web site and syllabus)
ESOL Instructional Strategies for Visual Art (Course web site and syllabus)
Course Schedule (Calendar), Topics, Readings, Assignments Due
SPECIAL TEACHING LAB – ART 6 – 12
ARE 4341 - SYLLABUS CALENDAR AND GRADE POLICY
FALL 2015, THURSDAY 5:00 – 9:05, ZEB 160 PROFESSOR RITZI
CHECK OUT: http://faculty.fiu.edu/~ritziw
www.taskstream.com
For important documents, syllabus, forms, etc. online
August 27
Drawing Warm-ups
Overview of Course, Introductions, Course Requirements, Text
Discuss Assignments: Task Stream, Review Course Websites
Scholastics Art Competition – Images of Student Work
September 3
Review: Course Materials on web site, Syllabus Calendar & Grade Policy
Review: Collection of Visual Resources Assignment (36 Digital Slides)
Review: Chapter Presentation Assignments, Field School Placements
Look at student art work, “Artist as Teacher”
Art Elements & Design Principles
Drawing & Painting
DUE: Portfolio & Sketchbook
DUE: Bring two or three pieces of your own artwork
DUE: Complete & Bring Self-portrait (See web site for criteria)
September 10
Review: Critical Art Classroom Observation Form Assignment
Review: Developmental Stages of the Adolescent Assignment
Review: Lesson Plans & Format - Writing Objectives Assignments
“Next Generation Sunshine State Standards (SSS)”
Printmaking, Discuss Block Printing Sketches due next week
Read: Next Generation Sunshine State Standards (Web site)
DUE: 7.a. Collection of Visual Resources (36 Digital Slides) Email or Submit on CD
September 17
8.a. “Class Discussion” - Chapter 1
Review: Visual Teaching Resources for Lesson Assignments”
Printmaking & Collage
Read: A&A Ch.1: “What We Believe: Point of View”
DUE: 1.a&b Developmental Stages of the Adolescent – Overview Research Papers
(both Middle & High School due, TWO DISTINCT PAPERS)
DUE: Instructional Objectives (I.O) for Lesson Plans (One for each plan)
DUE: Sketches for single color block prints, based on cultural influences
September 24
8.a. “Class Discussion” - Chapter 2
“Assessing Student Outcomes: Authentic vs. Traditional”
Printmaking
Read: A&A Ch. 2: “What We Are Trying to Do: Obj./Eval.”
DUE: 4.a. Written Observation (#1 of 2) (SEE FORM ON WEB SITE)
DUE: Full-color sketches for reduction block prints (3 or 4 colors MAX)
October 1
5.b. Comp. time to visit Art Museum, (No Class)
October 8
FAEA 2015 Conference – Naples, FL Oct. 8 – 11
EXTRA CREDIT FOR ATTENDANCE (+5 Points with review of workshops)
Conference info at www.faea.org
October 15
8.a. “Class Discussion” - Chapter 4
Review: Feldman Stages Overview Activity
Printmaking
Read: A&A Ch. 4: “Selecting Art Experiences: The Curriculum”
DUE: 2.a. Art Criticism Lesson Plan (Taught by Nov. 15)
3.a. Art Activity Lesson Plan (Taught by Nov. 15)
DUE: Sketches for Monotype
“Developing the Comprehensive Lesson” & “Aesthetics”
8.a. “Art Criticism” Feldman Stages
Review: Museum Art Critique Activity
Printmaking: Printing, Matting & Framing
Read: M. Appendix G: Feldman, “Mastering the Techniques of Art Criticism”
DUE: 5.a. Feldman Stages Overview (Write Overview or from Prof. Chang’s class)
DUE: 8.c. 5 Slides or Prints (Sleeved) of artwork for Student Show, Artist’s Statement
October 29
8.a. “Class Discussion” - Chapter 3
Clay: Forming
Read: A&A Ch. 3: “Those We Work With: Adolescents”
DUE: 2.b, 3.b.Visual Teaching Resources for BOTH Lessons (in binder and/or on CD)
DUE: ALL Completed prints to show in class
November 5
8.a. “Class Discussion” - Chapter 5
Clay: Forming & Building
Read: A&A Ch. 5: “Implementing Art Experiences: Methodology”
DUE: 5.c. Museum Art Critique (**HARD COPY**)
DUE: Sketches for hand-built clay piece – 5 Different ideas!
November 12
8.a. “Class Discussion” - Chapter 6
Clay: Forming & Building, Load Kiln
Read: A&A Ch. 6: “Managing Adolescents: Discipline”
DUE: 4.b. Written Observation (#2 of 2)
November 19
Clay: Unload Kiln, Glazing
DUE: 7.a&b. Resource Notebook (design cover and organize with dividers)
DUE: 6.a&b. Sketchbook & Portfolio
November 21 Upload Art Criticism Plan & Related Assignments to www.TaskStream.com
(Saturday)
Include:
2.a. Art Criticism Plan,
2.c. Self-Reflection of taught Art Criticism Lesson,
2.f. Photo Documentation of Outcomes of Taught Lesson,
Code: See Task Stream site or course web site
November 26
Thanksgiving Holiday (No Class)
December 1 (Tuesday)
FIU Art Education Student Exhibition, Noble Art Gallery (8.c&d.)
5:00 – 7:30 pm. ATTENDANCE REQUIRED
December 3 Clay: Glazing, Load & Fire Kilns
DUE: 2.c. Self-Reflection & 2.d. Field Teacher Evaluation of Art Criticism Lesson
DUE: 3.c. Self-Reflection & 3.d. Field Teacher Evaluation of Art Activity Lesson
DUE: Recycled Work, Late Work, Other Method of Art Criticism (Extra Credit)
DUE: 9. Upload Detailed Field Hours to www.TaskStream.com
(Last day to turn in ALL work!)
December 10
2.e., 3.e. Presentations of Lessons (10 Minutes) (Move to Dec 11 if needed)
DUE: Bring (2.b., 3.b.) Visual Teaching Resources for Both Lessons to show class
DUE: Bring Copies of (2.a., 3.a.) Lesson Plans for class members & other hand-outs
(Return to students all assignments and artworks completed in class)
October 22
TEXTS:
Required:
Art & Adolescence: Teaching Art at the Secondary Level – Michael, John
ISBN# 0-8077-2743-1
Recommended: Design Synectics: Stimulating Creativity in Design – Roukes, Nicholas
Rubrics & Forms
TEACHING TASK EVALUATION FORM
ART CRITCISM LESSON (Critical Task)
Name_______________________________ School__________________________________________
Teacher_____________________________ Grade__________________________________________
Task________________________________Date___________________________________________
To the Cooperating Teacher:
Your assistance in evaluating the performance of students in their field component will be appreciated.
Please check the form below according to the students’ level of performance on these phases of their lessons.
Criteria \ Score
Organization and Presentation of Lesson
1
2
Preparation of Visual and Instructional Materials
Conveys high expectations to all students
(FEAP (a).2.c)
Models clear, acceptable oral and written communication skills
(FEAP (a).2.e)
Maintains a positive climate of openness, inquiry, fairness and support
(FEAP (a).2.f)
Delivers engaging and challenging lessons
(FEAP (a).3.a)
Identifies gaps in students’ subject matter knowledge
(FEAP (a).3.c)
Supports, encourages, and provides immediate and specific feedback to
students to promote student achievement (FEAP (a).3.i)
Appearance and enthusiasm
Developing creative classroom atmosphere
* 5= Excellent, 4=Good, 3=Satisfactory, 2=Needs improvement, 1=Unsatisfactory
COMMENTS:
____________________________________
Signature of Cooperating Teacher
3
4
5
NAME:_______________________________
PANTHER I.D.#_____________
SCORING RUBRIC
ARE 4341
TaskStream Art Criticism Lesson Plan
Criterion\Score
Aligns instruction with state-adopted standards at the
appropriate level of rigor
(FEAP (a).1.a)
Designs instruction for students to achieve mastery
(FEAP (a).1.c)
1
2
3
4
5
Develops learning experiences that require students to
demonstrate a variety of applicable skills and
competencies (FEAP (a).1.f)
Designs and aligns formative and summative
assessments that match
(FEAP (a.)4.b)
Organization and Motivation
Presentational Procedure
Interdisciplinary Uses
Appropriate Visual & Teaching Resources
ESOL Strategies
Vocabulary
TOTAL _________
NAME:_______________________________
PANTHER I.D.#_____________
SCORING RUBRIC
ARE 4341
TaskStream Art Criticism Teacher Evaluation and Self-Evaluation
Criterion\Score
Engages in targeted professional growth
opportunities and reflective practices (FEAP
(b).1.e)
Implements knowledge and skills learned in
professional development in the teaching
and learning (FEAP (b).1.f)
Designs purposeful professional goals to
strengthen the effectiveness instruction
based on students’ needs (FEAP (b).1.a)
On-time upload to TaskStream
1
2
3
4
5
TOTAL _________
TOTAL FROM FIELD SCHOOL TEACHER _________
GRAND TOTAL _________
FLORIDA INTERNATIONAL UNIVERSITY
SPECIAL TEACHING LAB, ART – 6-12, ARE 4341
ART ACTIVITY
TEACHING TASK EVALUATION FORM
NAME: _______________________________________
DATE: _____________________________________
TEACHER: ____________________________________ SCHOOL: __________________________________
LESSON : __________________________________________________________________________________
DESCRIPTION
ITEM #
1.
Planning & Organization
of Learning Event
2.
Preparation of Materials
3.
Presentation of Lesson
4.
Student:
Response/Involvement
5.
Teacher:
Enthusiasm/Involvement
6.
Effectiveness of Speech
7.
Appearance
8.
Questioning Strategies:
Critical, Creative &
Variety of Students
9.
Knowledge of Subject
UNSATISFACTORY
NEEDS
IMPROVEMENT
SATISFACTORY
GOOD
EXCELLENT
COMMENT:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________ __________________________________________
STUDENT’S SIGNATURE
EVALUATOR’S SIGNATURE
CRITICAL ART CLASSROOM OBSERVATION FORM
ARE 4341
NAME: _______________________________SCHOOL OBSREVED: _____________________________________
GRADE LEVEL: ___________________ART TEACHER’S NAME: ________________________________________
DATE OF OBSERVATION: _______________
# OF STUDENTS OBSERVED: ________
START TIME: _____________
END TIME: ____________
PHYSICAL SET-UP: ROWS ________ CLUSTERS OF ____________
# OF ESOL STUDENTS OBSERVED – LEVEL 1: ____ LEVEL 2: ____ LEVEL 3: ____ LEVEL 4: ____
(enter a “0” after the level if no ESOL students were observed in that level)
SPECIFIC ACTIVITY: (include: medium, technique & subject) __________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
1. The Next Generation Sunshine State Standards codes and fully typed (or highlighted copy of) Big Ideas,
Enduring Understandings, and Benchmarks. (Refer to NGSSS web site
http://www.floridastandards.org/Standards/FLStandardSearch.aspx or to the Visual Art Standards document on
the course web site.)
NGSSS Codes: (List 6 or more codes here)
2. Specific teaching strategies observed throughout the entire lesson (until the end) – list all that apply.
Clean-up strategies must also be listed. (List at least 15 strategies)
3. List or highlight the ESOL Instructional Strategies for Visual Art demonstrated during the lesson. Include
Strategies used by the Art Teacher, even if there are no ESOL students present. (See Module Appendices or
course web site)
4. Instructional materials used – be very specific and precise
* Include: paper size, color, shape, number per student, smocks, sponges, tools, buckets, prints, etc.
5. Approximately what percentage of the students exhibited the behavior specified in the objectives by the end
of the lesson? _______________
ARE 4341 CRITICAL Art CLASSOOM OBSERVATION FORM, Page 2 of 2
6. The teacher appeared to be: (Circle the most appropriate number on the scale)
* Prepared
* Enthusiastic
* Approving
←1
←1
←1
2
2
2
3
3
3
4
4
4
5 →
5 →
5 →
Unprepared
Indifferent
Disapproving
3
3
4
4
5 →
5 →
Off Task
Uninterested
The students appeared to be:
* On Task
* Interested
←1
←1
2
2
7. Write a critical evaluation of the art lesson using points 1 through 6 above.
You already responded to “What” the lesson was about, NOW Respond to WHY?
Ideas to consider would be the following: (DO NOT limit you response to only these.)
Why were the strategies used successful or inadequate? Why did the students respond a certain way to
the instruction? Why was the topic chosen for this group of students? What could have been done to
make the lesson better or more efficient? What kinds of evaluations were done during or after the
lesson? Were the evaluations appropriate? Why were the ESOL strategies used successful or not?
You must also include other comments and concerns.
(Fill up the space below – at least 25 lines)
(350 words or more – approx. 25 lines at 12 pt. font)
PORTFOLIO & SKETCHBOOK ASSESSMENT
(ARE 4341)
NAME: ___________________________
GRADE
(MAX 10) _______
COMMENTS:
RUBRIC
POINTS
10
Includes all work assigned, fulfills all criteria for each assignment, and shows consistent
progress.
8-9
Includes all work assigned, fulfills most criteria for each assignment, and shows consistent
progress.
6-7
Includes most work assigned, fulfills all criteria for each assignment, and shows progress.
4-5
Includes most work assigned, fulfills most criteria for each assignment, and shows progress.
3
Includes most work assigned, fulfills some criteria for each assignment, and shows minimal
progress.
2
Includes some work assigned, missing criteria for each assignment, and shows no progress.
1
Includes minimal work assigned, missing criteria for each assignment, and shows no progress.
0
Portfolio was not submitted for review.
RESOURCE NOTEBOOK ASSESSMENT RUBRIC
(ARE 4341)
NAME: _______________________________,
SECTION # _________
EARNED
POINTS
MAX.
POINTS
ORIGINAL COVER
_______
5
ORGANIZATION
_______
5
_______
10
TOTAL
Cover Rubric
POINTS
5
4
3
2
1
0
Both front & back completed and shows Unity; Original & expressive artwork; Fills space
completely; Effective use of materials; Obvious time & effort; Highest quality work.
Both front & back completed and shows Unity; Original & expressive artwork; Fills space
completely; Good use of materials; Some time & effort; Good quality work.
Both front & back completed; Original artwork; Satisfactory use of materials; Not best work.
Only front OR back completed, Original & expressive artwork; Highest quality work.
Only front OR back completed; Artwork not original OR Not your best work.
Cover not completed.
Organization Rubric
POINTS
4-5
3-4
1
0
Divided into sections with labeled tabs (at least 10); All written work & Visual Resources
included; Module resources sorted into your sections; Neat and functional.
Divided into sections with labeled tabs (less than 10); Most written work & Visual
Resources included; Module resources sorted into your sections; Fairly neat and functional.
No section dividers or labels; Most written work & Visual Resources included; Module
resources fairly sorted into your sections; Fairly neat and functional.
Little to no organization evident.
LESSON PRESENTATION EVALUATION
(ARE 4341)
NAME_________________________________________________
POINTS
EARNED
MAX.
POINTS
1.
Introduction
_____
.25
2.
Defined Objectives & Main Points
_____
.25
3.
Use of Instructional Aids & Visuals
_____
.50
4.
Copies of One Lesson Plan for Classmates _____
.25
5.
Copies of Evaluation Instrument
_____
.25
6.
Delivery (composure, enthusiasm, etc.)
_____
.25
7.
Creativity & Imagination
_____
.25
_____
2.0
TOTAL
REMARKS:
CHAPTER PRESENTATION/DISCUSSION EVALUATION
ARE 4341
NAME: ___________________________________________________
POINTS
EARNED
MAX.
POINTS
1.
Introduction
_____
.25
2.
Defined Objectives & Main Points
_____
.50
3.
Use of Instructional Aids, Technology & Visuals _____
.50
4.
Interesting questions to generate discussion
_____
.50
5.
Chapter Outline/hand-outs for Classmates
_____
.25
6.
Delivery (composure, enthusiasm, prepared, etc.) _____
.50
7.
Creativity & Imagination
_____
.50
_____
3.0
TOTAL
REMARKS:
Professor William Ritzi
Art Education