Course Textbook: Beattie, D. K. (1997). Assessment in art education. Worcester, MA: Davis Publications.

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1 ARTE 382-Art Education: Content II T/R 3-5:40 p.m. Instructor: Lisa Jameson FAC 300 Office Hours: T/R 1-3 p.m. or by appointment Phone: (859) Course Description: Teaching methods, materials and inquiry for use in secondary art classrooms. Focus on curriculum development, assessment and classroom management. Course Textbook: Beattie, D. K. (1997). Assessment in art education. Worcester, MA: Davis Publications. Stewart, M. (1997). Thinking through aesthetics. Worcester, MA: Davis Publications. There will be additional readings from art education journals and handouts. Course Content: This course focuses on current issues in art education, assessment, classroom management and curriculum planning. You will research and develop a curriculum based on contemporary art/issues for high school students. The purpose of this course is to teach students the curriculum standards and teaching methods necessary for a professional career as a teacher. The course addresses these Kentucky Teacher Standards (means of assessment in boldface): Art Education Methods Courses address the following: KERA Initiatives As students complete and implement projects and assignments throughout their education programs they will address all components of the KERA initiatives: Kentucky Learner Goals and Academic Expectations, the Kentucky Program of Studies, and the Core Content for Assessment. The Learner Goals, Academic Expectations, Program of Studies and Core Content for Assessment are the guiding documents for all curriculum development in the art education methods courses. Content within the Program of Studies and Core Content for Assessment are also addressed by the wide variety of art courses (Foundations, Art History and Studio) students take in the Department of Visual Arts. EPSB Themes All NKU professional education programs address and affirm the value of diversity in

2 education, the importance of helping all children develop reading and literacy skills, attaining high levels of skill in assessing the outcomes of instruction, and using those skills to develop strategies for closing identified achievement gaps. This course will provide students an opportunity to demonstrate their knowledge, skills, and dispositions in the particular theme(s) of: assessment and (visual) literacy. Course Objectives: During the semester, art education pre-service teachers in this class will broaden their knowledge of the field of art education through assigned readings, class discussions, research and field observations. develop strategies for planning and managing art instruction design and implement standard and alternative assessments appropriate for visual arts instruction. research, plan and present visual arts instruction to address appropriate proficiency levels for secondary students. develop and utilize strategies to prepare for PRAXIS II (Art Content Knowledge and Art Making), PLT (Principles of Learning and Teaching), and job search for P-12 art specialist positions. Course Format: 1. Class discussions and collaboration 2. Research and curriculum development 3. Classroom teaching 4. Outside assignments Student Learning Outcomes (SLOs): Upon successful completion of this course the student should be able to demonstrate the following: 1. Working knowledge of contemporary issues in art and art education through a collaborative research project and readings on current topics. 2. Creative problem solving as evidenced by successful art lessons, assessments and activities. 3. An understanding of appropriate lesson content and delivery strategies for high school students as evidenced through planning, teaching and evaluation by others. 4.The ability to write clearly and thoughtfully within the lesson plan and on observation instruments.

3 5. Positive dispositions in regard to teaching, working with others, and following the Professional Code of Ethics for Kentucky Certified Personnel and the NKU College of Education s Code of Ethics 6. Organization and classroom procedures for a secondary art classroom as evidenced by lesson plans and outside assignments. Course Assessment: Grading is based on the quality and quantity of work you complete, as well as your teaching and attendance. Did you challenge yourself? A = excellent, above and beyond, superior participation B = very good, consistent quality, technically proficient, good participation C = good but average work, adequate execution, timely, ok participation D = below average, poor quality, very little participation F = failure to complete assignments, attend class, or participate in discussions Please note the following grading scale: Reading/ Journal: 30% = A Curriculum 40% 83-92=B Observations 15% 73-82= C Final: 15% 63-72=D 100% Below 62= F Reading / Journal=30% There will be regular reading and/or research assignments. You are expected to complete the reading and written assignments on time. Any written work not completed as assigned will count as an absence. In your journal, please record, in your own words and voice, your responses to the reading. Limit your response to approximately 100 words (but not less). Include other questions you may have while doing any of the readings. Reflection is an invaluable tool as both teacher and artist. Use your journal as documentation of your journey into teaching. In addition to regular journal entries, you may add items such as lesson ideas, timelines, diagrams, news articles, drawings, etc. Journals will be collected periodically without notice, so please bring them to class each time. (adapted from Chapter 1, Creating Meaning Through Art, Simpson, et.al.) Reading Assignments and Journal Entries due on the next day of class unless otherwise indicated. The journal must also contain your notes, drawings, etc. which document your thought processes and research while working on your curriculum.

4 Curriculum=40% You will be researching and developing a 16 week curriculum for secondary students. The curriculum will include unit plans, studio projects and assessments and must be based on contemporary issues in art and art education. Observations=15% 3 observations in middle/secondary art classrooms. Fill out the observation instrument (handed out in class) in each classroom and report on your findings. Please see Blackboard for specific guidelines. Please turn in all observation instruments with the report. You are responsible for finding the classrooms and setting up observations/interviews with teachers. Final =15%: Use a synthesis of the information gathered from the observation reports to do the three activities below. Classroom management specific to a secondary art classroom: Create a general syllabus for your art class. Address all of the following: rules, procedures, policies, and guidelines for safely using materials and equipment in your art room. Room & materials set-up: Draw a diagram and describe in detail and how you will set up your classroom and store/ distribute materials. (This is your chance to design the ultimate art room!) Budget and ordering materials: Create a check sheet for ordering consumable supplies for your first-year classroom and include the budget (use a catalog for materials and costs). Be specific: fill out the actual form as if you were actually going to turn it in. Base your budget on the average of the amounts that your observed teachers receive. You may receive extra credit if you attend one or both days of the Kentucky Art Education Association conference in Shepherdsville, KY on October 24 & 25. Class Policies: Attendance is very important. This class meets on Tuesday and Thursday, for two hours and forty minutes each session. Coming to class on time and daily attendance are essential due to the pace and content of the course. You will be allowed three absences. I do not distinguish between excused and unexcused absences. If you have more than three absences, your grade will be lowered 5 percentage points per absence on your final grade. Attendance is taken at the beginning of class. If you are tardy or leave class early, this equals 1/2 absence. For any papers or assignments handed in late, the grade will be lowered one letter. If you miss 6 classes you will fail the course. Extenuating circumstances will be considered on an individual basis.

5 Dispositions: As a future art educator, you are expected to conduct yourself in a professional manner in this class. Refer to the College of Education Code of Conduct for guidelines. Effort and participation are part of learning to think and talk about art and will contribute to your overall grade. Assignments: If you miss a class, it will be your responsibility to find out what you missed from one of your colleagues. You will then have to make up the work outside of class. If you miss a field experience or teaching it will be averaged in as a 0. Studio time may be given to creating works of art appropriate for high school students or to work on your handouts, assessment tools, Powerpoints, conferencing, researching, etc. You are expected to use this time wisely and professionally. Students wasting time will be given an absence for the day. Plagiarism, cheating, or knowingly providing the instructor with false information constitutes a violation of the Academic Honesty Policy, and your grade will be gravely affected by such an offense. See: Plagiarism of any kind, whether in an assignment, presentation, or exam is unacceptable and will result in a zero for that assignment and an automatic two letter grades down for the course. A report of misconduct will be placed in your Dispositions File in the College of Education. Students in the education programs must also adhere to the education programs Code of Ethics: and the KY Code of Ethics: Students With Disabilities Students with disabilities who require accommodations (academic adjustments, auxiliary aids or services) for this course must register with the Disability Services Office. Please contact the Disability Service Office immediately in the University Center, Room 101, or call for more information. Verification of your disability is required in the Disability Services Office for you to receive reasonable academic accommodations. Services website at Your work area must be cleaned up before you leave class. We share this space with other classes, so please be respectful. Always return your materials to their original places. All cell phones and pagers must be turned to silent. Please, no text messaging in class. The instructor reserves the right to make changes in the syllabus when necessary to meet course objectives, to compensate for missed classes, or for other reasons.

6 Kentucky Teacher Standards Initial Level STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE 1.1 Communicates concepts, processes, and knowledge Accurately and effectively communicates concepts, processes and/or knowledge and uses vocabulary that is clear, correct and appropriate for students. Curriculum/unit plans 1.2 Connects content to life experiences of student. Effectively connects most content, procedures, and activities with relevant life experiences of students. Curriculum/unit plans STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION 2.1 Develops significant objectives aligned with standards. States learning objectives that reflect key concepts of the discipline and are aligned with local or state standards. Curriculum/unit plans 2.3 Plans assessments to guide instruction and measure learning objectives Prepares assessments that measure student performance on each objective and help guide teaching. Curriculum/unit plans 2.4 Plans instructional strategies and activities that address learning objectives for all students. Aligns instructional strategies and activities with learning objectives for all students. Curriculum/unit plans 2.5 Plans instructional strategies and activities that facilitate multiple levels of learning. Plans instructional strategies that include several levels of learning that require higher order thinking Curriculum/unit plans STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS 5.1 Uses pre-assessments. Uses a variety of pre-assessments to establish baseline knowledge and skills for all students Curriculum/unit plans 5.2 Uses formative assessments Uses a variety of formative assessments to determine each student s progress and guide instruction. Curriculum/unit plans 5.3 Uses summative assessments. Uses a variety of summative assessments to measure student achievement. Curriculum/unit plans 5.6 Allows opportunity for student self-assessment. Promotes opportunities for students to engage in accurate self-assessment of learning. Curriculum/unit plans STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY

7 6.1 Uses available technology to design and plan instruction. Uses technology to design and plan instruction. Curriculum/unit plans Please read the syllabus and return this form to the instructor by the assigned date. ARTE 382-Section 001 Art Education: Content II Lisa Jameson, Instructor I have read the syllabus for ARTE 382 and understand the assignments and policies of the course. Attendance at class sessions is a critical aspect to my education individually and collectively. As a member of this course, I promise to commit to my education and to my peers educations and to contributing to a positive culture for this class: one that is participatory, respectful of others time and development, and productive. I have read and understand the attendance policy as outlined by my professor. Name: Date: Additional information for art education majors: Committed to the Development of All Learners is the theme that undergirds the Conceptual Framework for all professional programs in the College of Education and Human Services (COEHS) at Northern Kentucky University. The Conceptual Framework is supported by the missions of the university and the college and used by faculty to continuously assess and update the curricula of the Unit s initial and advanced programs. The Unit created its Conceptual Framework after input from all of its constituents: education and arts and science faculty, students, staff, and community

8 members. The graphic depicts a framework of continuously assessing the knowledge, skills, and dispositions that classroom teachers, instructional leaders, and school counselors must have to facilitate student learning and academic achievement.

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