EDUC 450/451/550/551: ART EDUCATION METHODS FOR ELEMENTARY (2credits) AND SECONDARY (2credits) CLASSROOM

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1 1 Janice Thom, BS, M.Ed. Office: FA 131 Office: during Office Hours Office Hours: 1:00 1:30pm, Tuesday and Wednesday and by Appointment or EDUC 450/451/550/551: ART EDUCATION METHODS FOR ELEMENTARY (2credits) AND SECONDARY (2credits) CLASSROOM Catalog Description: Examination of curriculum, goals, content, and organization of elementary and secondary art education. Theories of visual development and artistic behavior in the adolescent and young adult; materials, resources, and processes for teaching art; classroom management, computer- assisted instruction, and integrated technology. Course Description: These lecture/seminar courses examine a variety of theories, practices, and competencies expected of art teachers. Theories for visual development and artistic behavior in the child will be discussed. In addition, materials, resources, and assessment/evaluation processes of teaching art will be explored. Attention will be given to art experiences that accommodate special needs and students of cultural diversity. This syllabus is designed to cover the content of both Elementary and Secondary Art Education methods. The design allows the two courses to be taught in an integrated manner by one instructor or as two distinct courses by two instructors. It parallels the content of the co-listed undergraduate Elementary and Secondary Art Education methods courses. Graduate students must complete additional assignments. Required Texts and Websites: Clements, Robert D., and Wachowiak, Frank, Emphasis Art, Ninth Edition, Pearson Education, Inc, Hume, Helen D., A Survival Kit for the Elementary/Middle School Art Teacher, The Center for Applied Research in Education Hume, Helen D., A Survival Kit for the Secondary Art Teacher, Pearson Education Inc., 1990 Subscription to and

2 2 Supplies: Pens, pencils, spiral notebook, (1) 3 three ringed binders, (1) 1 three ringed binder, (1) Folder with pockets, and (23) notebook dividers, flash drive, and FSU account. COURSE OUTCOMES: Candidate will demonstrate knowledge of: ASSESSMENTS: Candidate performances will be measured by assessment/s: Alignment with Conceptual Framework 1. Art concepts, materials, processes, 3,4,8,9,13 DP 1,2 1 techniques, safety, and art curricular goals 2. National and state visual art standards and 3,8,13 DP 1,2 1 technology standards 3. Student diversity and appropriate 3,7,8,13 IL 5,7 3,4 instructional strategies and adaptation of strategies to learners needs 4. Artistic and holistic developmental 2,3,8,13 IL 5 2 stages 5. A variety of assessment tools 3,8,13 CA 1,2,3,4, Classroom management strategies to promote effective teaching, student learning, and class behavior 3,8,11,12,13 IL 3, Ways to integrate interdisciplinary connections of other content areas and technology within art instruction and curriculum 8. Selecting, budgeting, and ordering supplies for an art program COURSE OUTCOMES: Candidates will demonstrate skills through: 1. Ability to plan and create learning experiences that focus on students needs and interests and take into account culturally valued content and potential best practices 2. Ability to plan learning opportunities that support students artistic, intellectual, social, and personal development based on knowledge of standards, curriculum, and community 3. Ability to incorporate a variety of instructional strategies to foster the development of critical thinking, problem solving, and performance skills 4. Ability to create formative and summative assessments to evaluate and ensure learning 3,5,6,8,13 IL 9, CB DP 1,2 IL 5 1,7 3,13 IL 5,10 CB 2 2,7 3,4,5,9,13 IL 5,10 CB 2 2,7 3,7,13 IL 7,8 3,4 3,13 CA 1,2,3,4 8 Alignment with INTASC

3 3 5. Ability to communicate effectively 3,13,14, DP Ability to develop classroom and behavioral 11,12,13 IL 3,4 5 management strategies to promote effective teaching and learning and appropriate student behavior 7. Ability to use technology appropriately and 3,6,10,13, DP 4, IL 9, 6 effectively CA 5 COURSE OUTCOMES: Candidates demonstrate dispositions through: 1. Professional growth as an educator and an 1, PD 3, EA 2 10 advocate for art and art education 2. Working cooperatively and collaboratively 4,5,16 CB 1,5 9 with class candidates and university instructor 3. Displaying professional ethics 16 DP 3 9 EVALUATION OF STUDENT ACHIEVEMENT: Descriptions of all assessments are given in class when assessments are assigned. Assessment1 Assessment2 Assessment3 Assessment4 Assessment5 Assessment6 Assessment7 Assessment8 Assessment9 Top Five Rationales for Teaching Art Visual Examples of Artistic Developmental Stages Development of Elementary Art Unit Plan (Taskstream Format) to Include Unit Overview, Teacher and Student Integration of Technology, Art Cube Lesson/Unit Guide, Individual Lesson Plans, Completed Sample Artworks, Assessments, and Handouts Art Form Scope and Sequence PreK- 12 Curriculum Content Area and Art Interdisciplinary Connections Development of teacher and student integration of technology, study of technology standards Development of instructional strategies for diverse student population Mid- point and Final Tests 35 Art Lesson Ideas Collection (PreK- 12) with Supply List, Budget, and Order Form Assessment10 Grade Book Spreadsheets for Assessments of Elementary and Secondary Art Unit Plans Assessment11 Two Classroom Management Plans (Elementary and Secondary) Assessment12 Two Sets of Classroom Rules and Two Behavioral Management Plans (Elementary and Secondary) Assessment13 Development of Secondary Art Unit Plan (Taskstream Format) to Include Unit Overview, Teacher and Student Integration of Technology, Art Cube Lesson/Unit Guide, Individual Lesson Plans, Completed Sample Artworks, Assessments, and Handouts Assessment14 Candidate Art Lesson Presentation Assessment Candidate: Artist and Art Focus Power Point Presentation

4 4 Assessment16 Candidate Professional Dispositions and Responsibilities CANDIDATE ASSIGNMENTS: It is the responsibility of the candidate to make sure all assignments are turned in at the beginning of the class on the date it is due. If an assignment is late, points will be taken off the total score earned for the assignment. Numerical score for each assignment will be marked on the documents or on the scoring rubrics for the assignments. COURSE EVALUATIONS: Each course component score is calculated by dividing earned component points by the possible total component points=quotient, then by multiplying the Quotient of each score by the component weight=product. Example: Earned Component Score- 20, Possible Component Score- 30 Component Weight- Course Component Score: =.67 (Quotient) x = (Product) The total score of the course components is then calculated by adding the Product of each course component= Total Course Sum. COURSE COMPONENTS Participation and Discussion Written Assignments Unit Plans and Presentations Mid- term and Final Tests 35 Art Lesson Ideas Collection, Supply List, and Order Form Total Course Score COMPONENT WEIGHT COURSE GRADES: A 90 to 100 Superior B 80 to 89 Satisfactory C 70 to 79 Minimal F Below 70 Failure ACADEMIC DISHONESTY: The University considers academic dishonesty to be impermissible and subject to disciplinary actions. *Academic dishonesty is defined to include any form of cheating and/or plagiarism. Cheating includes but is not limited to, such acts as stealing or altering testing instrument; falsifying the identity of persons for any academic purposes; offering, giving, or receiving unauthorized assistance on an examination, quiz, or other written or oral record. Plagiarism is the presentation of written or oral material in a manner which conceals the true source of documentary material; or the representation of material which uses hypotheses, conclusions, evidence, data, or the like, in a way that the student appears to have done work which she/he did not, in fact do *(The Pathfinder, Frostburg State University).

5 5 PROFESSIONAL BEHAVIOR: These courses adhere to the University disruptive student policy. In addition, teacher candidates are expected to demonstrate dispositions of professional educators. They must be dependable in matters such as attendance, punctuality, and responsibility. They must demonstrate attitudes and behaviors consistent with professional conduct and reflect a seriousness of intent in learning to teach. Teacher candidates are held accountable for their actions and are expected to be respectful of all individuals. ATTENDANCE: As per department policy, class attendance is mandatory. Candidates are responsible for material missed due to absence or tardiness. An emergency and illness are the only acceptable reasons for being late or missing a class. Absences and tardiness will cause your final course score to be lower and possibly your grade as well.