ARTE 329: ART FOR ELEMENTARY SCHOOLS
Fall 2013
Room: EHFA 124
Class time: MW, 8:00 a.m. – 10:45 a.m.
Stephanie Danker, PhD
[email protected]
Office: EHFA 268
Office Hours: M 11-12, 2-3; Tu Th 10-12 (or by appointment)
Office Phone: 843-349-4049
Room: EHFA 124
Class time: MW, 8:00 a.m. – 10:45 a.m.
Stephanie Danker, PhD
[email protected]
Office: EHFA 268
Office Hours: M 11-12, 2-3; Tu Th 10-12 (or by appointment)
Office Phone: 843-349-4049
COURSE DESCRIPTION:
ARTE 329 Art for Elementary Schools (3) Methods of teaching art to elementary school children. Major emphasis will be given to relevant studio experiences.
REQUIRED TEXT:
Children and Their Art: Methods for the Elementary School, 9th Edition, Al Hurwitz and Michael Day, Wadsworth Publishing (2012), ISBN-10: 049591357X, ISBN-13: 978-0-495-91357-3
Note: Additional readings for this course will be provided in class or online (Blackboard).
Note: Additional readings for this course will be provided in class or online (Blackboard).
COURSE STRUCTURE:
The structure of this course is a combination of several teaching-and-learning methods and strategies, which include instructor lectures and demonstrations, art production activities involving a variety of art materials and techniques, student-generated presentations, and class discussions regarding various course content topics, readings and research activities, tests and quizzes, and written assignments. It is expected that you will check email and Blackboard regularly and maintain a Weebly site for our class.
COURSE OBJECTIVES:
This course is designed to prepare pre-service art educators for the teaching of art in elementary schools. The course content, materials, and art methods selected are intended to provide students an opportunity to:
- Understand the educational role and benefits of visual arts instruction for all children through meaningful educational experiences in the elementary school curriculum,
- Explore and become familiar with a variety of art media and processes, which are appropriate for use in the elementary school art classroom,
- Become aware of traditional print publications and digital visual arts resources, which are appropriate for use in the elementary school art classroom,
- Gain an understanding of planning appropriate grade and ability-level art lessons that include carefully selected artists, works of art, art concepts, themes and/or topics in a balanced and sequential manner, which directly address State and National standards,
- Learn about a selection of major educational theorists and philosophers, which have contributed greatly to the development of art education,
- Become aware of a variety of appropriate assessment and evaluation methods applicable to measuring student performance in the elementary school visual arts classroom,
- Become knowledgeable about the unique characteristics of children’s artistic development and stages of graphic representation,
- Gain an understanding of National and State level visual arts standards, as they apply to visual arts instruction, and, as well, develop a working knowledge of grade level multidiscipline State standards,
- Understand the educational value and benefits achieved from connecting study in the visual arts with study in other content areas by the implementation and creation of interdisciplinary lessons,
- Become aware of instructional methods and strategies utilized in looking at and talking about art in a production, historical, and aesthetic context.
STUDENT LEARNING OUTCOMES:
More specifically, at the completion of this course, you should be able to:
- Describe the educational role and benefits of visual arts instruction for all children through, including children from diverse cultural backgrounds and/or children identified as those with special needs and/or gifted,
- Demonstrate through skillful utilization and practice the safe use of art supplies, tools, and materials in the art classroom, including a variety of paints, papers, clays, inks, as well as appropriate scissors, rulers, brushes, and other art materials and tools,
- Identify, locate, and utilize a variety of traditional print media and digital resources, appropriate for use in the elementary school art classroom, including visual arts professional organizations, publications in print, as well as online museums, timelines, graphics, maps, and educationally appropriate commercial sites,
- Identify, design, and develop appropriate grade and ability-level art lessons that include carefully selected artists, works of art, art concepts, themes and/or topics in a balanced and sequential manner, which directly address State and National standards,
- Identify and describe the contributions of major educational theorists and philosophers, which have contributed greatly to the development of art education, including the work of Jean-Jacques Rousseau, Johann Pestalozzi, Friedrich Froebel, Johann Friedrich Herbart, John Dewey, Viktor Lowenfeld, Rudolf Arnheim, and others,
- Demonstrate the successful utilization of appropriate assessment and evaluation methods applicable to measuring student performance in the elementary school visual arts classroom, including Closed-Ended, Open-Ended, Formative, and Summative assessments,
- Recognize, define, and explain the differences in and the unique characteristics of children’s artistic development and stages of graphic representation, including the Manipulative Stage, Symbol-Making Stage, and the Preadolescent Stage,
- Locate, identify, and utilize National and State level visual arts standards from print and online sources, which include the South Carolina Department of Education resources and the National Visual Arts Standards in the development and implementation of visual arts instruction in the elementary school,
- Explain the educational value and benefits achieved from connecting study in the visual arts with study in other content areas by the implementation and creation of interdisciplinary lessons, including designing lessons that connect the visual arts to geography, history, math, science, and the language arts,
- Effectively demonstrate instructional methods and strategies utilized in looking at and talking about art in a production, historical, and aesthetic context, which promotes student engagement, discovery, inquiry, and dialog through carefully guided looking, listening, reflection, and questioning.
ASSESSMENT AND EVALUATION:
All assignments and projects will have specific deadlines spaced throughout the term. Students are responsible for turning in completed assignments at the beginning of class on the assigned due date. Late work will be assessed with point deduction for every calendar day the assignment is late (exact points deducted to be determined based on individual assignment value). I do not give alternative assignments or extra assignments to pull up a student’s grade.
Written coursework completed in or outside of class must be reasonably correct in mechanics (e.g. spelling, grammar, punctuation, etc.). There will be handwritten and typed assignments. Typed assignments must utilize either Times, Times New Roman, Calibri, or Arial font. All (body) font sizes for typed assignments must be either size 11 or 12.
Written coursework completed in or outside of class must be reasonably correct in mechanics (e.g. spelling, grammar, punctuation, etc.). There will be handwritten and typed assignments. Typed assignments must utilize either Times, Times New Roman, Calibri, or Arial font. All (body) font sizes for typed assignments must be either size 11 or 12.
Production Activities
Written Activities / Exercises Elements of Art Posters (5) Digital Resource Collection Lesson Plan and Presentation Quizzes / Exams |
40%
5% 10% 10% 20% 15% Total = 100% |
Final grades are calculated using the following scale:
100 - 90 = A
89 - 85 = B+ 84 - 80 = B 79 - 75 = C+ |
74 - 70 = C
69 - 65 = D+ 64 - 60 = D Less than 60 = F |
Assignments, quizzes or tests, or other course work missed due to documented excused absences will be accepted. Such work must be turned-in promptly, preferably, and if possible, by the following calendar date, the next class meeting, or at the discretion of the instructor. Excused absences include participation in an approved school-related trip, officially representing the university, sickness, the death of a close relative, observing a religious holiday, military service obligations, or something of a serious nature.
CLASS ATTENDANCE:
Because this course includes active learning and performance-based activities, it is very important for you to attend all class meetings. It is also very important that you come to class on time and to remain in class for the duration of the class. I do keep an attendance and tardy record during the entire semester.
If there is a reason for which you will not be in class, I would appreciate you making the effort to notify me before you miss the class by email. If you are unable to notify me beforehand, please try to notify me as soon as possible afterwards. It is your responsibility to find out what you missed in class. Those with unexcused absences will not be able to make up in-class activities and will receive a zero for the assignment(s).
Habitual tardiness, leaving class early, or not cleaning-up and putting away materials before leaving class will negatively affect a student’s final grade. Three instances of tardiness will equal one unexcused absence.
According to the CCU University Catalog, “An instructor is permitted to impose a penalty, including assigning the grade of F, for unexcused absences in excess of 25% of the regularly scheduled class meetings.”
The Department of Visual Arts has a department-wide attendance policy. Regarding absences, the visual arts department policy dictates:
If there is a reason for which you will not be in class, I would appreciate you making the effort to notify me before you miss the class by email. If you are unable to notify me beforehand, please try to notify me as soon as possible afterwards. It is your responsibility to find out what you missed in class. Those with unexcused absences will not be able to make up in-class activities and will receive a zero for the assignment(s).
Habitual tardiness, leaving class early, or not cleaning-up and putting away materials before leaving class will negatively affect a student’s final grade. Three instances of tardiness will equal one unexcused absence.
According to the CCU University Catalog, “An instructor is permitted to impose a penalty, including assigning the grade of F, for unexcused absences in excess of 25% of the regularly scheduled class meetings.”
The Department of Visual Arts has a department-wide attendance policy. Regarding absences, the visual arts department policy dictates:
- More than three unexcused absences will result in grade adjustment consequences or failure of this course,
- Four unexcused absences results in a letter grade reduction for this course,
- Five unexcused absences results in an additional grade reduction for this course,
- Six unexcused absences results in a failure of this course.
ACADEMIC ACCOMODATIONS:
Coastal Carolina University, in accordance with the Americans with Disabilities Act of 1990 (ADA) and the Federal Rehabilitation Act of 1973/ Section 504, will provide reasonable accommodations for eligible students with disabilities.
Students with questions regarding a disability (e. g. physical, learning, psychiatric, vision, hearing, etc.) and may require special accommodations to be provided as part of this class, please let me know privately and also refer to Coastal Carolina University’s Office of Accessibility and Disability Services, which can be accessed online at http://www.coastal.edu/disabilityservices/. Students may also contact an Accessibility Coordinator located in Indigo House (Career Services Center) or call 843-349-2341.
SAFETY ON CAMPUS:
The Public Safety office at Coastal Carolina University is open twenty-four hours a day, seven days a week. The Public Safety office number is 843-349-2177. For emergencies call the Campus Police at 843-349‐2911.
ACADEMIC INTEGRITY CODE:
Students enrolled in this course must observe Coastal Carolina University’s Code of Student Conduct including the University’s policies regarding the Academic Integrity Code. These materials can be reviewed in the Student Handbook or online at the Office of Academic Integrity http://www.coastal.edu/aic/
PRODUCTIVE CLASSROOM CONDUCT:
This course is designed to better prepare you for the teaching of visual arts lessons in a K-5 school setting. Soon, you will be entering a career in education, as a certified teacher, where professional standards and work-related considerations are expected and required. I will make every effort to conduct this class in an atmosphere of mutual respect and will strive to create a productive and safe learning environment for all students.
You should expect, however, that if your conduct during class seriously disrupts the classroom environment, you might be asked to leave the classroom for the remainder of the class period.
The use of cell phones or other communication devices is disruptive, and is therefore prohibited during class (unless invited by professor for professional use). Please be sure that your phone is in vibrating mode. No texting (sending or acknowledging in-coming texts). In the event of an actual emergency, students using such devices should excuse themselves from the classroom immediately.
Students are permitted to use computers during class for note-taking and other class- related work only. Those using computers during class for work not related to this particular class may be asked to leave the classroom for the remainder of the class period.
I encourage your active participation. Take good notes and ask lots of questions. Goals and objectives of this course can be met successfully if you participate fully, apply yourself in your studies, complete all assigned work in good faith and on time, attend classes regularly, and meet all other course expectations.
The use of cell phones or other communication devices is disruptive, and is therefore prohibited during class (unless invited by professor for professional use). Please be sure that your phone is in vibrating mode. No texting (sending or acknowledging in-coming texts). In the event of an actual emergency, students using such devices should excuse themselves from the classroom immediately.
Students are permitted to use computers during class for note-taking and other class- related work only. Those using computers during class for work not related to this particular class may be asked to leave the classroom for the remainder of the class period.
I encourage your active participation. Take good notes and ask lots of questions. Goals and objectives of this course can be met successfully if you participate fully, apply yourself in your studies, complete all assigned work in good faith and on time, attend classes regularly, and meet all other course expectations.
ADDITIONAL SUPPLIES:
Every effort will be made to provide all necessary art supplies needed to successfully complete this course. Students sometimes wish to secure additional supplies for their own classroom use. Please make sure that supplemental art supplies purchased to be used for this class presents the “AP” safety seal presented below.
COMMUNICATION:
The best way to communicate with me is email: [email protected]. I check my email throughout the day and will definitely acknowledge your email within 48 hours (typically sooner).
SYLLABUS CHANGE POLICY:
To ensure better student learning, this syllabus is subject to change as instructional needs arise and/or in the event of extenuating circumstances at the discretion of the instructor.
FINAL EXAM:
Our final exam is scheduled for Wednesday, December 11 at 8:30 a.m. (note time difference). Do not ask to take our final exam at a different time. http://www.coastal.edu/registrar/documents/13FA_Exam_Schedule.pdf
COURSE CALENDAR:
Monday, August 19
Syllabus Identity Kaleidoscope |
Wednesday, August 21
Finish identity kaleidoscope CCU gallery visit: Erin Wiersma exhibit |
*Thursday, Aug. 22 (4:30):
closing reception (gallery) with artist |
Monday, August 26
Radial printmaking |
Wednesday, August 28
Color wheel, value scales (tempera paint) |
*Thursday, Aug. 29 (4:30):
opening reception (gallery) with artist Karen Ann Myers |
Monday, September 2
Labor Day holiday No class |
Wednesday, September 4
Study guide (discussion of reading); Studio time to work on color poster |
Monday, September 9
Quiz 1; Explanation of all other posters; Collaborative Creature colored pencil drawing |
Wednesday, September 11
Sculpey creatures (2D into 3D), discussion of Marius Valdes’ secret species; start portrait painting of sculpture (3D into 2D) click here to view student work |
**Time at end of class can always be used
to work on posters; also, room is open TuTh 9-1:30 for you to work on posters |
Monday, September 16
Library instruction: copyright discussion; setting up Weebly website (meet in classroom-Edwards 124) |
Wednesday, September 18
Dot Day Activity Book inspiration: The Dot by Peter Reynolds; Finish painting |
**Friday: Digital Scavenger Hunt
due on website by 11:59 pm *Sunday: Free Family Day at Burroughs-Chapin Art Museum: Gullah Day - 1:00 – 3:30 p.m. |
Monday, September 23
Share Digital Scav. Hunts Finish painting; Time to work on posters |
Wednesday, September 25
Study guide (discussion of reading); Mixed media fish |
Monday, September 30
Quiz 2; Paper mache fish |
Wednesday, October 2
Paper mache fish; Museum Resources links due on website |
Monday, October 7
mid-point in semester; Elements of Art posters due; add color to paper mache fish |
Wednesday, October 9
Final textural details on paper mache fish; document for website Elements of Art posters due on website |
*Thursday, Oct. 10 (4:30):
opening reception (gallery) with artist Daniel Farnum |
Monday, October 14
Begin insect sculpture: create wire wings and proportionate body structure from newsprint and masking tape; begin pumpkin drawing-- outline with glue for resist |
Wednesday, October 16
Teacher Blog links due on website by class time--share one with class; add plaster strips to body of insect; add background (above horizon line) to pumpkin |
**By Sunday night (October 20),
post paper mache fish lesson plan on your website, including picture of your completed paper mache fish as teacher exemplar |
Monday, October 21
Study guide (discussion of reading); Finish insect sculpture; Finish pumpkin (mixed media) |
Wednesday, October 23
Quiz 3 Due: Standards, overview, vocabulary posted for LP on website |
Monday, October 28
Due: Materials needed, vocabulary (with definitions appropriate for grade level) posted for LP on website |
Wednesday, October 30
Day of the Dead Activity Due: Objectives and Assessment posted for LP on website |
**Tuesday Oct. 29 = Last day to request materials to be ordered for your presentation; after this day, you are responsible for providing materials
|
Monday, November 4
Clay animal at rest Due: Visual culture connection, artist connection and resources posted for LP on website |
Wednesday, November 6
paint clay animal Due: Step-by-step procedure (with time estimations for each step) and info about material distribution and clean up procedure posted for LP on website |
Monday, November 11
2D drawing of clay animal in habitat using oil pastels Lesson plan due (on Weebly) (Including picture of the teacher exemplar that you made) |
Wednesday, November 13
Sculpey turkeys Self-portraits at 100 years (to go along with 100-day celebration in elem. schools) |
Monday, November 18
Student presentations |
Wednesday, November 20
Student presentations |
Monday, November 25 and Wednesday, November 27
Thanksgiving Break - No Class
Thanksgiving Break - No Class
Monday, December 2
Student presentations |
Wednesday, December 4
Student presentations Last day of class - review for final exam |
Wednesday, December 11
Final Exam – 8:30 a.m. *Note time difference |