ARTE 301: Early Field Experience in Art Education
University of Illinois-Urbana Champaign
Spring 2010 – Room 237, Art + Design
Stephanie Danker, instructor – [email protected]
Final grade based on:
Important components of course:
Course Description:
Art Ed 301 is designed to provide practical experience in planning and teaching art in middle school settings, and to encourage sustained reflection on the relationship between students' cognitive, artistic, and social development and the learning that occurs in the classroom. More specifically, this course is designed to:
· To facilitate acquisition of knowledge and competencies articulated by the National Art Education Association, the Illinois State Board of Education, and the UIUC Council on Teacher Education and identified as fundamental to teaching art in a culturally diverse society; with particular interest in middle school educational contexts.
Upon completion of this course, students will be able to:
· Develop a 9-week thematic art curriculum, focusing on drawing, painting, and 3D design, which is appropriate to middle school settings and adaptable to other grade levels.
· Develop meaningful, socially relevant lessons that engage contemporary perspectives in art education, utilize information technologies, involve the study of culturally diverse and contemporary artworks, include critiques, and meet Illinois Fine Arts goals and the Illinois Professional Teaching Standards.
· Understand and meet the needs of students with exceptionalities.
· Teach art lessons competently, self-assess specific teaching episodes, and document best teaching practices.
· Demonstrate professional growth by providing artifacts and reflecting on the Illinois Professional Teaching standards
Course Requirements:
Work in this course represents a balance of curriculum development and planning for teaching, early field teaching experience in an elementary/jr. high setting, and preparation of educational materials. Specific assignments will involve; considerations of ways to engage students in meaningful study of and talk about art; ways to engage students with varying abilities in writing, drawing, planning, and self-reflection; assessments, supervised teaching in a public school setting; and development of your professional teaching portfolios.
Curriculum Development: Students will develop curricular materials and lesson plans that support the development of art programs for secondary settings, programs which promote informed and thoughtful inquiry about and creation of personally meaningful, socially relevant art. Specifically, students will develop:
· A 9 week thematic curriculum, using a Curriculum Planning Tool
· Weekly Lesson Plans using our lesson format, accompanied by a variety of specified visual aids.
· A professionally developed interest survey, student handouts, and parent newsletter
· A scenario for a critique (Critique Plans)
· Two assessment rubrics
· A Photo-Documentary Journal documenting the practicum experience, including your curriculum unit plan, 2-3 best lessons, professionally developed handouts, photos of professionally developed visual aids, examples of student work, and written evaluations by cooperating teachers and university supervisors,
· Weekly reflection documenting two mornings of classroom observations and nine mornings of teaching.
Independent Research: Students will continuously conduct and share independent research. The research project will consist of special needs research presentation and handout in elementary/middle school contexts; focusing on describing characteristics and discussing strategies of accommodation. Students will share research findings in class during presentations. Specific guidelines for each project will be provided during class seminars. Research projects are assessed in terms of degree to which they fulfill objectives, thoroughness, clarity, and professional quality of presentation.
State Reporting Mandates
· Timecards: Each student will complete and submit to the instructor a time card documenting actual teaching time. You will be teaching approximately two hours per week, with approximately four hours of out of class time preparation for each week of teaching. If your weekly preparation time is significantly longer, please see the instructor for assistance. Typically, students are able to report up to 50 hours on their timecards. Readings, research projects, journals, and portfolio development are part of the seminar requirement, and are not documented on your timecards.
· Artifacts for your ISBE Cumulative Folders: In accordance with UIUC Council on Teacher Education mandates, each student is required to maintain an archive of their professional development, showing how specific Illinois Professional Teaching Standards have been met. In cooperation with your instructor and our Council representative, each student will submit artifacts for their ISBE Cumulative binder (digital).
· IN ARTE 301, you will be submitting:
IPTS 1, 3,6, 8, 9 and TECH Standards 3, 7, 8
Required Texts and Materials
Attendance and Deadlines Policy
Art Education Program attendance, punctuality, and deadlines policies are in effect for this course. Please refer to the UIUC student handbook for specific University attendance policies. Incomplete work, or work that ignores specified guidelines or objectives is unacceptable. All work to be submitted by email, which includes lesson plans and journal entries must be submitted in a timely matter. Late submissions will result in a grade reduction. Any written work or presentation not completed and turned in by due dates is automatically graded down one letter grade.
· Any absences from a seminar or teaching event must be excused by the instructor IN ADVANCE, in writing.
· Excessive tardiness or unexcused absences from class seminars may result in a reduction of your final grade.
Procedures for missing a teaching obligation in the schools includes advance notice: Advance notice means weeks in advance, the day before, or in extreme situations unforeseeable weeks or the day before, by 7 a.m. the morning of teaching. In situations listed in the University Student Handbook that constitute an excused absence, such as a University recognized religious holiday or a family medical emergency, and the teacher candidate knows in advance, the candidate is required to make prior arrangements with the instructor and cooperating teachers to have the absence excused and arrange a make up day. In situations in which the teacher candidate encounters a sudden emergency, and has not made prior arrangements, the candidate must do the three things listed below:
1. Call the instructor immediately, in advance of the teaching time scheduled (by 7 a.m.);
2. Notify the school principal immediately; then call the teacher if possible (by 7:15 a.m.);
3. Then immediately confirm IN WRITING by e-mail to the instructor, the nature of the request for the excuse and save a written copy of the instructor's authorization to miss the teaching obligation.
4. Schedule with your teachers an alternate time to make up that week’s teaching time.
This procedure and written confirmation is required of all teacher candidates in this course, and it mirrors procedures commonly used in Illinois schools.
Evaluation:
· Curriculum Materials include the Curriculum Planning Tool, the 9 individual lessons, the interest survey, the newsletter, the student instructional handouts, and the visual aids created by teacher candidates. These curriculum materials are evaluated in terms of the degree to which they meet specified objectives, thoroughness and clarity, visual design, and thoughtfulness.
· The 9 individual lessons are then developed from a curriculum plan, and evaluated. Each lesson plan is turned in for initial evaluation and again after revision. Lesson plans are evaluated in terms of the degree to which they adhere to the lesson plan format; diversity of exemplars utilized, motivation, teaching materials utilized procedures, closure, and assessment. These lessons are evaluated with suggestions by the course instructor prior to being taught by the teacher candidates.
· Other artifacts including the interest survey, the newsletter, the Critique Plan, the student handout, and the visual aids are evaluated in terms of the degree to which they fulfill stated objectives and their overall professional quality.
· Presentations for this course include a student-led technical demonstration, a critique presentation, student impact / final presentation. All presentations will be assessed according to specific objectives given in class and quality in terms of organization, eye contact, use of voice, and knowledge of material.
· Two written evaluations of the candidates' teaching performance, based on direct observation by the instructors are completed during the 9-week practicum.
· At least two private conferences are scheduled for each teacher candidate. The first conference is held before midterm and the final conference is held near the end of the semester during the exit conference. These conferences involve discussion of individual student progress, professionalism, successes, and concerns. Additional conferences are scheduled if necessary.
· A weekly reflection documenting two mornings of classroom observations and nine mornings of teaching, written and submitted weekly in class.
· A weekly blog entry on our class Ning site with a short write up and picture(s) of your lessons / interactions with your classes.
· Illinois Professional Teaching Standards Binder (digital) consisting of reflection statements and artifacts relating to the Illinois Teaching Standards will be assessed according to objectives. A handout will be distributed in class that will provide detail to this project. This fulfills part of one requirement for certification.
Grading
Final grades are based upon evaluation of your professionalism as a preservice art teacher- looking specifically at the quality of your written materials, your preparation and professionalism, and your investment in course objectives and activities. Assessment criteria include degree of fulfillment of stated objectives, thoughtfulness and effort, and timeliness. Any student who attends all classes, is punctual and fully prepared, and fulfills all assignments in accordance with their stated objectives may expect to earn a "B" in this course. Students who meet these criteria, and whose work is consistently exceptional may earn an "A" in this course.
Students are expected to master the art of self-reflection and efforts toward excellence.
Successful completion of the following items are required:
· Illinois Professional Teaching Standards Portfolio (digital)
· Class presentations (critique, student work, demo)
· Curriculum unit plan, 9 Lesson Plans, parent newsletter, student handouts, critique plans, assessment rubrics, student work display
· Final PPT presentation reviewing semester
· Portfolio documenting work over semester (digital), reflections and blog entries
· Professionalism and classroom participation will factor into the final grade
Spring 2010 – Room 237, Art + Design
Stephanie Danker, instructor – [email protected]
Final grade based on:
- Completion of ISBE standards
- Successful teaching performance for nine weeks, including at least one 2-D project and one 3-D project
- 30 – 45 minute presentation to peers – technical teaching demonstration with active learning – handout distributed to peers
- Student impact presentation – 15 minutes (utilizing technology)
- Attendance, participation, punctuality, submission of lesson plans on time and complete
Important components of course:
- Use of art museum resources to assist in teaching at least one lesson
- Authentic community connection embedded in theme and purpose of art activities
- Communication and dialogue with cooperating teacher
- Team-based approach to grasping specific needs of school with peer(s) in class that also are based in that school
- Openness and flexibility
- Attentive listening to your peers and to your students in an effort to absorb and grow, with an appreciation that the experience of others adds to your knowledge base
- Documenting a supply order form related to each of your projects to grasp budgeting and the ordering process
- Keep up with class blog site, contribute as requested
- Reflective journaling, in form of blog or actual sketchbook, to develop theme of lessons through research and reflection of self as artist and teacher
Course Description:
Art Ed 301 is designed to provide practical experience in planning and teaching art in middle school settings, and to encourage sustained reflection on the relationship between students' cognitive, artistic, and social development and the learning that occurs in the classroom. More specifically, this course is designed to:
· To facilitate acquisition of knowledge and competencies articulated by the National Art Education Association, the Illinois State Board of Education, and the UIUC Council on Teacher Education and identified as fundamental to teaching art in a culturally diverse society; with particular interest in middle school educational contexts.
- To provide an opportunity to develop greater understandings about and practical resources for teaching art in middle school /jr. high settings, with attention to integrating contemporary approaches within a thoughtfully constructed art program.
- To develop insights about and strategies for engaging adolescent learners with personally meaningful, socially relevant art learning experiences.
- To engage future art teachers with creative and educational uses of information technologies.
Upon completion of this course, students will be able to:
· Develop a 9-week thematic art curriculum, focusing on drawing, painting, and 3D design, which is appropriate to middle school settings and adaptable to other grade levels.
· Develop meaningful, socially relevant lessons that engage contemporary perspectives in art education, utilize information technologies, involve the study of culturally diverse and contemporary artworks, include critiques, and meet Illinois Fine Arts goals and the Illinois Professional Teaching Standards.
· Understand and meet the needs of students with exceptionalities.
· Teach art lessons competently, self-assess specific teaching episodes, and document best teaching practices.
· Demonstrate professional growth by providing artifacts and reflecting on the Illinois Professional Teaching standards
Course Requirements:
Work in this course represents a balance of curriculum development and planning for teaching, early field teaching experience in an elementary/jr. high setting, and preparation of educational materials. Specific assignments will involve; considerations of ways to engage students in meaningful study of and talk about art; ways to engage students with varying abilities in writing, drawing, planning, and self-reflection; assessments, supervised teaching in a public school setting; and development of your professional teaching portfolios.
Curriculum Development: Students will develop curricular materials and lesson plans that support the development of art programs for secondary settings, programs which promote informed and thoughtful inquiry about and creation of personally meaningful, socially relevant art. Specifically, students will develop:
· A 9 week thematic curriculum, using a Curriculum Planning Tool
· Weekly Lesson Plans using our lesson format, accompanied by a variety of specified visual aids.
· A professionally developed interest survey, student handouts, and parent newsletter
· A scenario for a critique (Critique Plans)
· Two assessment rubrics
· A Photo-Documentary Journal documenting the practicum experience, including your curriculum unit plan, 2-3 best lessons, professionally developed handouts, photos of professionally developed visual aids, examples of student work, and written evaluations by cooperating teachers and university supervisors,
· Weekly reflection documenting two mornings of classroom observations and nine mornings of teaching.
Independent Research: Students will continuously conduct and share independent research. The research project will consist of special needs research presentation and handout in elementary/middle school contexts; focusing on describing characteristics and discussing strategies of accommodation. Students will share research findings in class during presentations. Specific guidelines for each project will be provided during class seminars. Research projects are assessed in terms of degree to which they fulfill objectives, thoroughness, clarity, and professional quality of presentation.
State Reporting Mandates
· Timecards: Each student will complete and submit to the instructor a time card documenting actual teaching time. You will be teaching approximately two hours per week, with approximately four hours of out of class time preparation for each week of teaching. If your weekly preparation time is significantly longer, please see the instructor for assistance. Typically, students are able to report up to 50 hours on their timecards. Readings, research projects, journals, and portfolio development are part of the seminar requirement, and are not documented on your timecards.
· Artifacts for your ISBE Cumulative Folders: In accordance with UIUC Council on Teacher Education mandates, each student is required to maintain an archive of their professional development, showing how specific Illinois Professional Teaching Standards have been met. In cooperation with your instructor and our Council representative, each student will submit artifacts for their ISBE Cumulative binder (digital).
· IN ARTE 301, you will be submitting:
IPTS 1, 3,6, 8, 9 and TECH Standards 3, 7, 8
Required Texts and Materials
- Readings will be distributed through the online component of our class.
- Ordering supplies for your projects needs to be done well in advance. Do not assume you can purchase supplies and get reimbursed.
Attendance and Deadlines Policy
Art Education Program attendance, punctuality, and deadlines policies are in effect for this course. Please refer to the UIUC student handbook for specific University attendance policies. Incomplete work, or work that ignores specified guidelines or objectives is unacceptable. All work to be submitted by email, which includes lesson plans and journal entries must be submitted in a timely matter. Late submissions will result in a grade reduction. Any written work or presentation not completed and turned in by due dates is automatically graded down one letter grade.
· Any absences from a seminar or teaching event must be excused by the instructor IN ADVANCE, in writing.
· Excessive tardiness or unexcused absences from class seminars may result in a reduction of your final grade.
Procedures for missing a teaching obligation in the schools includes advance notice: Advance notice means weeks in advance, the day before, or in extreme situations unforeseeable weeks or the day before, by 7 a.m. the morning of teaching. In situations listed in the University Student Handbook that constitute an excused absence, such as a University recognized religious holiday or a family medical emergency, and the teacher candidate knows in advance, the candidate is required to make prior arrangements with the instructor and cooperating teachers to have the absence excused and arrange a make up day. In situations in which the teacher candidate encounters a sudden emergency, and has not made prior arrangements, the candidate must do the three things listed below:
1. Call the instructor immediately, in advance of the teaching time scheduled (by 7 a.m.);
2. Notify the school principal immediately; then call the teacher if possible (by 7:15 a.m.);
3. Then immediately confirm IN WRITING by e-mail to the instructor, the nature of the request for the excuse and save a written copy of the instructor's authorization to miss the teaching obligation.
4. Schedule with your teachers an alternate time to make up that week’s teaching time.
This procedure and written confirmation is required of all teacher candidates in this course, and it mirrors procedures commonly used in Illinois schools.
Evaluation:
· Curriculum Materials include the Curriculum Planning Tool, the 9 individual lessons, the interest survey, the newsletter, the student instructional handouts, and the visual aids created by teacher candidates. These curriculum materials are evaluated in terms of the degree to which they meet specified objectives, thoroughness and clarity, visual design, and thoughtfulness.
· The 9 individual lessons are then developed from a curriculum plan, and evaluated. Each lesson plan is turned in for initial evaluation and again after revision. Lesson plans are evaluated in terms of the degree to which they adhere to the lesson plan format; diversity of exemplars utilized, motivation, teaching materials utilized procedures, closure, and assessment. These lessons are evaluated with suggestions by the course instructor prior to being taught by the teacher candidates.
· Other artifacts including the interest survey, the newsletter, the Critique Plan, the student handout, and the visual aids are evaluated in terms of the degree to which they fulfill stated objectives and their overall professional quality.
· Presentations for this course include a student-led technical demonstration, a critique presentation, student impact / final presentation. All presentations will be assessed according to specific objectives given in class and quality in terms of organization, eye contact, use of voice, and knowledge of material.
· Two written evaluations of the candidates' teaching performance, based on direct observation by the instructors are completed during the 9-week practicum.
· At least two private conferences are scheduled for each teacher candidate. The first conference is held before midterm and the final conference is held near the end of the semester during the exit conference. These conferences involve discussion of individual student progress, professionalism, successes, and concerns. Additional conferences are scheduled if necessary.
· A weekly reflection documenting two mornings of classroom observations and nine mornings of teaching, written and submitted weekly in class.
· A weekly blog entry on our class Ning site with a short write up and picture(s) of your lessons / interactions with your classes.
· Illinois Professional Teaching Standards Binder (digital) consisting of reflection statements and artifacts relating to the Illinois Teaching Standards will be assessed according to objectives. A handout will be distributed in class that will provide detail to this project. This fulfills part of one requirement for certification.
Grading
Final grades are based upon evaluation of your professionalism as a preservice art teacher- looking specifically at the quality of your written materials, your preparation and professionalism, and your investment in course objectives and activities. Assessment criteria include degree of fulfillment of stated objectives, thoughtfulness and effort, and timeliness. Any student who attends all classes, is punctual and fully prepared, and fulfills all assignments in accordance with their stated objectives may expect to earn a "B" in this course. Students who meet these criteria, and whose work is consistently exceptional may earn an "A" in this course.
Students are expected to master the art of self-reflection and efforts toward excellence.
Successful completion of the following items are required:
· Illinois Professional Teaching Standards Portfolio (digital)
· Class presentations (critique, student work, demo)
· Curriculum unit plan, 9 Lesson Plans, parent newsletter, student handouts, critique plans, assessment rubrics, student work display
· Final PPT presentation reviewing semester
· Portfolio documenting work over semester (digital), reflections and blog entries
· Professionalism and classroom participation will factor into the final grade
- Required readings:
Bergsgaard, M., & Ellis, M. (2002). Inward: The journey toward authenticity through self-observing. Journal of Educational Thought, 36(1), 53-68.
Daichendt, G. J. (2009). Redefining the artist-teacher. Art Education, 62(5), 33-38.
Goleman, D., Boyatzis, R., & McKee, A. (2001). Primal leadership: The hidden driver of great performance. Harvard Business Review, 42-51.
Hatfield, C., Montana, V., & Deffenbaugh, C. (2006). Artist/art educator: Making sense of identity issues. Art Education, 59(3), 42-47.
Hughes, S. (2009). Leadership, management and sculpture: how arts based activities can transform learning and deepen understanding. Reflective Practice, 10(1), 77-90.