ARTE 504: CONTEMPORARY ISSUES IN ART EDUCATION
Summer 2013
Distance Learning course with two required field trips
Course designed and implemented by 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
Distance Learning course with two required field trips
Course designed and implemented by 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 504 Contemporary Issues in Art Education (3). Attention will be given to contemporary theoretical and practical approaches to art education, which may include emphasis on: themes, visual culture, multiculturalism, social justice, museum/nonformal learning environments, social media. Learners will engage in personal art making and research, with focus on contemporary artists.
REQUIRED TEXT:
There is no required textbook for this class. All readings for this course will be provided online (Blackboard). Required readings include:
Walker, S. (2004). Understanding the artmaking process: Reflective practice. Art Education, 57(3), 6-12.
Project Tomorrow (June 2013). From chalkboards to tablets: The emergence of the K-12 digital learner: Speak Up 2012 national findings K-12 students. Retrieved on June 4, 2013 from http://www.tomorrow.org/speakup/pdfs/SU12-Students.pdf
Gude, O. (2007). Principles of possibility: Considerations for a 21st century art & culture curriculum. Retrieved on June 19, 2013 from http://lesliegates.wikispaces.com/file/view/PrinciplesHandout.pdf
Duncum, P. (2010). Seven principles for visual culture education. Art Education, 63(1), 6-10.
Norlund, C., Speirs, P., & Stewart, M. (2010). An invitation to social change: Fifteen principles for teaching art. Art Education, 63(5), 36-43.
Eldridge, L. (2003). Case study: Confronting stereotypes of Native Americans. In S. Klein (Ed.), Teaching art in context: Case studies for art education (pp. 24-29). Reston, VA: National Art Education Association.
Stone, D. L. (2001). Using the art museum (pp. 33-53). Worchester, MA: Davis Publications.
Jeffers, C. S. (2003). Case study: Constructivist teaching and learning in the art gallery. In S. Klein (Ed.), Teaching art in context: Case studies for preservice art education (pp. 86-90). Reston, VA: National Art Education Association.
Walker, S. (2004). Understanding the artmaking process: Reflective practice. Art Education, 57(3), 6-12.
Project Tomorrow (June 2013). From chalkboards to tablets: The emergence of the K-12 digital learner: Speak Up 2012 national findings K-12 students. Retrieved on June 4, 2013 from http://www.tomorrow.org/speakup/pdfs/SU12-Students.pdf
Gude, O. (2007). Principles of possibility: Considerations for a 21st century art & culture curriculum. Retrieved on June 19, 2013 from http://lesliegates.wikispaces.com/file/view/PrinciplesHandout.pdf
Duncum, P. (2010). Seven principles for visual culture education. Art Education, 63(1), 6-10.
Norlund, C., Speirs, P., & Stewart, M. (2010). An invitation to social change: Fifteen principles for teaching art. Art Education, 63(5), 36-43.
Eldridge, L. (2003). Case study: Confronting stereotypes of Native Americans. In S. Klein (Ed.), Teaching art in context: Case studies for art education (pp. 24-29). Reston, VA: National Art Education Association.
Stone, D. L. (2001). Using the art museum (pp. 33-53). Worchester, MA: Davis Publications.
Jeffers, C. S. (2003). Case study: Constructivist teaching and learning in the art gallery. In S. Klein (Ed.), Teaching art in context: Case studies for preservice art education (pp. 86-90). Reston, VA: National Art Education Association.
COURSE STRUCTURE:
The structure of this distance learning course is a combination of several teaching-and-learning methods and strategies. These include: art production and digital presentations, reflective journaling, contemporary artist viewing guides, online class discussions regarding various course content topics, readings and research activities, and curriculum development. It is expected that you will check email and Blackboard daily and maintain a Weebly website for our class.
COURSE OBJECTIVES:
This course is designed to prepare pre-service art educators for the teaching of art in K-12 schools. The course content, materials, and art methods selected are intended to provide students an opportunity to:
- Recognize and apply contemporary theoretical and practical approaches to art education,
- Explore personal thematic art making, presentation and reflection through digital means,
- View, describe and analyze artwork by contemporary artists from around the world,
- Identify and apply National and State level visual arts standards, as they apply to visual arts instruction, and develop a working knowledge of grade level multidiscipline state standards,
- Build your professional online presence, start to recognize benefits of a professional learning network (PLN) and create a culture of sharing through participation in social media for educational purposes.
STUDENT LEARNING OUTCOMES:
More specifically, at the completion of this course, you should be able to:
- Describe, analyze and respond to rationale for various contemporary approaches to art education, which may include incorporating art curricula with themes, ideals of visual culture, multiculturalism, social justice, museum/nonformal learning environments, social media.
- Develop a series of personal artwork based on a theme, identify and draw inspiration from contemporary artists working with similar themes, present your work in a professional way online, engage in continuous personal reflection throughout your own artmaking and thoughtfully provide comments to peers about their artwork,
- Interpret and critique the work of a diverse group of contemporary artists (some artists will be introduced by instructor and others will be identified through personal research) and identify avenues for locating information on contemporary artists through credible sources,
- Integrate National / State level visual arts standards (and may include proposed Core Visual Arts Standards) in curriculum development of a comprehensive art lesson plan specific for a chosen grade level,
- Engage in directed and self-initiated social media platforms for educational purposes, and produce a website for your teaching resources, where you post your comprehensive lesson plan, personal artwork, and relevant artist and educational links.
ASSESSMENT AND EVALUATION:
All assignments and projects will have specific deadlines spaced throughout the term. Students are responsible for turning in completed assignments by the designated time on the assigned due date. (Your posts on Blackboard and emails are time-stamped.) 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.). 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.). 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.
Thematic series of artwork, including reflective journal about your artistic process and responses to classmates' personal artwork
Reading responses, including responses to classmates' ideas and other Discussion Board assignments Digital Resource Collection (Weebly website) Three-Lesson Unit Plan: (based on one chosen theme, but using three different media) Contemporary Artists’ Viewing Guides |
20%
20% 20% 20% 20% Total = 100% |
Students will have a few pieces of additional required work, to be discussed during the first week of the course. This will mainly involve research / curriculum development: connected to a few chosen artworks from the permanent collection at the Burroughs-Chapin Art Museum; and planning / organization for a teacher workshop focused on Maura Kenny's watercolor exhibit at the Rebecca Randall Bryan Gallery in March 2014. Each of these assignments will have provided guidelines and grading expectations, and will be averaged in with the above grades.
Please note: Thursday, July 25 is a required fieldtrip date (Hobcaw Preserve in Georgetown, SC and Maura Kenny’s home studio in Pawley’s Island, SC), leaving from CCU after the MAT morning class. There will also be a required fieldtrip to Burroughs-Chapin Art Museum, date TBD.
Final grades are calculated using the following scale:
Please note: Thursday, July 25 is a required fieldtrip date (Hobcaw Preserve in Georgetown, SC and Maura Kenny’s home studio in Pawley’s Island, SC), leaving from CCU after the MAT morning class. There will also be a required fieldtrip to Burroughs-Chapin Art Museum, date TBD.
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 |
DISTANCE LEARNING CLASS ATTENDANCE:
Course attendance is an important aspect of success in any distance learning course. In this course, attendance and active participation is defined by the following:
a) Check‐in to Blackboard course room daily during course (July 15 – Aug. 8), Monday - Friday
b) Participation in Blackboard Discussion Board (individual posts and responses to classmates in a timely fashion – by posted deadlines)
c) Submission and completion of assignments by posted deadlines
d) Attendance and participation in synchronous chat rooms (including Twitter chats at designated times, TBD)
e) Communication with the instructor
a) Check‐in to Blackboard course room daily during course (July 15 – Aug. 8), Monday - Friday
b) Participation in Blackboard Discussion Board (individual posts and responses to classmates in a timely fashion – by posted deadlines)
c) Submission and completion of assignments by posted deadlines
d) Attendance and participation in synchronous chat rooms (including Twitter chats at designated times, TBD)
e) Communication with the instructor
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/
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.
COURSE CALENDAR:
WEEK ONE:
Monday, July 15
• Introductions via BB Discussion Board (DB), your personal intro due by 11:59 p.m. |
Tuesday, July 16
• Respond to at least four different classmates’ intro posts, due by 11:59 p.m. • Create Weebly website, post link to your site on BB Discussion Board • Read Walker (2004). Post response to prompt on BB DB by 11:59 p.m. |
Wednesday, July 17
• Reflection on themes in art, via BB DB, due by 11:59 p.m. • On Weebly, under “My Artwork” page, post 3 images of your best artwork. Briefly describe on the webpage close to the images why you feel these pieces were successful. |
Thursday, July 18
• Complete viewing guides for Carrie Mae Weems and Janine Antoni. Email completed Word docs to SD. • Read Speak Up report (2013). Post response to prompt on BB DB by 11:59 p.m. • Written proposal for theme to work with throughout class: personal artwork, artist research, LP |
Friday, July 19
• Read Gude (2004). Post response to prompt on BB DB by 11:59 p.m. • Two images (of personal artwork) due on your website, along with one contemporary artist’s work (created between 2004 – now) • Reflection on your own new artwork |
WEEK TWO:
Monday, July 22
• Complete viewing guides for Cindy Sherman and Nikki S. Lee. Email completed Word docs to SD. |
Tuesday, July 23
• Read Duncum (2010). Post response to prompt on BB DB by 11:59 p.m. • Two images (of personal artwork) due on your website, along with one contemporary artist’s work (created between 2004 – now) • Reflection on your own new artwork |
Wednesday, July 24
• Complete viewing guides for Graffiti Art 1 & 2. Email completed Word docs to SD. |
Thursday, July 25
• Read Nordlund et al (2010). Post response to prompt on BB DB by 11:59 p.m. |
Friday, July 26
• Complete viewing guides for Ai Weiwei and Call to Action. Email completed Word docs to SD. • Two images (of personal artwork) due on your website, along with one contemporary artist’s work (created between 2004 – now) • Reflection on your own new artwork |
WEEK THREE:
Monday, July 29
• Complete viewing guides for Hank Willis Thomas. Email completed Word doc to SD. • Standards, overview, vocabulary posted for LP on website |
Tuesday, July 30
• Complete viewing guide for contemporary Native American artists. Email completed Word doc to SD. • Read Eldridge (2003). Post response to prompt on BB DB by 11:59 p.m. |
Wednesday, July 31
• Read Stone (2001) and Jeffers (2003). Post response to prompt on BB DB by 11:59 p.m. • Materials needed, vocabulary (with definitions appropriate for grade level) posted for LP on website |
Thursday, August 1
• Two images (of personal artwork) due on your website, along with one contemporary artist’s work (created between 2004 – now) • Reflection on your own new artwork |
Friday, August 2
• Complete viewing guides for Conceptual Art 1 & 2. Email completed Word docs to SD. • Objectives and Assessment posted for LP on website |
WEEK FOUR:
Monday, August 5
• Complete viewing guide for Performance Art. Email completed Word doc to SD. • Visual culture connection, artist connections and resources posted for LP on website (due at 11:59 p.m.) |
Tuesday, August 6
• Two images (of personal artwork) due on your website, along with one contemporary artist’s work (created between 2004 – now) • Reflection on your own new artwork |
Wednesday, August 7
• Step-by-step procedure (with time estimations for each step) and info about material distribution and clean up procedure posted for LP on website (due at 11:59 p.m.) |
Thursday, August 8
• Final comprehensive lesson plan posted on website (including image of teacher exemplar you made) (due at 5:00 p.m.) |
Friday, August 9
• Final reflection (due at noon) |