ARTE 310: INTRODUCTION TO ART EDUCATION
Spring 2014
Room: EHFA 124
Class time: TuTh, 10:50 a.m. – 1:35 p.m.
Stephanie Danker, PhD
[email protected]
Office: EHFA 268
Office Hours: TuTh 2-4 (or by appointment)
Office Phone: 843-349-4049
Room: EHFA 124
Class time: TuTh, 10:50 a.m. – 1:35 p.m.
Stephanie Danker, PhD
[email protected]
Office: EHFA 268
Office Hours: TuTh 2-4 (or by appointment)
Office Phone: 843-349-4049
COURSE DESCRIPTION:
ARTE 310 Introduction to Art Education (3). Thematic approaches to art education will be discussed and applied through personal artmaking and in PK-12 school and community settings. Students will visit schools and other educational sites and practice methods of digital documentation and reflective practice.
REQUIRED TEXT:
Walker, S. (2001). Teaching Meaning in Artmaking. Worchester, MA: Davis Publications.
ISBN-10: 0871925834, ISBN-13: 978-0871925831
Note: Additional readings for this course will be provided in class or online (Blackboard).
ISBN-10: 0871925834, ISBN-13: 978-0871925831
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 (for your digital resource collection).
COURSE OBJECTIVES:
This course is designed to prepare pre-service art educators for the teaching. The course content, materials, and art methods selected are intended to provide students an opportunity to:
- Explore how artists respond to themes and big ideas through their artwork to create meaning.
- Visit local schools to observe classroom dynamics (including actions and characteristics of the teacher and students) in various levels of art.
- Visit local non-formal sites for art education and dialogue with a museum educator and/or community-based art educators to distinguish similarities and differences between formal (school-based) and non-formal art education.
- Actively engage in peer review and reflective practice at different points in planning and self-evaluation in the teaching process, recognizing these methods as tools for improving teaching skills.
- Research and plan art lessons that reflect meaningful connections with themes; an understanding of a variety of artistic techniques and processes; and relations to artists and cultures—historical and contemporary, western and non-western.
- Actively engage in, and respond to local cultural events.
STUDENT LEARNING OUTCOMES:
More specifically, at the completion of this course, you will have:
- Created a series of personal artwork based on a theme and developed a lesson plan based on the theme.
- Observed, analyzed, and critiqued lessons observed during PK-12 school visits in terms of differing needs and physical, cognitive, and social characteristics of children in various stages of development.
- Observed and assisted, collaboratively planned an implemented an art education experience in a local non-formal setting (example: art museum, community organization).
- Researched and collected resources relevant to the content and pedagogy of art education.
- Communicated curriculum knowledge of content, methods, media, techniques, and subject matter by producing an art unit plan and presenting it to classmates.
- Participated in and critiqued local cultural events, communicating knowledge of art history, art criticism and aesthetics.
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). Alternative assignments or extra assignments to pull up a student’s grade will not be given.
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.
Personal series of art making: exploration of a theme over 8 weeks
children's program project planning and field implementation community project planning and field implementation Digital Resource Collection Reading responses and discussion leading Critiques of cultural events (3) In-class activities Unit plan and presentation |
20%
10% 10% 10% 10% 10% 10% 20% 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, death of a close relative, observing a religious holiday, military service obligations, or something of a serious nature.
EXPLANATION OF PROJECTS:
Personal series of artmaking: Exploration of a theme over 8 weeks (20%)
This class stresses use of themes and big ideas in art education. Over the course of 8 weeks, you will choose a theme to guide your own artmaking exploration. You will start by brainstorming themes. Deciding upon a theme for your artwork is a very personal choice. The more relevant your theme is to your life and your character, the more opportunity you may have for growth through exploring your theme through a number of images and self-reflection. You will write a proposal for a series of work and research historical and contemporary artists who have worked with your chosen theme. After 4 weeks, there will be a class critique of artwork, with a final critique at the end of the 8 weeks. You will write a lesson plan based on your theme (and related artists) at the completion of your series of artwork. Short presentations based on these lesson plans will be given to the class.
Children’s program project planning and field implementation (10%)
**Note: This activity (and collaborative institution) could change various semesters depending on opportunities that are available.
Spring 2014: This project will involve study of non-formal art education sites, specifically art museums, and involve collaborations with CCU painting professor, Maura Kenny and Bryan Art Gallery director Jim Arendt / assistant Kendall Martin. CCU undergraduate art education students will plan and implement a workshop for home-schooled children. The Bryan Gallery will play an integral role in all aspects of this project. Each student will write a reflective journal (guidelines to be provided) based on the experience. The class’s collaboratively-written lesson plans for the workshop will be shared with the gallery.
Tuesday, March 25, 2014 is the proposed date for the CCU ARTE 310 (Introduction to Art Education) students to lead their own watercolor workshop for community home-schooled children. The class meets from 10:50 – 1:35 p.m. The intended time frame is as follows:
10:50 – 11:15 a.m. – ARTE 310 students set up classroom / prepare supplies
11:15 – 11:25 a.m. – class meeting / verbal run through
11:30 a.m. – home-schooled students arrive to Studio (124)
ARTE 310 students lead workshop they collaboratively planned, including initial technology introduction to what they will see, gallery tour and discussion, studio activity (watercolor painting), student critique, digital documentation
12:50 p.m. – clean up and closure
1:00 p.m. – home-schooled students leave; ARTE 310 student debriefing and reflection
1:35 p.m. - end of class
Community project planning and field implementation (10%)
**Note: This activity (and collaborative institution) could change various semesters depending on opportunities that are available.
Spring 2014: (tentative) This project will involve observation in several classrooms within a local secondary school art department (in student pairs). They will complete reflective journals on the experiences. Students will then observe and assist in a special needs art classroom. Ben’s Bells project will be introduced (http://bensbells.org). Students will assist special needs students with creating ceramic wind chimes and participate in the project within the community. They will document and promote the project, while generating ideas for other activities that engage with special populations.
Digital resource collection (10%)
You will be required to collect digital resources (example: links to lesson plans, teacher blogs, state and national standards, museums). In Spring 2014, you will maintain a free Weebly site and organize links through separate tabs. Directions will be provided. The format of the digital resource collection may vary by semester.
Reading responses and discussion leading (10%)
At the beginning of the semester, each student will choose a text chapter or assigned reading to lead class discussion based on content. This will involve compiling a list of 5-8 discussion questions (at least half of questions should be open-ended) from the reading, sending out to instructor and classmates 24 hours in advance of class meeting time. You will lead discussion in class and present 3-5 ideas for teaching based on the reading.
There will also be short reading responses periodically throughout the semester. These will typically be one page in length, double-spaced.
Critiques of cultural events (3) (10%)
This assignment is primarily experiences with art criticism and aesthetics and imagining applications for art education. It involves attending three different cultural events in the community and writing 1-2 page (double-spaced) critiques of the events. The goal is to be “fully present in the moment” while experiencing the events. For each critique, first describe the event. Discuss what you gathered as the theme or big idea of the event as you experienced it (gallery exhibit, dance or theatre performance----professor will approve events). What did you see and what do you think it meant? Why? How does the content relate to everyday living and/or your own personal history? How could you imagine using this content (or an idea inspired by the content) with students? Would there be a particular audience of students this idea might best suit? Close with your overall impressions and reflections of the event. Respond to these questions in sequence and in essay form.
In-class activities (10%)
Examples of in-class activities include: art production activities, gallery guides, written activities or other as assigned.
Unit plan and presentation (20%)
For the final project in the class, students will each write a thematic art unit plan specific for a grade level of their choosing. The unit will consist of three lessons: the second of the three lessons will be very detailed, while the first and third lessons will be less detailed but describe what lessons would precede and follow the second lesson. The second lesson should build on knowledge introduced in the first lesson, while the third lesson should build on previous lessons. Different artists should be connected in each of the lessons and different media should be used in each. At least one female and one non-western artist should be connected and at least one should be contemporary. You will present (teach) your second lesson from your unit to the class.
This class stresses use of themes and big ideas in art education. Over the course of 8 weeks, you will choose a theme to guide your own artmaking exploration. You will start by brainstorming themes. Deciding upon a theme for your artwork is a very personal choice. The more relevant your theme is to your life and your character, the more opportunity you may have for growth through exploring your theme through a number of images and self-reflection. You will write a proposal for a series of work and research historical and contemporary artists who have worked with your chosen theme. After 4 weeks, there will be a class critique of artwork, with a final critique at the end of the 8 weeks. You will write a lesson plan based on your theme (and related artists) at the completion of your series of artwork. Short presentations based on these lesson plans will be given to the class.
Children’s program project planning and field implementation (10%)
**Note: This activity (and collaborative institution) could change various semesters depending on opportunities that are available.
Spring 2014: This project will involve study of non-formal art education sites, specifically art museums, and involve collaborations with CCU painting professor, Maura Kenny and Bryan Art Gallery director Jim Arendt / assistant Kendall Martin. CCU undergraduate art education students will plan and implement a workshop for home-schooled children. The Bryan Gallery will play an integral role in all aspects of this project. Each student will write a reflective journal (guidelines to be provided) based on the experience. The class’s collaboratively-written lesson plans for the workshop will be shared with the gallery.
Tuesday, March 25, 2014 is the proposed date for the CCU ARTE 310 (Introduction to Art Education) students to lead their own watercolor workshop for community home-schooled children. The class meets from 10:50 – 1:35 p.m. The intended time frame is as follows:
10:50 – 11:15 a.m. – ARTE 310 students set up classroom / prepare supplies
11:15 – 11:25 a.m. – class meeting / verbal run through
11:30 a.m. – home-schooled students arrive to Studio (124)
ARTE 310 students lead workshop they collaboratively planned, including initial technology introduction to what they will see, gallery tour and discussion, studio activity (watercolor painting), student critique, digital documentation
12:50 p.m. – clean up and closure
1:00 p.m. – home-schooled students leave; ARTE 310 student debriefing and reflection
1:35 p.m. - end of class
Community project planning and field implementation (10%)
**Note: This activity (and collaborative institution) could change various semesters depending on opportunities that are available.
Spring 2014: (tentative) This project will involve observation in several classrooms within a local secondary school art department (in student pairs). They will complete reflective journals on the experiences. Students will then observe and assist in a special needs art classroom. Ben’s Bells project will be introduced (http://bensbells.org). Students will assist special needs students with creating ceramic wind chimes and participate in the project within the community. They will document and promote the project, while generating ideas for other activities that engage with special populations.
Digital resource collection (10%)
You will be required to collect digital resources (example: links to lesson plans, teacher blogs, state and national standards, museums). In Spring 2014, you will maintain a free Weebly site and organize links through separate tabs. Directions will be provided. The format of the digital resource collection may vary by semester.
Reading responses and discussion leading (10%)
At the beginning of the semester, each student will choose a text chapter or assigned reading to lead class discussion based on content. This will involve compiling a list of 5-8 discussion questions (at least half of questions should be open-ended) from the reading, sending out to instructor and classmates 24 hours in advance of class meeting time. You will lead discussion in class and present 3-5 ideas for teaching based on the reading.
There will also be short reading responses periodically throughout the semester. These will typically be one page in length, double-spaced.
Critiques of cultural events (3) (10%)
This assignment is primarily experiences with art criticism and aesthetics and imagining applications for art education. It involves attending three different cultural events in the community and writing 1-2 page (double-spaced) critiques of the events. The goal is to be “fully present in the moment” while experiencing the events. For each critique, first describe the event. Discuss what you gathered as the theme or big idea of the event as you experienced it (gallery exhibit, dance or theatre performance----professor will approve events). What did you see and what do you think it meant? Why? How does the content relate to everyday living and/or your own personal history? How could you imagine using this content (or an idea inspired by the content) with students? Would there be a particular audience of students this idea might best suit? Close with your overall impressions and reflections of the event. Respond to these questions in sequence and in essay form.
In-class activities (10%)
Examples of in-class activities include: art production activities, gallery guides, written activities or other as assigned.
Unit plan and presentation (20%)
For the final project in the class, students will each write a thematic art unit plan specific for a grade level of their choosing. The unit will consist of three lessons: the second of the three lessons will be very detailed, while the first and third lessons will be less detailed but describe what lessons would precede and follow the second lesson. The second lesson should build on knowledge introduced in the first lesson, while the third lesson should build on previous lessons. Different artists should be connected in each of the lessons and different media should be used in each. At least one female and one non-western artist should be connected and at least one should be contemporary. You will present (teach) your second lesson from your unit to the class.
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 prepare you for planning and implementation of visual arts lessons in PK-12 school and community settings. I will 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 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 May 8 at 11:00 a.m. Do not ask to take our final exam at a different time.
COURSE CALENDAR:
Tuesday, January 14
Syllabus, Student survey; 15 min timed drawing: Sandwich-bag art Assignment: Create a character that reminds you of when you were in elementary school. Critique.
Discussion: Food as a Big Idea in Art Janine Antoni, Lynn Aldrich Digital Photo Assignment 1 introduced |
Thursday, January 16
Review of concepts from last class. Viewing of Janine Antoni Art21 video. Discussion of Pierre Javelle & Akiko Ida's work. PPT and handout: Elements of Realistic-Style photography (Duncum, 2013) Studio: Create a handmade journal to use throughout semester when developing personal theme for artwork series |
Assignments
Due Sunday, January 19 by 11:59 p.m. Digital Photo Assignment 1: Food as a Big Idea in Art Due Tuesday, January 21 Read Introduction and Ch. 1 in Walker book |
Tuesday, January 21
Discussion: Student work Discussion: Subject matter vs. big idea/theme; composing essential questions; Deborah Butterfield, Andy Goldsworthy; cross-over into other disciplines, standards; iPad apps |
Thursday, January 23
Artist Visit: Jacob Cotton Essential questions for Instructional Resource; guidelines for proposal for personal artwork series; sequencing activities for a field trip: pre-visit, during visit and post-visit---connecting to standards; organization of small groups and drivers |
Assignments
Due Sunday, January 26 by 11:59 p.m. Proposal for theme for personal artwork series Due Tuesday, January 28 Read Ch. 2 in Walker book |
Tuesday, January 28
Ice/Snow Day - CCU classes canceled |
Thursday, January 30
Library Instruction related to finding contemporary art, art education resources; Create personal website for housing Digital Resource Collection; preparation for fieldtrip expectations |
Assignments
Due Sunday, February 9 by 11:59 p.m. Image 1 in thematic personal artwork series, with reflection, posted on website |
Tuesday, February 11
Look at student images on websites; organization of library workshops: small groups, decide on books to focus on, brainstorm for activities and materials needed |
Thursday, February 13
exploration of materials that could be used for library workshop |
Assignments
Due Sunday, February 16 by 11:59 p.m. Image 2 in thematic personal artwork series, with reflection, posted on website |
Tuesday, February 18
Fieldtrip to Socastee Library; planning for art making workshops in space - working out logistics; small group planning time |
Thursday, February 20
Planning and preparations for workshop on your own time with your small group |
Assignments
Due Sunday, February 23 by 11:59 p.m. Image 3 in thematic personal artwork series, with reflection, posted on website |
Tuesday, February 25
Walk through of activities for workshop; material preparation; |
Thursday, February 27
Socastee Library - implementation of our children's art making workshops, based on themes/ideas presented in books |
Assignments
Due Sunday, March 2 by11:59 p.m. First four artworks in your series of personal artwork posted on your website, with reflections |
Tuesday, March 4
Look at student images on websites; underglaze and glaze bowls for CHROMA's Empty Bowl project |
Thursday, March 6
Artist Visit: Maura Kenny talk to be in gallery in coordination with the exhibit of her watercolors; video: The Baruchs of Hobcaw |
Tuesday, March 11
no class Spring Break |
Thursday, March 13
no class Spring Break |
Tuesday, March 18
watercolor studio time; experimenting and learning techniques to teach to students; considerations for teaching |
Thursday, March 20
Planning and preparation for workshop |
Assignments
Due Sunday, March 23 by 11:59 p.m. Image 5 in thematic personal artwork series, with reflection, posted on website |
Tuesday, March 25
Watercolor workshop for children at CCU (Bryan Gallery and Art Ed room) |
Thursday, March 27
Reflection and debriefing on workshop; class group collaborations to plan for presentation at Celebration of Inquiry: Building Community through the Arts |
Assignments
Due Sunday, March 30 by 11:59 p.m. Image 6 in thematic personal artwork series, with reflection, posted on website |
Tuesday, April 1
no class Dr. Danker at NAEA conference; Celebration of Inquiry on campus |
Wednesday, April 2
9:00 a.m.: Celebration of Inquiry presentation EHFA Recital Hall, CCU Building Community through the Arts (100+ people in attendance from all over campus) |
Assignments
Due Sunday, April 6 by 11:59 p.m. Image 7 in thematic personal artwork series, with reflection, posted on website |
Tuesday, April 8
Discussion: What is Design? Brainstorming for homeschool workshop on design; Look at student images from series on websites |
Thursday, April 10
Activity: 10 brands I use on a regular basis; Artist focus: Laurie Hogin Assignment: |
Assignments
Complete series of personal artwork posted on your website by Sunday, April 13 at 11:59 p.m. |
Thursday, April 17
Exploration of content and media for April 29 workshop: creating idiom drawings, cut paper onomatopoeias, digital scavenger hunts |
Tuesday, April 22
experimenting and learning techniques to teach to students; considerations for teaching |
Thursday, April 24
Planning and preparation for workshop |
Tuesday, April 29
Workshop for homeschool kids on campus based on concepts related to media literacy |
Thursday, May 1
Reading Day - no classes |
Thursday, May 8
Final Exam - 11:00 a.m. **Note time difference |