WINONA STATE UNIVERSITY
PROPOSAL FOR A NEW COURSE
This form is to be used to submit a proposal for a new undergraduate or graduate course. Every item on this form must be completed prior to submission to A2C2. The department proposing a new course must include aFinancial and Staffing Data Sheetand aNew and Revised Course and Program Approval Form with the department chairperson’s and Dean’s signatures. Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.
Department ______ART______Date __1/29/2013______
_____302______Art for Elementary Teachers______2____
Course No.Course Title Credits*
This proposal is for a(n): ___x___ Undergraduate Course______Graduate Course
Is this course for USP? ____Yes** ___x_ NoIs this course for GEP? ____Yes** __x__ No
List all Major Codes to which this proposal applies as a required course: ELED (El Ed/K-6 & El Ed/ Early Childhood)
List all Major Codes to which this proposal applies as an elective course:N/A
List all Minor Codes to which this proposal applies as a required course: N/A
List all Minor Codes to which this proposal applies as an elective course:N/A
Prerequisites Admission into Teacher Education Program______
Grading method ____x__ Grade only ______P/NC only ______Grade and P/NC Option
Frequency of offering ____Every Semester______
What semester do you anticipate that will this course be offered for the first time? __F 2013______
Note: The approval process for a new course typically takes at least four to six weeks
* If this course will change the number of credits for any major or minor, the form Proposal for a Revised Program must also be submitted and approved according to the instructions on that form. See Education Department
**For General Education Program (GEP) or University Studies (USP) course approval, the form Proposal for General Education Courses or Proposal for University Studies Courses must also be completed and submitted according to the instructions on that form.
N/A
Please provide all of the following information:
(Note: a syllabus or other documentation may not substitute for this)
A. Course Description
1.Description of the course as it will appear in the WSU catalog, including the credit hours, any prerequisites, and the grading method.
If the course can be repeated, indicate the maximum number of credit hours for which this can be done.
Basic theories and practices of the visual arts education for K-6 learners. Through learning art processes and school art
procedures, prospective elementary teachers develop artistic intelligence and pedagogical methods necessary for
teaching the subject of art and integrating art concepts and activities in teaching other basic subjects including reading and
writing. No prerequisite required but ART109 strongly recommended; junior or senior standing. Students must be admitted to
Teacher Education Program in order to register. Grade only.
2.Course outline of the major topics, themes, subtopics, etc., to be covered in the course. This outline should be, at a minimum, a
two- level outline, i.e., consisting of topics and subtopics. This information will be submitted to MnSCU by the WSU
Registrar’s office.
I. Course Overview
1. Purpose
2. Content of learning
3. Evaluation
II. Foundation of Art Education
1. Philosophy of art education
2. Contemporary issues of art education
3. Theories of art
4. Role of art teachers and their views on learners
5. Minnesota standards of effective teaching practice
III. K-6 Learners of Art
1. Children's artistic/aesthetic development
2. Psychological and social dimension of art learning
3. Individual differences and motivation
IV. Content of the Subject of Art
1. Art Studio
2. Art History
3. Art criticism
4. Aesthetics and psychology of art
5. Sociology of art
6. Art education
V. Art curriculum
1. Curriculum planning
2. Organizing and writing curriculum
3. Curriculum integration
4. Learning environment
5. Curricular resources
6. Minnesota/National visual arts standards
VI. Art Instruction
1. Effective teaching models and practice
2. Teacher as artist/educator
3. Classroom art processes and skills
4. Instructional resources
VII. Evaluation
1. Assessing curriculum and instruction
2. Assessing student progress in art learning
3. Reporting outcomes and progress in art learning
VIII. Teaching Practice and Professionalism
1. Resource Development and Communication
2. School-Community Linkage
3. Instructional Technology
4. Professional Development
5. Educational Policies
3.a Instructional delivery methods utilized: (Please check all that apply).
Auditorium/Classroom: / ITV / Online / Web Enhanced / Web SupplementedLaboratory: / Service Learning / Travel Study / Internship/Practicum
Other: (Please indicate) Art Studio plus Lecture Classroom
3.b. MnSCU Course media codes: (Please check all that apply).
None: / 3. Internet / 6. Independent Study / 9. Web Enhanced1. Satellite / 4. ITV Sending / 7. Taped / 10. Web Supplemented x
2. CD Rom / 5. Broadcast TV / 8. ITV Receiving
4.Course requirements (papers, lab work, projects, etc.) and means of evaluation.
Readings, individual and group art studio projects, curriculum material development, weekly sketches, lesson plan, reflection
paper, art gallery visits, library search, review instructional video series, and exams.
Course evaluation will be based on student's performance on all the course requirements: reading and writing, studio projects,
design curriculum material, lesson plan, reflection papers, art gallery visits, library search projects, review instructional video
series, and exams. Letter Grades.
<Checklist for evaluation>
Weekly Reading Summaries 10
Weekly Curricular Material Development 30
Art Studio Projects 50
In-Class Writings/Review & Essays 10
Daily Reviews 5
Weekly Drawings 15
Lesson Plan Writing 30
Written Art Criticism #1 15
Written Art Criticism #2 15
Mid-Term 30
Final 30
------
Total 240
216-240 A / 192-215 B / 168-191 C / 144-167 D
5.Course materials (textbook(s), articles, etc.).
Textbook: Day, Michael & Al Hurwitz (2012), Children and Their Art: Art Education for Elementary and Middle Schools.
Boston, MA; Wadsworth.
Materials: Beyond some basic art materials provided in class, students will be requested to purchase some inexpensive art
materials and collect discarded objects for classroom art projects.
-sketchbook (9"x12", 25 sheets)
-drawing pencil (2B)
-watercolor paint set and brushes (1/4" & 1/2" wide)
-Scotch tape
-glue (stick & liquid)
-palm size stapler
-plastic containers (cup size, 3-4 pieces)
-scissors
-old magazines
Journals and Other Instructional Material Used by Students/Instructor:
Art Education
Art and Activities
School Arts
Studies in Art Education
Visual Arts Research
Media: Art Education In Action(video) and other selected videos/films on art teaching, art processes, artists and
art history.
6.List the student learning outcomes for this courseand how each outcome will be assessed.
(Assessment tools and methods indicated in parenthesis)
1) Acquire knowledge of the subject of the visual arts that encompasses closely related discipline areas of art studio, art history, art
criticism, aesthetics, psychology of art, sociology of art, and art education. (Reading, Writing, Exams, Curriculum Material
Development)
2) Understand the Minnesota standards of effective teaching practice for the visual arts and learn to apply the standards to teaching.
(Documenting, Curriculum Material Development, Lesson Plan, Exams, Writing)
3) Understand the Minnesota and the national visual arts standards, and learn to incorporate the standards to designing of K-6 art
curricula. (Documenting, Lesson Plan, Writing, Curriculum Material Development, Exams)
4) Acquire art studio experience with art materials and processes appropriate to K-6 learners. (Studio Practice, Lesson Plan)
5) Develop aesthetic perception and artistic skills through organized art experiences in both productive and responsive art learning
activities. (Criticism Papers, Lesson Plan, Writing)
6) Understand the technical and conceptual complexities of the creative processes in the visual arts. (Studio Practice, Lesson Plan)
7) Understand the learners' artistic intelligence and creativity, developmental stages, classroom behavior, motivation, individual
differences, and the teacher-learner interpersonal dynamics in the classroom. (Reading, Lesson Reviews, Curriculum Material
Development)
8) Understand the role and purpose of curricular and extracurricular activities in the teaching and learning of art. (Reading,Writing,
Curriculum Material Development)
9) Learn to design art curriculum that maintains the subject content derived from the disciplines of art studio, art history, art criticism,
aesthetics, psychology of art, sociology of art, and art education.(Lesson Plan, Lesson Plan Reviews)
10) Design, select, test and evaluate art lesson plans, and examine critically contemporary curricular theories and written art curricula
proposed by art education specialists. (Lesson Plan, Lesson Reviews, Curriculum Material Development)
11) Develop an ability to incorporate art into teaching and learning of other subject areas. (Reading, Lesson Reviews,
Curriculum Material Development)
12) Understand the principles and methods of evaluation and assessment in the learning and teaching of the visual arts. (Reading,
Lesson Plan, Reviews, Exams)
13) Develop an ability to create and maintain an environment conducive to positive art learning. (Writing,Lesson Reviews)
14) Understand the role of reading and writing in teaching and learning art concept and skills. ( Reading, Curriculum Development
Materials, Lesson Reviews)
15) Understand the basic classroom procedures, resource development, and management of an art program for K-6 grades. (Reading,
Lesson Plan, Lesson Review)
16) Learn to communicate and collaborate with the parents, art museums, community business and professional organizations towards
enriching and expanding educational resources and learning experiences. (Curriculum Material Development)
17) Understand safety and effectiveness in selecting, using and managing art materials, equipment, supplies, processes and facilities.
(Reading, Lesson Reviews)
18) Understand the educational value of incorporating multicultural and global issues into the teaching of art. (Reading, Writing,
Curriculum Material Development, Lesson Plan)
19) Develop artistic skills and confidence in creating and evaluation of art and learn to communicate effectively with artists, art
critics, art historians, aestheticians and art educators. (Studio Practice, Art Criticism, Gallery Review Writing)
20) Acquire an ability to exhibit and use effectively learners' works of art in the school environment and other educational settings in
the community. (Studio Practice, Art Presentation, Lesson Reviews )
21) Develop confidence for teaching school art and incorporating art in teaching all subjects as a teacher and artistic person. (Studio
Practice, Portfolio, Curriculum MaterialDevelopment, Lesson Plan, Art Presentation, Art Criticism Writing, Art Site/Gallery
Review)
B.Rationale
Provide a rationale for the new course. The rationale should include the following items.
1.A statement of the major focus of the course.
The major focus of this course is to provide the Elementary Education majors in the College of Education with
the disciplineof art education as a requiredpedagogical course.
2.A statement of how this course will contribute to the departmental curriculum.
This course is a required pedagogy course for the WSU Elementary Education undergraduate program. This course, a
combination of lecture and studio, and one only visual art education pedagogy course in the Elementary Education major
program, offers Elementary Education majors essential level knowledge and skills necessary for teaching and utilizing the
subject of art for K-6 learners' growth and development. This 2 credit new course, a streamlined version of the 3 credit ART
300: Elementary Art Education, is designed specifically in response to the program restructuring of the Elementary Education
Program in the College of Education.
While this course, authored and taught in the Art Department to serve exclusively the Elementary Education program, will
not change the curricula of the art programs, offering of this course will allow the Art Department added academic diversity
and institutional function, thereby strengthen its educational role within the university.
3. A statement of why this course is to be offered at this level (i.e. 100-, 200-, 300-, 400-, or 500-level)
This course is an advanced level, required pedagogy course of the Professional Teacher Education Program in the College of
Education. The contentof this course provides, in quality and in scope, a professional level academicdiscipline withadded
components for practical teaching, thereby making it a300 level professional course for elementary teaching majors.
4. Identification of any courses which may be dropped, if any, if this course is implemented.
No courses in the Art Department program will be dropped.
C.Impact of This Course on Other Departments, Programs, Majors, and Minors
Provide a statement of the impact of this course on other departments, programs, majors, and minors.
1.Clearly state the impact of this course on courses taught in other departments. Does this course duplicate the content of any
other course? Is there any effect on prerequisites for this or any other courses?
This 2-credit course will assist the Education Department in achieving its goal of 120 credit program.
This course does not duplicate any other courses.
No effects on prerequisites for this or any other courses exist.
2.Would approval of this course change the total number of credits required by any major or minor of any department? If so,
explain the effects which this course would have.
This 2-credit course will assist the Education Department in achieving its goal of 120 credit program. It does not affect the
credit number of the Art Department programs.
3. If this course has an impact on the major or minor of any other department or program, it is the responsibility of the department
submitting the course proposal to send written notification to the department(s) or program(s) affected. State clearly which other
programs are affected by this proposal and whether the other departments have been notified and/or consulted.Attach letter(s) of
understanding from impacted department(s).
( See the letter from the Education Department. )
D. Attach to This Proposal a Completed
1. Financial and Staffing Data Sheet
2. New and Revised Course and Program Approval Form
E. Department Contact Person for this Proposal:
Prof. Anne Plummer 5393
Prof. Seho Park 5392
______
Name (please print)Phonee-mail address
F. Review by Department A2C2 Representative
I have reviewed this proposal and certify that it is complete ______
Signature of A2C2 representative
Definitions for codes in 3a and 3b:
01-Satellite:
02- CD ROM:
03- Internet: Predominately = where all, or nearly all, course activity occurs in an online environment. One to two activities may occur
face-to-face in a classroom, with the maximum being two activities.
04 – ITV Sending: a course in which students are in the classroom with the instructor, other students join via interactive television
technology from other geographically separate locations
05 – Broadcast TV:
06 – Independent Study: a course in which the teacher develops specialized curriculum for the student(s) based on department guidelines in
the University course catalog
07 – Taped: a course in which the teacher records the lessons for playback at a later date
08 – ITV Receiving: a course in which students are not in the classroom with the teacher, other students join via interactive television
technology from other geographically separate locations
09 – Web Enhanced- Limited Seat Time: For a course in which students are geographically separate from the teacher and other students
for a majority of required activities. However, some on-site attendance is required. The course includes synchronous and/or
asynchronous instruction.
10 – Web Supplemented- No Reduced Seat Time: For a course utilizing the web for instructional activities. Use of this code may assist your
college/university in tracking courses for “smart classrooms” and/or facility usage.