Revised Spring 2010
KEANUNIVERSITY
UNION, NEW JERSEY
INTRODUCTION TO ART EDUCATION I
Fine Arts 3900
Semester Hours: Three
Prerequisite: Fine Arts 2900
Corequisite: Fine Arts 3902
Enrollment Limitation: 20
Required for Fine Arts Teacher Certification
Catalog Description
Elementary Art Education teaching methodology including observation of teaching procedures, working with small groups, evaluation of programs, discussions, demonstrations and readings. Students are required to spend ½ day per week in the field preparing to teach K-6. Fall semester/Junior year. Required for Fine Arts Teacher Certification.
Prerequisite: Fine Arts 2900 & Junior standing
Co requisite: Fine Arts 3902
N.B. In order to insure full class participation, any student with a disabling condition requiring special accommodations (e.g. tape recorder, special adaptive equipment, special note taking or test taking procedures is strongly encouraged to contact the professor at the beginning of the course.
KEANUNIVERSITY
UNION, NEW JERSEY
F. A. 3900 INTRODUCTION TO ART EDUCATION I
I.COURSE OBJECTIVES
Students will:
A.develop units and lesson plans appropriate for pupils in K-6th grades
B.develop an understanding of the needs of normal students and special populations
C.develop an understanding and practice of health and safety standards in the art studio and classrooms
D.assess pupil growth through tests and other methods appropriate for elementary students
II.COURSE CONTENT
A. Adaptation of art history and art studio content for K-6 students
B. Development unit and lesson plans
1. Organization of art subject matter into sequenced learning activities
2. Development of long and short term objectives
3. Presentation of curriculum, unit and lesson plans
C. Development of teaching styles in the visual arts appropriate for elementary pupils
1. Development of critical thinking, problem solving, decision making and creative thinking skills
2. Development of appropriate ways of working with art materials for
elementary level students
3. Presentation of ideas in formats that will enhance student learning
4. Development of useful illustrations, demonstrations and examples
III.METHODS OF INSTRUCTION
A.Observation and participation in field setting
B.Lectures, demonstrations and class discussions
C.Reading of appropriate books, journals and magazines
IV. METHODS OF EVALUATION
A.Individual studio presentation in field setting
B.Written reports on textbook and additional reading assignments in books, journals, and magazines
C.Video taping through the KeanCollegeTeachingPerformanceCenter
D.Unit and lesson plans appropriate to junior/senior ages
- REQUIRED OR SUPPLEMENTAL TEXTS
A. Required:
Hurwitz, A. & Day, M. (1990). Children and Their Art. New York:
Harcourt Brace Javanovich, Inc.
VI.BIBLIOGRAPHY
A. Current Print
Amorino, J. (2009). The artistic impetus model: A resource for reawakening artistic
expression in adolescents. Studies in Art Education, 50(3), 214-231.
Andrews, B.H. (2005). Art, reflection, and creativity in the classroom: The student-driven
art course. Art Education, 58(4), 35-40.
Beudert, L. (2006). Work, pedagogy and change: Foundations for the art teacher
educator.Reston, VA: National Art Education Association.
Chapman, L. H. (2005). Status of elementary art education: 1997-2004. Studies in Art
Education, 46(2), 118-137.
Freedman, K. (2005). Art Education: Epistemologies of art. Studies in Art Education,
46(2), 99-100.
Heid, K. A. (2005). Aesthetic development: A cognitive experience. Art Education,
58(5), 18-23.
Heise, D. (2007, Winter). Differentiation in the artroom. NAEA Advisory. Reston, VA:
National Art Education Association.
Henry, C. & Lazzari, M. (2007). Changing teacher preparation in Art Education.
Art Education, 60(1), 47-51.
Higgins, B. (2007). Visual culture in elementary school. Paper presented at the Annual
National Art Education Association Conference, New York
Kenway, J., & Bullen, E. (2001). Consuming children: Education, entertainment,
advertising. Buckingham, England: Open University Press.
Louis L. L. (2005). What children have in mind: A study of early representational
development in paint. Studies in Art Education, 46(4), 339-355.
Marshall, J. (2005). Connecting art, learning, and creativity: A case for curriculum
integration. Studies in Art Education, 46(3), 227-241.
McLaren, P. (1993). Schooling as a ritual performance: Towards a political economy of
educational symbols and gestures (2nd ed.). New York: Routledge.
Mitchell, C., & Reid-Walsh, J. (2002). Researching children’s popular culture: The
cultural spaces of childhood.London: Routledge.
Nathan, L. (2008). Why the arts make sense in education. Phi Delta Kappan,
90(3), 177-185.
Roberts, T. (2005). Teaching real artmaking. Art Education, 58(2), 40-45.
Swann, A. (2005). The role of media and emerging representation in early childhood. Art
Education, 58(4), 41-47.
Walling, D. R. (2006). Brainstorming themes that connect art and ideas across the
curriculum. Art Education, 59(1), 18-23.
Vande Zande, R. (2007). Chairs, cars, and bridges: Teaching aesthetics from the
everyday. Art Education, 60(1), 39-42.
B. Seminal Works