State System of Higher Education
KUTZTOWN UNIVERSITY OF PENNSYLVANIA
Kutztown, Pennsylvania
Department Submitting Proposal: Art Education and Crafts
Course Title: Art Education Field Experience
Course Prefix and No. Level: ARU 301
Date Approved by Department: October 30, 2008 (revised)
Assessment Addition: January 2006
I. COURSE DESCRIPTION:
This course is a practical orientation to the teaching of art in a multicultural society through being an aide to an art teacher in a school situation. Students have opportunities to experience the adaptation of media and techniques for instruction in the classroom. Seminars, workshops, and individual conferences with the college instructor accompany the experience of the art classroom assistantship. Students are responsible for their own transportation. Students are expected to fulfill all the course requirements assigned in relationship to the number of credit hours earned. A minimum of 6 hours of work outside of class is required per week. Prerequisites: All students in ARU major; SPU 201, and ARU 310 passed with a B- or better; or permission of the instructor. 3 s.h.
II. COURSE RATIONALE:
Students experienced in artistic production and knowledgeable of artistic and educational theories need the opportunity to translate these previously acquired competencies into methods for the classroom. This course provides a preview of the processes and challenges of teaching art in the classroom prior to the senior level and student teaching. As a result of this experience, students are better able to confirm their choice of teaching as a profession.
III. COURSE OBJECTIVES:
A. Students learn:
1. To establish a professional rapport with students, including those with special needs, in a small group or large classroom situation.
2. To develop a sensitivity to the routine and reality of a teaching day.
3. To recognize the relationship between the student, art curriculum, school and community within a multi-cultural society.
4. To observe skillfully and selectively the dynamics of small group and classroom interaction.
5. How to resolve professional concerns, including discipline, in a positive, supportive manner.
6. How to use common school quality art instruction materials.
7. How to teach basic art concepts such as art elements, principles and perspective.
8. That as professionals, teachers are life-long learners.
IV. COURSE OUTLINE:
A. Workshop sessions in the use of art materials and basic art concepts common to classroom instruction.
1. Use of common school-grade quality art instruction materials such as: watercolor, poster paint, chalk, various types of crayons, paper mache, various papers and paper techniques, mixed media, etc.
2. Both two- and three- dimensional products developed to serve as examples for classroom instruction.
3. Ways of presenting basic art concepts to different students of different levels.
4. Problems of adaptation of instructional materials to various levels, modes of learning and cultural backgrounds.
5. Organization of materials for the classroom setting, including large and small group activities.
6. Safety concerns in use of media.
B. Orientation to the field experience in the schools
1. The role of the teacher-aide
2. Professional conduct, behaviors and accountability
3. Techniques of researching school and multi-cultural community environments
4. Techniques of observing and recording classroom dynamics and student responses
5. Techniques of studying and annotating an individual child’s behavior, art production and response to art
6. Review of strategies of art teaching, including adaptive methodology for children with special needs
7. Review of procedures for planning lessons related to producing art, responding to art and evaluating art
8. Participation as a teacher-aide as described under “Performance Activities,” Section V, A and B
C. Seminar discussions will include sharing experiences on topics such as (but not limited to) the following:
1. Description of all school situations in which the students are assigned to give a basis for comparison of facilities, supplies, teachers’ schedules, scope of responsibility, etc.
2. School-community relations in a multi-cultural society
3. Personality and teaching
4. Classroom management for effective accommodation of all students’ safety concerns in use of materials
5. Educating of students with special needs: mainstreaming, adaptation of the physical environment, adaptation of media and instructional techniques
6. Discipline: school policy, classroom practice and rules and effective discipline techniques
7. The arts curriculum: scope, focus, sequence, accommodation for special needs
8. Evaluation techniques: criteria, implementation, communication to the learner and parents, etc.
9. Teacher as a life-long learner and professional development
10. Public relations for the art program
11. Confidentiality: the law and school policy regarding student records
V. PERFORMANCE ACTIVITIES:
VI. Specific Requirements
A. Participate in media workshops and produce samples appropriate to the classroom during the first three weeks of the semester
B. Assist a teacher in a classroom situation at least one full day a week for the remainder of the semester
C. Participate in seminar on a regularly established basis
D. Maintain a journal related to the teacher assistant experience
E. Research and write a report describing school/community relationships
F. Observe and record the growth, development, and reactions of productions and behavior of one child
G. Assist the teacher in the planning, teaching of art lessons, and evaluating the art work
H. Teach four art lessons involving studio, response, or art history
I. Recommended Activities
1. Recognizing that all teaching situations and classroom structures differ, the cooperating teacher is encouraged to provide the aide with the following types of experiences when applicable:
J. Develop a visual learning center in an actual classroom
1. Maintain a display area or assist with art exhibitions
2. Develop necessary visual aides and resource materials
3. Assist in the inventory and requisitioning of art materials
4. Assist in the advisement of a student art organization
5. Assist with small groups of students with special needs
6. Present demonstrations as relevant to instructional needs of students and curriculum
7. Assist in maintaining appropriate order and organization in the classroom
VII. ASSESSMENT:
A. Assessment of each teacher candidate’s level of accomplishments with reference to the course objectives will be based on subset of the following:
· Critical Responses, in which the student applies critical perspectives to art, design, and visual culture. These perspectives will be demonstrated through a range of linguistic and performative tasks.
· Interview with Child, in which students interview a child between the ages of 5-11 to apply their understanding of elementary learner behaviors in terms of individual and social development, institutional structures, appropriate classroom environment, and artistic and critical practices.
· Journal, in which students complete ongoing written reflections on discussions, experiences and individual research on teaching art and visual culture in elementary settings.
· Lesson Plan, in which students apply their understanding of social development, institutional structures, and artistic and critical practices to the planning of curriculum, instruction, and assessment for elementary settings. The ability to create meaningful lesson plans is an essential and fundamental skill in the field of art education.
· Model Teaching, in which student present to their peers to demonstrate their understanding of facilitating learning in the elementary settings, including the use of technology, human diversity, atypical learning, and integrated approaches to instruction.
· Philosophy, in which students develop and expand upon their philosophy of education. The philosophy statement will reflect perspectives derived from course content and incorporate elements uniquely situated in middle school contexts. This philosophy statement will culminate in a statement written during their clinical experience.
· Professional Conduct, in which students are evaluated on their disposition toward having a professional relationship with the field of art education. This relationship will be assessed through speech acts, actions, written work, community support and professional communications in a range of settings both on campus and off.
· Reading Response, in which students apply their knowledge, interpretation, and judgment of current research in the field of art education in the elementary setting.
· Site Report, in which students observe in the field and then explain, interpret, and make judgments about the elementary learner behaviors, instructional practices, and curriculum materials in terms of individual and social development, appropriate classroom environment, and artistic and critical practices in the elementary setting.
· Studio Project, in which students create works of art to demonstrate an understanding of the arts as form of inquiry and expression within individual, social, cultural and historical contexts.
· Teaching in Field, in which students teach in the field to demonstrate their understanding and skill to facilitate learning in the elementary settings, including the use of technology, human diversity, atypical learning, and integrated approaches to instruction.
· Tests and Quizzes, in which students demonstrate their knowledge of visual and material culture, art education, instruction, curricula, and human development.
VIII. INSTRUCTIONAL RESOURCES:
A. References
Bates, J. (2000). Becoming an Art Teacher. Belmont, CA: Wadsworth.
Chapman, L. (1978). Approaches to Art Through Education. New York: Harcourt, Brace, Jovanovich.
Charles, C.M. (1981). Building Classroom Discipline. New York: Longman, Inc.
Chernow, F., & C. Chernow. (1981). Classroom Discipline and Control: 101 practical techniques. West Nyack. NY: Parker Publishing Co., Inc.
Gaudelius, Y. & P. Speirs. (2001). Contemporary Art/ Contemporary Issues: Perspectives for the elementary classroom. Upper Saddle River, NJ: Prentice Hall.
Hathaway, W., (ed.). (1972). Art Education Middle Years. Washington, DC: NAEA Publication.
Herbenholz, D., & K. Alexander. (1985). Developing Artistic and Perceptual Awareness, (5th ed.). Dubuque, IA: Wm. C. Brown Publishers.
Herbenholz, B., & L. Hanson. (1990). Early Childhood Art, (4th ed.). Dubuque, IA: Wm. C. Brown Publishers.
Hobbs, J., & R. Salome. (1995). The Visual Experience: Teacher’s edition. Worcester, MA: Davis Publications, Inc.
Katter, E. and M. Stewart. (2001). Art: A community connection. Worcester, MA: Davis Publications.
Katter, E. and M. Stewart. (2001). Art: A global pursuit. Worcester, MA: Davis Publications.
Linderman, E. (1980). Teaching Secondary School Art. Dubuque: William C. Brown Publishing Co.
Linderman, E., & M. Linderman. (1984). Arts and Crafts for the Classroom, (2nd ed.). New York: Macmillan Publishing Co.
Linderman, M. (1990). Art in the Elementary School, (4th ed.). Dubuque: William C. Brown Publishers.
Lolly, A. (1972). Art Education: Senior high school. Washington, DC: NAEA Publication.
McFee, J. (1970). Preparation for Art, (2nd ed.). Belmont, CA: Wadsworth Publishing Co.
McFee, J., & R. Degge. (1977). Art Culture and Environment. Belmont, CA: Wadsworth Publishing Co.
Michaels, J. (1983). Art and Adolescence. New York: Teacher’s College Press.
National Art Education Association. Art Safety. Reston, VA: Author.
National Art Education Association. (1994). Purposes, Principles, and Standards for School Arts Programs. Reston, VA: Author.
Paston, H. (1974). Learning to Teach Art. Washington, DC: Professional Educators.
Rollings, J., (chair). (1994). The National Visual Arts Standards. Reston, VA: NAEA.
Smith, N. (1983). Experience and Art. New York: Teacher’s College Press.
Smith, S. (1980). The Artist’s Manual, Equipment, Materials and Techniques. NY: Mayflower Books.
Wachowiak, F. & R. Clements. (1993). Emphasis Art: A Qualitative Art Program for Elementary and Middle Schools. Harper Collins.
Wilson, M. & B. Wilson. (1982). Teaching Children to Draw. Englewood Cliffs, NJ: Prentice-Hall.
B. Periodicals
Art Education. Journal of the National Art Education Association, 1201 16th Street, N.W., Washington, D.C.
Art Teacher. National Art Education Association, 1201 16th Street, N.W., Washington, D.C.
Arts and Activities. 591 Camino de la Reina, Suite 200, San Diego, CA 92108.
Learning. Education Today Co., Inc., 530 University Avenue, Palo Alto, CA 94301.
School Arts. 50 Portland Street, Worcester, MA 01708.
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