Mrs. Tracie Glazer
AED 354/554: Art Ed I: Syllabus - Fall 2010
(Click Here for Printable Version) Syllabus
AED 354/554: Fall 2010
Art Education I
Thursdays, 11:30 to 2:00 pm
Saturdays, 9:00am to 1:00 pm
Art Center Room #170A
Instructor: Mrs. Tracie Glazer
Email: tglazer4@naz.edu
Website: http://www.mrstracieglazer.com
Office Phone #: 389-2537
Office: Art Center Room 170B
Course Organization
AED 354/554 should be taken the semester prior to student teaching. This course will provide the student with all pre-professional requirements to become an art teacher, including the formal application to the Education Department for student teaching placements in area schools. Students must receive a grade of C+ or better to be recommended for student teaching.
Course Description
Art Education I is designed as an introduction to the field of teaching art at both the elementary and secondary levels. The course will provide the student with the basic teaching skills and field experience necessary for success during student teaching.
The content of this course seeks to meet the claims of student learning cited by Nazareth College for the Teacher Education Accreditation Council (TEAC).
Any student with a documented learning disability should discuss his/her special needs with the instructor immediately.
Course Objectives
- To orient the student in the field of art education.
- To introduce the student to the historical and contemporary trends in art education.
- To describe various theories of child and adolescent development and provide understanding of the impact they have on teaching and learning.
- To provide the student with a basic understanding of designing and executing the art experience with children.
- To provide the student with a campus laboratory experience teaching art to children.
Course Requirements (Refer to the complete assignments on the following pages.)
- Weekly classroom seminars
- Class Blog/Discussion Board
- Sourcebook/Journal and Assignments
- Participation in the Saturday Art program and workshops (a minimum of 35 hrs. required)
- Participation and presentation of a Parent Advocacy Project through the Advocacy Center of Roch.
- Organization of Saturday Art for Children & Teens exhibition
- Class presentation of color-mixing systems
Course Expectations
- Prompt attendance at all classes, appointments and labs.
- Complete course objectives through written assignments, class participation and presentations.
- Use of Blackboard for communication and downloading readings. Email, and Blog/Discussion Boards
- Written and studio production assignments handed in on time and in a professional manner.
- A display of growth towards the major commitment and responsibilities of a professional art educator.
- Documentation of course outcomes for use in professional semester and portfolio requirements.
TEAC claim of student learning #1, #2 & #2
Required Course Text and Reading Assignments
- Anderson, T. & Milbrandt, M. (2005). Art for Life. McGraw Hill. Required.
- Selected Journal articles, which can be accessed via Blackboard.
- You will also need to purchase a 3” Binder, a package of 8 divider tabs and a box of at least 200 sheet protectors. This will become your working sourcebook for this course.
AED 354/554
Art Education I
Course Requirements and Expectations
Class Seminars
AED 554 meets on Thursdays 11:30 am to 2:00 pm and Saturdays (times vary) in room 170A.
Prompt attendance and participation in all classes is required. If it is necessary for you to be absent, please call me at least 24 hours in advance at 389-2537 (office) with the reason. It is also highly disruptive to have students come in late or leave early. Students are responsible to make up the work missed as a result of the absence, and should arrange to get notes and information from a classmate. Students should be prepared for each class with all required assignments. Please be polite and turn off cell phones before entering the classroom
Students who are the main teachers on Saturday(s) will meet briefly with the instructor earlier in the week prior to their instruction to go over lesson plans. It is the students’ responsibility to make an appointment with the instructor for this meeting. Students are required to attend the Materials Workshop, Lesson Plan Workshop, Blood Borne Pathogen Training, and Special Ed. Workshop(s) on Saturdays prior to being allowed to teach a Saturday Art class.
Academic Honesty and Plagiarism
All papers, projects and assignments must be written solely by the stated author for the course in which they have been assigned. No paper, projects and/or assignment may be submitted to fulfill the requirements of more than one course. College standards regulating academic integrity (cheating, plagiarism, etc.) are strictly enforced. It is always necessary to identify the original source of supporting information. It is your responsibility to cite sources properly using APA 6th editions style guidelines. Infractions may result in a zero for the assignment or a failing grade in the course. Please see the instructor or the Nazareth student handbook for more information.
Saturday Art for Children & Teens
Saturday Art for Children & Teens is a learning lab for students in AED 354/554. It is offered by the college to provide art experiences for area school children in grades K-9.
In a team of two members, students will research, plan and execute art activities with a class of 15-20 children at an assigned grade level over a seven-week period. The sessions are scheduled to meet in various studios throughout the art center.
Each student in AED 354/554 will personally plan and teach at least three classes for their assigned grade. Full participation in all non-taught classes as an assistant to other teacher in the team is also required.
Students must discuss ideas for lessons with his/her team and the instructor prior to instruction. Use resources and develop ideas for lessons that are age appropriate for the grade level and are aligned with the NYS Visual Arts Standards and performance indicators. Students will be required to keep a working sourcebook/journal of ideas, inspirations and reflections. (3” Binder with Divider Tabs and Plastic Sheet Protectors)
A written lesson plan must be submitted before the class can be taught. Lesson plans should be handed in with exemplars on Thursday, the week prior to teaching. Teachers should meet with early in the following week to discuss the lesson. Appointments are the responsibility of the individual teaching the lesson and NOT the instructor of this course.
The team must meet immediately following the Saturday class to discuss the lesson. A typed reflective evaluation (by that day’s teacher) with an attached rubric is due at the following Thursday class. This reflection is not meant to be a description of the lesson-- rather a thoughtful analysis of it.
Each teacher must create visual materials to assist in the teaching of the lesson. Set up materials before the assigned class and prepare the studio space to assist in the learning. Arrive ready to teach one hour before the beginning of class (9am at the latest.)
You may leave after class when:
- All the materials are put away neatly.
- The studio spaces are organized.
- The team conference is completed.
- You have checked out with the Graduate Assistant.
Each teaching team must collect and store the resulting artwork and prepare it for an exhibition, which will take place the next to last class.
AED 354/554
Art Education I
Grading Expectations
LATE ASSIGNMENTS WILL NOT BE ACCEPTED*.
*The instructor may deem that special circumstances indicate an exception to this policy.
Written Assignments/Homework
There will be written assignments based on readings from the text or separate educational articles. The instructor expects that all assignments will be on time and typed (except worksheets.) Written assignments include lesson plans, reflections on learning and a final report.
There will be a variety of other assignments including studio projects and visual aids.
Class Participation
I expect that each student fully participate in class discussions. Each student should enter class prepared with questions from the readings and offer insights and comments.
I expect that the Saturday Art teams are successful with full cooperation among teammates, equal responsibilities and group consensus.
There will also be a participation and professionalism grade based on the stated criteria. Students will receive a daily participation grade for all class and teaching periods. Please refer to the participation rubric for specific expectations.
Students who are taking this as a 3-credit course will choose to take on a leadership role in one of the following full class events:
Exhibition
AED 354/554 students will work together to facilitate the Saturday Art for Children Exhibition, which will be held in November in the Colacino Gallery. Activities will include designing the invitation, program, signage, display area and awards.
Color-Mixing Systems Presentations
AED 354/554 students will work together to present information on color-mixing systems: additive, subtractive integrative, subtractive transparent, medial, optical as well as the Munsell color wheel.
Class Blog/Discussion Board
Blog entries and posting comments: In addition to posting your blog entry (a minimum of 300 words), you are required to comment on a minimum of 2 blog comments in response to classmates’ postings. These blogs and postings will be due each week over the duration of the course via Blackboard.
Sourcebook/Journal
Students will create a Sourcebook/Journal using a 3” Binder, 8 divider tabs and plastic sheet protectors. There are many sections to this sourcebook, including one in which they will have at least 10 assigned entries which can be found with due dates on the course calendar. This sourcebook/journal will also be used to record notes and reflection on the Saturday Art class and your learning from this course. This journal will be useful as you move into your professional semester.
Advocacy Center Project
Your class will be working with parents and students from the Advocacy Center of Rochester in order to design a project that will help you learn about students with diverse learning needs. This project will be conducted in small groups and is highly individualized depending on parent/student needs, IEPs and interests. AED 354/554 students will be required to write contact letters to the parents, interview parents, collaborate to design a project, write specialized units and present their findings/unit to the class and parents at the end of the semester.
Final Report
This report will be based on all topics covered during the course and Saturday Art for Children. This report will be turned in on the last day of class. Use your notes and reflections on the Saturday Art classes, which are in your working sourcebook/journal.
Grading Scale:
A, A- Exemplary
B+, B, B- Very good
C+, C Basic
C- Poor
Participation: 10%
Sourcebook/Journal 20%
Blog/Discussion Board 10%
Plans, reflections, course projects and homework: 40%
Advocacy Center Project: 10%
Final Report: 10%
AED 354/554: Fall 2011
Art Education I
Thursdays, 11:30 to 2:00 pm
Saturdays, 9:00am to 2:00 pm
Art Center Room #170A
Instructor: Mrs. Tracie Glazer
Email: tglazer4@naz.edu
Website: http://www.mrstracieglazer.com
Office Phone #: 389-2537
Office: Art Center Room 170B
Course Organization
AED 354/554 should be taken the semester prior to student teaching. This course will provide the student with all pre-professional requirements to become an art teacher, including the formal application to the Education Department for student teaching placements in area schools. Students must receive a grade of C+ or better to be recommended for student teaching.
Course Description
Combines the methodology, theory and practice of teaching art through 35+ hours of student participation in the Saturday Art for Children Program. Course work includes planning and curriculum development, special needs concerns, motivation classroom management strategies and the assessment of the art experience. This course is a prerequisite to student teaching in art. The instructor's permission to enroll in this course is required. The 35 hours of field experience is required for completion of this course, the AED program, as well as state certification through our Saturday Art for Children & Teens Program. If possible, this course should be taken the semester prior to the professional semester. An application for a Student Teaching placement will be made to the Office of Field Placement Services as part of this course.
Art Education I is designed as an introduction to the field of teaching art at both the elementary and secondary levels. The course will provide the student with the basic teaching skills and Saturday Art lab/field experience necessary for success during student teaching.
Any student with a documented learning disability should discuss his/her special needs with the instructor immediately.
Student Learning Outcomes
- To orient the student in the field of art education.
- To introduce the student to the historical and contemporary trends in art education.
- To describe various theories of child and adolescent development and provide understanding of the impact they have on teaching and learning.
- To provide the student with a basic understanding of designing and executing the art experience with children.
- To provide the student with a campus laboratory experience teaching art to children and working with families of students with special and/or diverse learning needs.
Course Requirements (Refer to the complete assignments on the following pages.)
- Weekly classroom seminars
TEAC #1, 2; CAS #1, 2, 3, 7; AD #6, 8; MS #1, 2
- Class Blog/Forum
TEAC #1, 3; CAS #1, 2, 3, 7; AD #6, 8
- Sourcebook/Journal and Assignments
TEAC #1, 2, 3; CAS #1, 2, 3, 4; AD #1, 2, 3, 4, 7, 8; MS #1, 2
- Participation in the Saturday Art program and workshops (a minimum of 35 hrs. required)
TEAC #1, 2, 3; CAS #1, 2, 3, 4; AD #1, 2, 3, 4, 5, 7, 8; MS #1, 2
- Participation and presentation of a Parent Advocacy Service Learning Project through the Advocacy Center of Rochester. TEAC #1, 2, 3; CAS#3, 5; AD #6
- Organization of Saturday Art for Children & Teens exhibition
TEAC #1, 2, 3; CAS #1, 2, 3, 4, 5, 6, 7; AD #1, 2, 3, 4, 5, 6, 8, 9; MS #2
- Class presentation of color-mixing systems
TEAC #1; CAS #3, AD #4, 6; MS #1, 2
The content of this course seeks to meet the claims of student learning cited by Nazareth College for the Teacher Education Accreditation Council (TEAC), the Standards and Skills for Art Teacher Preparation approved by the National Art Education Association (NAEA), and Nazareths College of Arts and Sciences (CAS) outcomes, and include the Middle States (MS) Learning Outcomes.(Please see AED Program Crosswalk at end of syllabus/calendar for more info)
Teachers prepared at Nazareth College:
TEAC #1: demonstrate the knowledge to be successful educators.
TEAC #2: design and implement effective instruction for diverse learners in various settings.
TEAC #3: reflect critically on their practice and the profession.
Course Expectations
- Prompt attendance at all classes, appointments and labs.
- Complete course objectives through written assignments, class participation and presentations.
- Use of Moodle for communication and downloading readings. Email, and Blog/Forum Boards
- Written, service learning and studio production assignments handed in on time and in a professional manner.
- A display of growth towards the major commitment and responsibilities of a professional art educator.
- Documentation of course outcomes for use in professional semester and portfolio requirements.
TEAC claim of student learning #1, #2 & #3
Required Course Texts, Materials and Reading Assignments
Anderson, T. & Milbrandt, M. (2005). Art for Life. McGraw Hill. Required.
Walker, S. (2001). Teaching Meaning in Artmaking. Required (You can buy this digitally for $19.95 from Davis Publications at: http://digitaleditions.davisart.com) - Chapters 1 &2 should be read prior to first course meeting!!!
A black sourcebook (preferably without perforated pages or spiral binding).
Selected Journal articles, which can be accessed via Moodle.
You will also need to purchase a 3 Binder, a package of 8 divider tabs and a box of at least 200 sheet protectors. This will become part of your working sourcebook for this course.
You will need to professionally bind a full-color report of your Advocacy Project Research for both the instructor and the Advocacy Center.
You will need to professionally bind a full-color, final report to be submitted to the instructor.
You must be a verified member of NYSATA before October. Please provide proof of membership to the instructor. If you need assistance with this, please see either Mrs. Glazer of Dr. Elliott.
AED 354/554
Art Education I
Course Requirements and Expectations
Class Seminars
AED 554 meets on Thursdays 11:30 to 2:00 pm and Saturdays (times vary- see course calendar) in room 170A. Prompt attendance and participation in all classes is required. If it is necessary for you to be absent, please call me at least 24 hours in advance at 389-2537 (office) with the reason. It is also highly disruptive to have students come in late or leave early. Students are responsible to make up the work missed as a result of the absence, and should arrange to get notes and information from a classmate. Students should be prepared for each class with all required assignments. Please be polite and turn off cell phones before entering the classroom
Students who are the main teachers on Saturday(s) will meet for 30-45 minutes, the Saturday prior, with the adjunct instructor prior to their ability to provide instruction for Saturday Art students. These meetings will be used to go over lesson plans. It is the students responsibility to make an appointment with the adjunct instructor for this meeting, as well as provide an electronic copy of the lesson plan PRIOR to this meeting. Students are required to attend the Materials Workshop, Lesson Plan Workshop, Blood Borne Pathogen Training (via Moodle), and Special Ed. Workshop(s) on Saturdays prior to being allowed to teach a Saturday Art class.
Academic Honesty and Plagiarism
All papers, projects and assignments must be written solely, by the stated author, for the course in which they have been assigned. No paper, projects and/or assignment may be submitted to fulfill the requirements of more than one course. College standards regulating academic integrity (cheating, plagiarism, etc.) are strictly enforced. It is always necessary to identify the original source of supporting information. It is your responsibility to cite sources properly using APA 6th editions style guidelines. Infractions may result in a zero for the assignment or a failing grade in the course. Please see the instructor or the Nazareth student handbook for more information.
Saturday Art for Children & Teens
Saturday Art for Children & Teens is a learning lab for students in AED 354/554. It is offered by the college to provide art experiences for area school children in grades K-9.
In a team of at least two members, students will research, plan and execute art activities with a class of 15-20 children at an assigned grade level over a seven-week period. The sessions are scheduled to meet in various studios throughout the art center.
Each student in AED 354/554 will personally plan and teach at least three classes for their assigned grade. Full participation in all non-taught classes as an assistant to other teacher in the team is also required.
Students must discuss ideas for lessons with his/her team and the instructor prior to instruction. Use resources and develop ideas for lessons that are age appropriate for the grade level and are aligned with the NYS Visual Arts Standards and performance indicators. Students will be required to keep a working sourcebook/journal of ideas, inspirations and reflections. (Black sourcebook & 3 Binder with Divider Tabs and Plastic Sheet Protectors)
A FINAL written lesson plan must be submitted to the instructor each week before the class can be taught. Lesson plans should be handed in with exemplars to the adjunct, via email, on Wednesday, two weeks prior to teaching. Teachers should meet with the adjunct (via a scheduled appointment) the Saturday of the week before teaching, to discuss the lesson. Appointments are the responsibility of the individual teaching the lesson and NOT the instructor or adjunct of this course.
The team must meet immediately following the Saturday class to discuss the lesson. A typed reflective evaluation (by that days teacher) with an attached rubric is due at the following Thursday class. This reflection is not meant to be a description of the lesson-- rather a thoughtful analysis of it.
Each teacher must create visual materials to assist in the teaching of the lesson. Set up materials before the assigned class and prepare the studio space to assist in the learning. Arrive ready to teach one hour before the beginning of class (9am at the latest).
You may leave after class when:
All the materials are put away neatly.
You have attended the class seminar after Saturday Art (usually from 12:00-1:30).
You have meet with the adjunct after seminar (if you are teaching the following week).
The studio spaces are organized.
The team conference is completed.
You have checked out with the Graduate Assistant.
Each teaching team must collect and store the resulting artwork and prepare it for an exhibition, which will take place the next to last class.
|
AED 354/554
Art Education I
Grading Expectations
LATE ASSIGNMENTS WILL NOT BE ACCEPTED*.
*The instructor may deem that special circumstances indicate an exception to this policy.
Written Assignments/Homework
There will be written assignments based on readings from the text or separate educational articles. The instructor expects that all assignments will be on time and typed (except worksheets.) Written assignments include lesson plans, reflections on learning and a final report.
There will be a variety of other assignments including studio projects and visual aids.
Class Participation
I expect that each student fully participate in class discussions. Each student should enter class prepared with questions from the readings and offer insights and comments.
I expect that the Saturday Art teams are successful with full cooperation among teammates, equal responsibilities and group consensus.
There will also be a participation and professionalism grade based on the stated criteria. Students will receive a daily participation grade for all class and teaching periods. Please refer to the participation rubric for specific expectations.
Students who are taking this as a 3-credit course will choose to take on a leadership role in one of the following full class events:
Exhibition
AED 354/554 students will work together to facilitate the Saturday Art for Children Exhibition, which will be held in November in the Colacino Gallery. Activities will include designing the invitation, program, signage, display area and awards.
Color-Mixing Systems Presentations
AED 354/554 students will work together to present information on color-mixing systems: additive, subtractive integrative, subtractive transparent, medial, optical as well as the Munsell color wheel.
Class Blog/Forum
Blog entries and posting comments: In addition to posting your blog entry (a minimum of 300 words), you are required to comment on a minimum of 2 blog comments in response to classmates postings. These blogs and forum postings will be due each week over the duration of the course via Moodle.
Sourcebook
Students will create a Sourcebook using a black sourcebook and a 3 Binder with 8 divider tabs and plastic sheet protectors. There are many sections to this sourcebook, including one in which they will have at least 10 assigned entries which can be found with due dates on the course calendar. This sourcebook will also be used to record notes and reflection on the Saturday Art class and your learning from this course. This sourcebook will be useful as you move into your professional semester.
Advocacy Center Project
Your class will be working with parents and students from the Advocacy Center of Rochester in order to design a service-learning project that will help you learn about students with diverse learning needs. This project will be conducted in small groups and is highly individualized depending on parent/student needs, IEPs and interests. AED 354/554 students will be required to write contact letters to the parents, interview parents, collaborate to design a project, write specialized units and present their findings/unit via a formal presentation to the class and parents at the end of the semester. The group must submit two bound, color-copied reports, with all project outcomes/reflections/presentation materials, to the instructor with a completed evaluation to be graded. One of these will be submitted to the Advocacy Center as a final result of your groups service-learning project.
What is Service-Learning?
Service-Learning is a credit-bearing form of experiential education. It is different from internships and work/study programs, because the service is related to specific course content. Service-Learning courses require students to perform academic activities that illustrate the intrinsic connections between learning and life. They require formal student reflections about the meaning of service and community.
Service-Learning is a method of teaching that combines community-based learning with theory and practice. It should help students gain a deeper understanding of course objectives. It should meet community needs and/or build upon community assets and sustainable college-community partnerships.
Components of Service-Learning
Michigan Journal of Community Service-Learning (ISSN:1076-0180) pp. 12-13
- Relevant and meaningful service with the community - there must be service provided in the community that is both relevant and meaningful to all stakeholder parties.
- Enhanced academic learning - the addition of relevant and meaningful service with the community must not only serve the community but also enhance student academic learning in the course.
- Purposeful civic learning - the addition of relevant and meaningful service with the community must not only serve the community and enhance student academic learning in the course, but also directly and intentionally prepare students for active civic participation in a diverse democratic society.
Final Report
This bound report will be based on all topics covered during the course and Saturday Art for Children. This report will be turned in on the last day of class. Use your notes and reflections on the Saturday Art classes, which are in your working sourcebook/journal along with other course outcomes to complete this report. Feel free to use as many appendices as necessary to showcase your learning and outcomes.
Grading Scale:
A, A- Exemplary
B+, B, B- Very good
C+, C Basic
C- Poor
Participation: 10%
Sourcebook/Journal 20%
Blog/Forum 10%
Plans, reflections, course projects and homework: 40%
Advocacy Center Project: 10%
Final Report: 10%
AED 354/554
Fall 2011 Calendar
Thursday, September 1st
Class Topics
Course Intro, Syllabus, Sourcebook Intro, & Why Teach Art?
Discuss Sydney Walkers text: Chapters 1 & 2
Assignment for Next Class
Sourcebook #1 Portals
Read: AFL ch. 1 & 2 and AFL p. 169-171
Read: Lowenfield Lecture - Enid Zimmermans article on Moodle
Take notes in sourcebook
Print articles from Moodle
Bring at least one art history book to Lesson Planning Workshop on 9/3
Blog/Forum - one post and two comments
Saturday, September 3rd
Lesson Planning Workshop 9:00 am to 2:00 pm
Bring art history book(s)
Thursday, September 8th
Class Topics
Paradigms in Art & Authentic art making
Dr. Elliott is coming in at 11:30 to discuss student teaching applications (Due by September 29th NO EXCEPTIONS)
Assignment for Next Class
Read: AFL ch. 8 Take notes in sourcebook
Read Syndey Walkers text chapter 3 (Review chapters 1 & 2)
Create a list of 5 lesson ideas w/complete task analysis sections as well as goals and objectives for Saturday Art (Big Idea/THREADS vs. Projects)
Blog/Forum - one post and two comments on course readings
Saturday, September 10th
Bloodborne Pathogen Training must be completed prior to this session via Moodle. You must print and present proof of this completion at the beginning of this session!!!
Materials Workshop 9:00am to 2:00pm
Take notes in sourcebook
Thursday, September 15th
Class Topics
Discuss Homework Readings, Saturday Art process, more on Lesson Planning, & Share Portal Sourcebook entries with class
Assignment for Next Class
Sourcebook #2: Wunderkammern / Curiosity Cabinets
Read: Bartel articles Creativity Killers & Stronger Thinking Habits
Read Sydney Walkers Chapter 4
Research Elements and Principles of Art and download handouts from Moodle
Blog/Forum - one post and two comments
Saturday, September 17th
Special Ed./Advocacy Center Workshop 9:00 am to 3:00 pm Meet Advocacy Center partner parents Group session (11:00-12:00 w/parent team)
Take notes in sourcebook
Preparation - First class Saturday Art for Children is in two weeks You must schedule appointments with Mrs. Dentel for next week.
Thursday, September 22nd
Class Topics
Bartel articles and Elements & Principles
Color Theory Groups Assigned (Presenting on 10/20)
Exhibition Groups Assigned (Brochure, Invitation and Award prototypes due by 10/20)
Visual Aid intro and assignment (due on 10/13)
Assignment for Next Class
Sourcebook #3 Childrens book (not Eric Carle or Maurice Sendak)
Visual aid w/lesson plan due March 3rd in class
Read AFL ch. 5 & 6 take notes in sourcebook
Blog/Forum - one post and two comments
Read and bring Lowenfeld packet and additional research to class Print from Moodle
Saturday, September 24th
Special Ed. Workshop 9:00 am to 1:30 pm. Take notes in sourcebook
Preparation - First class Saturday Art for Children is next week
Thursday, September 29th
Class Topics
Art Criticism - Discuss Lowenfeld and assign Lowenfeld packet
Student Teaching Packets are due today!!!!!
Assignment for Next Class
Research Benjamin Blooms taxonomy and bring all materials to class
Hand in sourcebooks Dont forget completed rubric
Lowenfeld packet worksheet
Read Sydney Walkers Chapter 5
Sourcebook #4 Kara Walker
Visual Aid w/ rubric and lesson plan due to be presented on October 13th in class
Blog/Forum - one post and two comments
Saturday, October 1st
First Saturday Art for Children. All teachers must be in classrooms preparing by 9:00 am
Full class meeting at 12:00 pm in Rm 170 until 1:30 pm. Meetings with Mrs. Dentel afterwards!
Thursday, October 6th
Class Topics
Lowenfeld discussion and activity
Hand in Lowenfeld packet H.W.
Blooms Taxonomy
Info on Isms (due on December 8th)
Info and preparation of artwork for exhibition
Clarify exhibition assignments (Invitation, brochure and awards due by October 20th)
Share and hand in sourcebooks today w/completed rubric!!!
Assignment for Next Class
Sourcebook #5 Brian Jungen
Read Sydney Walkers Chapter 7
Blog/Forums - one post and two comments
Saturday, October 8th
Second Saturday Art for Children
All teachers must be in classrooms preparing by 9:00 am
Full class meeting at 12:00 pm in Room 170 until 1:30 pm
Meetings with Mrs. Dentel following seminar!
Thursday, October 13th
Class Topics
Classroom Management discussion
Visual Aids with grading rubric and lesson plan due
Info on Simpson - Understanding the Learner Artwork due October 27th
Assignment for Next Class
Print and read Simpson Chap 2: Understanding the Learner
Start Contextual & Holistic influences artwork due October 27th (Dont procrastinate on this!!!)
Sourcebook #6 Takashi Murakami
Blog/Forums - one post and two comments
Double check invitation and brochure names for Sat Art students and teachers
Next week Color Theory presentations and Exhibition Invitation, Brochure & Awards
Saturday, October 15th
Third Session of Saturday Art for Children
Full class meeting at 12:00 pm in Room 170 until 1:30 pm
Meetings with Mrs. Dentel following seminar!
Thursday, October 20th
Class Topics
Color Theory Presentations
Classroom Management continued
Start discussing Exhibition (Discuss assignments: Curation, hanging, responsibilities, etc.)
Exhibition progress check: Invitation, Brochure and Awards due today!!!
Portfolio requirements that are due Professional Semester
Assignment for Next Class
Sourcebook #7 Banksy and Faith 47
Read AFL ch. 3 & 4, Social Caucus article
Blog/Forum - one post and two comments
Simpson Understanding the Learner Artwork due October 27th (Dont procrastinate)
________________________________________________________________________
Saturday, October 22nd
Fourth Session of Saturday Art for Children
_______________________________________________________________________
Thursday, October 27th
Class Topics
Discuss hanging Exhibition for Saturday Art
Discuss course readings
Artwork and Artist Statement Due: Understanding the Learner-- Holistic & Contextual influences
Assignment for Next Class
Sourcebook #8 Frank Gehry, Simon Rodia
Bring in a fully developed lesson plan with well articulated goals and objectives!!!
Read: Wiggins article on Feedback
Blog/Forum - one post and two comments
________________________________________________________________________
Saturday, October 29th
Fifth Saturday Art for Children Hand out invitations to Exhibition
Hang Exhibition this upcoming week clean and prepare gallery
________________________________________________________________________
Thursday, November 3rd
Class Topics
Assessment: Simpson Understanding the Learner Artwork (critique)
Rubric activity, work on rubric in class using lesson plan you brought in
Assignment for Next Class
Finish rubric Due next class (November 10th) with final revised lesson plan
Read: Art Ed Paradigms, Eisner: Beyond Creating, take notes in sourcebook
Sourcebook #9 Jaune Quick to See Smith and Mary Sibande
Blog/Forum - one post and two comments
________________________________________________________________________
Saturday, November 5th
Saturday Art for Children
Class (10:00-11:00) & Exhibition (11:00-2:00)
Thursday, November 10th
Class Topics
Have Saturday Art Exhibition taken down and space completely cleared before class begins (including all holes patched/painted and all staples removed completely from gallery and halls!!)
Hand in Rubrics with lesson plan and self-completed rubric/assessment form
Info on Final Report: due on December 8th
Art Ed Paradigms: Where are we know? Remember Enid Zimmerman: Lowenfeld Lecture
Must have all exhibition materials taken down and ready to hand back to students by 11/12!!!
IDEAS administered in class today!
Assignment for Next Class
Read: Scope of Multicultural Education and complete worksheet
Sourcebook #10: Web 2.0 Pixton, GoAnimate or choice!!!
Blog/Forum - one post and two comments
________________________________________________________________________
Saturday, November 12th
Saturday Art for Children - Last Class
Students Take Home Work
Thursday, November 17th (NYSATA CONVENTION)
Class Topics
Pluralism discussion
Clean up & Inventory groups and jobs assigned
Assignment for Next Class
Work on clean up and inventory of Room 170
Blog/Forums - one post and two comments
Saturday, November 19th
NO SATURDAY SESSION Advocacy Groups Meet Independently and GROUP WORK: Clean up and inventory of Room 170 to prepare for next semester
Thursday, November 24th and Saturday, November 26th
NO SESSIONS Thanksgiving Break
GROUP WORK: Clean up and inventory of Room 170 to prepare for next semester
Thursday, December 1st
Class Topics
Multiculturalism/Pluralism discussion continued
Classroom Management
Discussion about teaching Sat Art
Advocacy Group Progress Report
Advocacy Groups meet
Assignment for Next Class
Bring favorite lesson to share: make copies for class or give to me by Monday (No exceptions)
Get sourcebook ready to hand in with completed rubrics
Blog/Forums - one post and two comments
Saturday, December 3rd
Advocacy Center Project Presentations 9:00 2:00
Class luncheon/potluck PARTY and gathering
________________________________________________________________________
******Tuesday, December 6th ******
Mandatory Pizza Party with Art Ed II/Student Teachers (Time TBD between 3:30 and 5:30)
Learn about student teaching and discourse with current student teachers!!!
Thursday, December 8th
Class Topics
Classroom Management
Student Teaching Discussions and Q & A
Hand in sourcebooks with completed rubrics
Exchange and share favorite Lesson Plans with entire class
Hand in Final Report, and Isms
Exchange Isms
Assignment for Next Class
Blog/Forums one post and two comments
Getting Ready for Saturdays Pay-It-Forward Palooza!!!
Saturday, December 10th
Pay it forward: Preparations for next semester Letters, Brochures, Folding, etc
9:00 am till 3:00 pm
(We may be able to leave early depending on how fast we accomplish our goals!!!)
Thursday, December 15th
Last Class Pick up materials
Getting Ready for Student Teaching What do you need to know? What do you need to have?
Sourcebook and Readings Assigned for Break
Art Education Program Crosswalk
| |||
Teachers prepared at Nazareth College:
| |||
TEAC Claims (2010) | TC #1:demonstrate the knowledge to be successful educators | TC #2:design and implement effective instruction for diverse learners in various settings | TC #3:reflect critically on their practice and the profession |
College of Arts & Sciences Teaching & Learning Goals (CAS) | CAS #1: [will] attain a disciplinary perspective in the liberal arts and sciences: Define the content, the language, the disciplines mode of inquiry and the research methods of the visual arts.
CAS #2: [will] develop creative, analytical, quantitative, critical thinking, and problem-solving abilities.
CAS #3: [will] communicate effectively through critical reading, writing, and oral presentation skills.
CAS #4: [will] develop and express an aethestic sensibility.
CAS #5: [will] inspire and be inspired by a passion for intellectual engagement with people and ideas. | CAS #6: [will] be culturally competent and civically engaged global citizens. | CAS #7: [will] be challenged to articulate and live out consistent and responsible ethical beliefs. |
Art Department Objectives | AD #1: Develop visual thinkers; increase awareness and skills of observation.
AD #2: Articulate idea development and awareness of sources.
AD #3: Explore the elements and principles of design.
AD #4: Develop visual strategies and problem-solving skills.
AD #5: Gain competency in techniques introduced.
AD #9: Use specific media and processes as a means of developing personal aesthetic. | AD #7: Broaden knowledge of western and non-western art forms, historical and contemporary. | AD #6: Develop professional presentation skills and attitudes.
AD #8: Develop vocabulary for critical evaluation of works of art. |
NAEA Standards & Skills for Art Teachers (NASAD basis) | NAEA I : have a throrough understanding of the content of art. NAEA XI : are well-versed in pedagogy. | NAEA II : make informed selection of instructional content.
NAEA III : have a comprehensive knowledge of student characteristics, abilities, and learning styles.
NAEA V: are able to use a knowledge of students to plan appropriate instruction.
NAEA VI: develop curriculum reflective of the goals and purposes of art education.
NAEA VII: develop curriculum reflective of an understanding of the breadth, the depth, and the purposes of art.
NAEA VIII: develop curriculum inclusive of the goals, values, and purposes of education, the community, and society.
NAEA IX: are able to affect student learning in the content of art.
NAEA X: are able to create effective instructional environments conducive to student learning. NAEA XIV: conduct meaningful and appropriate assessments of student learning. | NAEA XII: inquire into their own practices and the nature of art teaching.
NAEA XV : systematically reflect upon their own teaching practice. As students of teaching, they recognize that they will gain expertise with experience and will continuously improve their efforts to teach effectively.
NAEA XVI: deal with broader issues in the school setting beyond concern for individual students. At times, they may need to assess the entire art program within the school or district setting.
NAEA XVIII: recognize their responsibilities to the schools and the community.
NAEA XIX: contribute to the growth of the profession.
|
Middle States Significant Learning Outcomes (MS) |
| ||
2011 S. Elliott | |||
Art Education Programs
Statement on Professionalism and Assessment Processes
Entering a professional program shifts the expectations of a student/teacher candidate significantlyyou must begin to demonstrate the qualities not only of a capable student, but of a competent professional as well. As a School of Education faculty, we are obliged to evaluate your readiness to enter the teaching profession on many levels, including knowledge, skills and dispositions. As your mentors and future colleagues, we are committed to ensuring your readiness to take on the profound responsibility of educating youth in our community.
The attached document was developed by the Art Education Program faculty to evaluate a set of behaviors essential to developing professionals. The use of this assessment document is to identify behaviors that may hinder a teacher candidate from developing into a strong, committed and caring professional, and to support the candidate in addressing these issues.
The document will be used by Art Education faculty in the following ways:
- For information.to inform groups and classes of Art Education teacher candidates about expectations in the area of professional behaviors before student teaching.
- For advisement a faculty member may invite a teacher candidate to discuss certain categories on this document as issues in classes or field experiences arise; this document would be used to identify and record ways to address issues effectively.
- For documentationIf significant progress is not made to address professional behaviors by the end of the semester, the plan will be forwarded to the Program Director. The Program Director will share the assessment and plan with the faculty who will be teaching the student the following semester. Evidence of progress is expected as a student approaches the student teaching semester.
- For continuationIf two (2) assessments/plans are submitted to the Program Director for any individual candidate, the fulltime faculty of the Art Education Program will conduct a review of the teacher candidate concerning continuation in the teacher education program.
Professional Dispositions Assessment (PDA) Form
Candidate Name: ____ SEM:Year:Soph. Jr. Sr. Graduate
Instructor Name and Signature:Course:
Commitment to Professionalism & Ethical Behavior | |
Demonstrates maturity and responsibility in meeting commitments by: *being punctual & prepared for classes and meetings *turning in assignments on time *communicating clearly about conflicts, issues or confusions that arise *obtaining notes, handouts, viewing multimedia, etc. when absent from class | |
Maintains a positive attitude toward professional responsibilities, and embraces new challenges and opportunities for growth in the profession. | |
Reflects on own performance and abilities; solicits, accepts, receives and integrates feedback from others. | |
Maintains trust, honesty, and tact in communications and interactions with others; uses a variety of communication modes (verbal, written, electronic, non-verbal) effectively and professionally. | |
Maintains appropriate professional relationships with PreK-12 students, and protects confidentiality of student information. | |
Displays an appearance/demeanor that is appropriate to professional experiences (field experiences, presentations, school visits, etc.) | |
Commitment to Life Long Learning | |
Takes the initiative to seek out resources (e.g., community, family, research-based) and information that will support professional growth.
| |
Commitment to All Learners | |
Broadens knowledge of students backgrounds, cultures, families, interests, aptitudes and attitudes; uses these in developing and implementing effective professional learning relationships, curricula, and accommodations/adaptations. | |
Commitment to Collaboration | |
Shows commitment to collaborating with other professionals, with community members, and with classmates. | |
Health & Safety of Others/Self | |
Uses appropriate strategies when responding to safety, emotional or emergency situations.
| |
Other Issues | |
