A ED 101S Assignments & Evaluation:
Half credit for late work up to 1 week late, then no credit.

Assignments are briefly listed below. Click on each assignment for more details.The assignments are due at the beginning of class.

5 Project Assignments will be given points toward the final grade as follows:

1. Video case study of art teaching and children experiencing art (due 2/28)

15 points

2. Professional Development: (a) resource and (b) art educator interview report and presentation (due 3/16)

20 points

3. Teaching observations (due 4/11)

20 points

4. Spring Art Workshop: Planning, publicity, teaching, (due 4/22) reflection (due 5/2)
30 points

5. E-portfolio to include reading responses and other in-class and preparation for class responses (ongoing, final due 5/2)

15 points

Grading Policy:

In order to earn an A in this class all assignments must be completed and on time. In addition, the work should demonstrate an ongoing process of self reflective synthesis of course content including your individual research and evidence of transformative thinking and learning.

Final grades will be based on the following scale of points:

100-94 points


93-90 points


89-87 points


86-83 points


82-80 points


79-77 points


76-73 points


72-63 points


Below 62 points




Read for Jan. 12:

Walker, S. R. (2001). Big ideas and artmaking. In Teaching meaning in artmaking (pp. 1–17). Worcester, MA: Davis Publications. (Distributed in class on 1/10).

Read for Jan. 17 :

Knight, W. B., Keifer-Boyd, K. & Amburgy, P. M. (2004). Revealing Power: A Visual Culture Orientation to Student-Teacher Relationships Studies in Art Education, 45, (3), 270-274. (pdf linked)

Read for Jan. 24:

Gude, O. (2004). Postmodern principles: In search of a 21st century art education. Art Education, Jan., 6-14. (e- reserve)

Spiral Art Lessons

Read for Jan. 26:

Judy Chicago's content-based art pedagogy

Keifer-Boyd, K., Amburgy, P. M., & Knight, W. B. (2003). Three Approaches to Teaching Visual Culture in K-12 School Contexts. Journal of Art Education, 56(2), 44-51. (e- reserve)

Read for Jan. 31:

Shor, Ira. (1992). Education is Politics: An Agenda for Empowerment. In Empowering education: Critical teaching for social change (Ch. 1. pp. 11-30). Chicago. University of Chicago Press. (e- reserve)

Reading for Feb. 2:

National Standards for Visual Arts, and then click on K-4, 5-8, and 9-12
For another way to look at the National Visual Arts Standards click here.

Pennsylvania Department of Education,
Academic Standards for the Arts and Humanities
overview and and specifics in a pdf file

NCATE (standards for evaluating teachers and teacher certification programs)

Read for Feb 7:

Amburgy, P. M., Knight, W. B., & Keifer-Boyd, K. (2004). Schooled in silence. Journal of Social Theory in Art Education, 24, 81-101. (e- reserve)

Keifer-Boyd, K. (2003). Testimonies: What happened at school today? In L. Lampela & E. Check (Eds.). From our voices: Art educators and artists speak out about lesbian, gay, bisexual, and transgendered issues. Kendall-Hunt. (e- reserve)

READING OVERVIEW (Feb. 9-March 30)

Read for Feb 9:

Duncum, P. (2002). Children never were what they were: Perspectives on childhood. In Gaudelius, Y., & Speirs, P. (Eds.), Contemporary issues in art education (pp. 97–107). Upper Saddle River, NJ: Prentice Hall.(e- reserve)

Tatum, Beverly Daniel. (1997). Development of White Identity: "I'm Not Ethnic, I'm Just Normal" In "Why are all the Black kids sitting together in the cafeteria?" and other conversations about the development of racial identity (Ch. 6. pp. 93-113). New York: BasicBooks.(e- reserve)

Read for Feb 14:

hooks, bell. (1994). Introduction: Teaching to Transgress. In Teaching to transgress: Education as the practice of freedom (pp. 1-12). New York. Routledge. (e- reserve)

hooks, bell. (1994). Embracing change: Teaching in a multicultural world. In Teaching to transgress: Education as the practice of freedom (Ch. 3. pp. 35-44). New York. Routledge. (e- reserve)

Read for Feb 16: (each selects a reading)

Chapters from Anderson, T. (2000). Real lives: Art teachers and the cultures of school. Portsmouth, NH: Heinemann.

Chapters from Real-World Readings in Art Education (2000). Falmer Publications.

Read for March 30:

Examples of Penn State Art Ed Student e-portfolios

Penn State e-Portfolio Web site

Dr. Klein's e-portfolio site

Reflective rubrics

Bullock, A. A., & Hawk, P. P. (2005). Developing a teaching portfolio: A guide for preservice and practicing teachers (pp. 13–36, chapter 2 ). Upper Saddle River, NJ: Prentice Hall. (e- reserve)

Read for April 4 :

Art:21 Art Lessons