A ED 101S: Introduction to Art Education: An in Flux Course Calendar for Spring 2006

 DATE

 TUESDAY

THURSDAY

Jan. 10 & 12

Content of Art Education: Your Teaching Philosophy

Introduction to the course, assignments, and each other.
 
 
RATIONALES for art education

Teaching is a performative act.
And it is that aspect of our work that offers the space of change, invention, spontaneous shifts, that can serve as a catalyst drawing out the unique elements of each classroom. To embrace the performative aspect of teaching we are compelled to engage "audiences," to consider issues of reciprocity. Teachers are not performers in the traditional sense of the word in that our work is not meant to be a spectacle. Yet it is meant to serve as a catalyst that calls everyone to become more and more engaged, to become active participants in learning. (from hooks, b. (1994). Teaching to trangress: Education as the practice of freedom (p. 11). New York: Routledge.)
 
 

BELIEFS

Activity: Dissecting the chair lesson for the Big Ideas.
For a more in-depth portrayal of the art lesson see on e-reserve: Keifer-Boyd, K.  (1992).  Deep-seated culture: Understanding sitting. Journal of Social Theory in Art Education, 12, 73–99.

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)

ANGEL INFO: Upload a .jpg image to ANGEL by going to "settings" and then "personal information editor" and then at "Photo URL" click on "add" and browse to your picture on the computer and "chose file" and click "upload" and then "save" the changes. You can see the people in the class under "Class" if you click on "show pictures" in the band at the top. Some online discussions and responses will be in the "Lesson" link on ANGEL (use Safari browser if on a Mac to access ANGEL).

Jan. 17 & 19

Content of Art Education: Visual Culture

CURRICULAR ORIENTATIONS Art curriculum development is largely built on a teacher's philosophy of the content of art.

Assignments (these responses 1-4 should be included in your e-portfolio. Save responses in an electronic format in the ANGEL course site. Continue to do and save all reading and class responses for your e-portfolio within ANGEL.)

1. Complete rationale/lesson plan components from debrief of chair lesson. See theories of art to help do this.

2.
Complete curriculum questionnaire.

3. Categorize chairs. Respond to reflection question. Read Mindset handout.

4. 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.

FROM CURRICULAR EMPHASIS TO BIG IDEA TO LESSON
In groups: Brainstorm BIG IDEAs that relate to curricular emphasis. Then take one and begin to map rationale, goals, motivation strategy, process, materials, participants' ages. Generate ideas in groups and report to class.

Activate your PSU web space. Apply for Penn State personal Web site by completing and submitting the Web application form. It takes several days to get a site once the request is made. You will need access to your personal website by 2/21.

Increase your U-Drive storage
to 1 GB.

 
 

Jan. 24 & 26

Content of Art Education: Contemporary Art

CONTEMPORARY ART forms, vocabulary, concepts, practices

Read for Jan. 24

Gude, O. (2004). Postmodern principles: In search of a 21st century art education. Art Education, 57(1), 6-14. (e- reserve)

Spiral Art Lessons

Assignment for 1/24: Select a Spiral lesson that you like and that fits your curricular emphasis. Bring notes to 1/24 class on it identifying big idea/rationale, process, etc.—i.e., the lesson components that we used to map the chair lesson.

 

 

Theme-based, Issue-based, Content-based.
Read for Jan. 26 (was originally assigned for 1/19):

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)

Assignment for 1/26: Post on ANGEL a first draft of a title and brief description of your Spring Workshop lesson for the poster. Examples:

Doors to the Unexpected: Stories to open your imagination will be the key to "doors" that open to the unexpected.

Through the Looking Glass Chess Set: Create movable characters and a hand-printed chess board that expresses a desired future journey.

Quests: Design a game board and build players from wire and card to travel the pits, perils, and good fortunes that you devise.

Cameraless Animation: Learn animation principles, sequential drawing, and printing methods in the creation of thaumatropes and zoetropes—early animation toys.

Jan. 31 & Feb. 2

 

Locations of Art Education Practice

Discuss Teaching Process Outlines & Shor reading.

Two groups 5 minute "teaching performances"--students enter the room and teachers ... and debrief.

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.

Assignment for 1/31 is part of Project 4—Spring Art Workshop: You have formed a curricular emphasis, and conceptualized a big idea and rationale for a particular art lesson. You have worked on the issue of motivation to encourage community members to sign up and participate in the art lesson with the publicity description drafts. Next, you will begin to conceptualize the PROCESS.

Create PROCESS outlines with your group for a 2-hour art lesson plus one hour lunchtime debrief on April 22. How will you guide participants to prepare (i.e., introduce a big idea and rationale for engaging in the big idea, guide self-presentations, build group dynamics, guide specific content searches related to a big idea, & set artmaking goals)? How will you build community? How will you facilitate students to research (self, big idea, content)? How will you guide to select mode, media, and format; and to translate ideal to real (given limits of time, resources, and space)? What is the process of building a support structure? What is the process to provide critical feedback to challenge and push the participants to go deeply, to do their best; and what is your process to provide encouragement and support? What questions will you ask for a content-based critique? How will you evaluate the learning?

What amount of time for each stage of the project? What is the process for participants to access artmaking supplies and move to different places to discuss, work in messy media, and clean the space and supplies? How will you engage—so that participants are active in the process? Post first draft outlines in your team’s message board by Tuesday, 1/31, to further develop in class with your group on 1/31. Your group should continue to develop this process outline over the next two months. In April you will produce the teaching materials for your lesson.

Developing a Game Plan to Major in Art Education at Penn State

The Second Mile (a guest presentation to be rescheduled): This is an opportunity for those seeking entrance to the art education major in the schools option to acquire 80 hours outside of coursework working with children. It's an opportunity for all to bring art into the lives of others.

Local, state, and national art education goals, standards, and assessment practices

Read 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)

Assignment for 2/2: In the "reading" response to the standards identify if and how the art standards are evident in your April 22 Spring Art Workshop art lesson.

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

To edit digital video refer to the A ED 322 how-to site for editing in iMovie or the tutorial prepared by ITS. Additionally, one-on-one assistance for specific computer projects, such as digital or web editing is available in Room 7, Sparks Bldg. No appointment is necessary.

 

Feb. 7 & 9

 

Understanding Learners: Issues of Development & Diversity

RACE, SOCIAL CLASS, & SEXUAL IDENTITY

Video: It's Elementary (1996, video)

Read for February 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)

IDEOLOGIES OF CHILDREN

Assignment for class: Bring to class 3 images of children.

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)

Introduction to Project 2 on Professional Development: (a) resource reports & presentations and (b) art educator interview (due 3/16)

A "teaching performance"--students enter the room and teachers ... with debrief.

Feb. 14 & 16

Teachers: identity & Diversity

ART TEACHERS: IDENTITY & DIVERSITY

A "teaching performance"--students enter the room and teachers.

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)

Debrief teaching performance.

Introduction to Project 3: Teaching observations (due 4/11)

Video: Guerrillas in Our Midst (1992, 35 min.) What criteria do you have for what YOU designate as good art? Will you teach your values of good art, or whose values of good art? Let’s look at a film that has to do with decisions on good art and how that impacts who gets to create art for a career.

 

Mon. Feb. 20 To meet and schedule directly with State College Area School District (SCASD) art teachers come to the HUB at the Robeson Gallery on Monday, February 20, 2006, at 10 a.m. This is also a chance to talk with the SCASD teachers about their student work exhibited at the HUB. The exhibition ends on March 3, 2006. Even if you can not attend on Monday 2/20/06, then stop by the HUB to check out the SCASD student work exhibited prior to your classroom observations. What are the curricular emphases, big ideas explored, and national and state standards evidenced?

Feb. 21 & 23

Teaching as a Reflective Practice

On the roster today, list the dates/times and place you plan to observe. Also, have assessment rubric suggestions in mind for the observation assignment.

Debrief Video: Guerrillas in Our Midst.

ART TEACHER Reflective Stories: (each selects a chapter from Anderson, T. (2000). Real lives: Art teachers and the cultures of school. Portsmouth, NH: Heinemann or from Real-World Readings in Art Education (2000). Falmer Press. Attached is a list from which to select a reading to discuss on 2/21.

Last group's "teaching performance"--students enter the room and teachers ... with debrief.

Continue Art Teacher Reflective stories from chapters you read.

Be sure to apply for Penn State personal Web site by completing and submitting the online Web application form.

Feb. 28 & March 2

Critical and Reflective Pedagogy

PROJECT 1: Video case studies presentations

All clearance forms are due by March 2. You must also have liability insurance by now, in order to complete the field experience—Project 3.

PROJECT 1: Video case studies presentations continued
March 7 & 9 • Spring Break (no classes this week)

March 14 & 16

Continue last Two Video Case Studies (Jamie, Jennifer)
Continue the last 7 Art Teacher stories from chapters you read.

Spring Art Workshop Poster Text and Design Decisions

PROJECT 2: Professional Development presentations (resource & art ed interview papers due)

March 21 & 23

Professional Development in Art Education

PROJECT 2: Professional Development presentations continued

NAEA in Chicago—no class meeting. Work on poster design.
March 28 & 30

Lesson Plans

PROJECT 2: Professional Development presentations continued.

April 22 Spring Art Workshop Poster and sign-up sheet delivered to the Food Bank on Friday of this week.

 

MEET IN 401 PATTERSON LAB
Introduction to
PROJECT 5: Teaching & Learning e-portfolio and Penn State Art Ed undergrad curriculum tapestry

Examples of Penn State Art Ed Student e-portfolios and Penn State e-Portfolio Web site and Dr. Klein's e-portfolio site.

(1) cover letter, (2) resumé, (3) one or two-page autobiography with a focus on learning/becoming an art educator, (4) one or two-page philosophy statement (example) presenting your beliefs about teaching, art, and learners.

Read for 3/30. However, no written response required for 3/30:
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)

April 4 & 6

MEET AT THE FOOD BANK in the Canterbury Hall at St. Andrews Episcopal Church, 208 W. Foster Avenue

PROJECT 4: Preparation for Spring Art Workshop:
Bring draft of April 22 lesson plans to discuss.

Review Art:21 Art Lessons
as model for your lesson plans. Include: big idea, objectives, materials and resources, critical questions, activity sequence, reflection & evaluation, extensions beyond workshop for participants and their families to further explore the big idea.

PROJECT 4: Preparation for Spring Art Workshop.

Several attend Olivia Gude's workshop: "Identify Yourself: Rethinking the Self-Portrait in Art Education—A Collaborative Idea Generating and Artmaking Workshop"

In class Visualization: Reflection on art learning and teaching to develop teaching approach

April 11 & 13 PROJECT 3:  Field experiences--Observation Presentations
PROJECT 3: Field experiences--Observation Presentations continued
April 18 & 20 PROJECT 3: Field experiences--Observation Presentations continued Preparation for Spring Art Workshop
April 22
PROJECT 4: Spring Art Workshop, Saturday, 8 a.m. - 1 p.m. at the Centre County Food Bank at 208 W. Foster Ave.
April 25 & 27 Debrief PROJECT 4: Spring Art Workshop

MEET IN 401 PATTERSON LAB
PROJECT 5:
Work on e-portfolios in class and gain peer and professor in-process feedback and assistance.

May 2 Tuesday, May 2, 5 p.m. PROJECT 5: e-portfolio due. Place in Dr. Karen Keifer-Boyd's mailbox at 207 Arts Cottage (which closes at 5 p.m. & is closed between 12-1 p.m.)