A ED 101S:
Syllabus Spring 2006
Section 002: 3 credits
Class meets: 230 Arts Bldg.
|The course has an ANGEL site. Go to http://cms.psu.edu/ to log in.|
Tuesdays & Thursdays
210 Arts Cottage
office hours: 2-4p.m. Thursdays
210 Arts Cottage
email for appointment during office hours or to arrange to meet outside of office hours.
Art Education 101S Description: This course introduces students to issues, concepts, and ideas in Art Education.
The objective of the course is to introduce students to concepts, areas of inquiry, and experiences in contemporary art education. This is a required course that serves as the first of a sequence of courses in the Art Education major and will provide a beginning point for the rest of the courses in the major. The art education undergraduate degree has two options. The first option leads to public school teacher certification and the second option to an understanding of arts education in settings such as museums and community arts organizations. This introductory course is broadly based and the content is applicable to students in both the schools and museum and cultural institutions option.
Course readings, projects, and discussions, which concern teaching children, adolescents and adults in schools, museums, and community-based art education settings, include issues such as:
· The content of art education
· Diverse locations of art education
· Understanding Learners: Issues of Development & Diversity
· Teaching as a reflective process
· Critical and reflective art education pedagogy
· Professional development as an art educator
During the semester you will have an opportunity to observe and work directly with children or adolescent learners. You will have an opportunity to plan and present at least one educational experience to students. As you document your experiences and reflections in this course, you will have begun the teaching/learning portfolio that you will continue to develop throughout the remainder of your years in the art education program at Penn State.
|The art education area faculty identified "threads" to weave through all the courses in the undergraduate art education programs. Below lists the threads, and how they are addressed in A ED 101S.|
|in A ED 323|
|History & philosophy||The reading, discussions, and projects in this course are intended to introduce students to historical and contemporary issues in art education, as well as how values and beliefs shape theory and practice.|
|Research/reflective practitioner||Students will reflect on the local school district exhibition at the HUB (Jan. 25- March 3), interviews with art teachers, observations of students learning and teachers teaching, and their own teaching in the Spring Art Workshop on April 22, 2006. The purpose is to begin to understand teaching as reflective practice grounded in research and that this understanding can be demonstrating through creation of a teaching/learning portfolio.|
|Language||Language is explored for how it is employed in contemporary art, how language constitutes realities, and how language is used in regards to equity issues. Throughout the course studetns will be introduced to language that is specific to art, visual culture, education, and art education|
|Assessment||Students are introduced to the role of assessment in lesson planning and curriculum development, and to different types of assessment strategies, as well as to local, state, and national educational goals and standards for assessment of student learning.|
|Technology||Student creation of e-portfolios and ongoing electronic documentation of teaching and learning, as well as digital creation and printing of teaching materials and promotional materials for the Spring Art Workshop are some of the ways that technology is integral to the course.|
|Educational settings||From experiences in this course, students design and implement art lessons in a community-based setting. They will also observe art education in various settings: museums, public schools, and community sites.|
|Future impacts||The course provides a foundation for how to create and teach meaningful art lessons that respond to specific contexts, and thereby prepares future teachers to be able to respond to future social, economic, and political impacts.|
|Interdisciplinarity||Visual culture as an approach to investigate how images are situated in contexts of power and privilege requires interdisciplinary study and connections.|
|Critical pedagogy||Students experience critical pedagogy as producers of knowledge and in questioning knowledge production.|
|Instructional methods||Students will do and create art learning activities and critically debrief the rationale, motivation strategies, process, outcomes.|
|Learner(s)||Students and teacher will be both learners and teachers, sharing our learning with others and active listening to learn from the diversity of people in the class and beyond. For readings, discussions, and reflection of observations and teaching, students will gain an understanding how developmental, social, emotional, intellectual and other characteristics of diverse learners affect their learning.|
|Visual culture/art||The approach to visual culture to include fine art, folk art, mass media, design, popular culture, architecture, and other constructed categories of visual phenomena in our culture and everyday life is to investigate how images are situated in social contexts of power and privilege which shapes their influence and value in society.|
|Diversity||Diversity is integral to the course in multifaceted ways: in curricular choices for discussion of specific artists and art content, in student opportunity to draw from their life and interests, in dialogue to develop multivocal interpretations of art, and in experience teaching others.|
|Identity||Several course activities such as the child art visualization delve into issues of identity and representation.|
|Collaboration with colleagues||Peer critiques with idea generation are some of the collaborative aspects of the course, especially in working to develop curricula for the Spring Art Workshop at the Centre County Food Bank.|
|Collaboration with families & communities||The Spring Art Workshop is a collaboratively planned project involving families in the community.|
A Note on Professionalism:
As a prospective art education major at PSU, you must conduct yourself in a professional manner in all public arenas, in your classes, the schools, and in your contacts and collaborations with other teaching professionals and teacher candidates. Punctuality, preparation, and thoughtful participation in class activities are among the ways in which professionalism is demonstrated. Diplomacy, tact, patience, problem solving, risk taking, collegiality and reflective practice are others.
Supplies Needed for the Course:
There are digital video cameras, tripods, digital cameras, laptops and projectors available for student check out for limited durations (usually 24 hours, or a weekend). You may reserve a laptop, computer projector, digital camera, and digital camcorder for 24 hours from Technology Support Services at 26 Willard Building, 814-865-5400.
Facilities & Technology Support:
The 3 Patterson Building computer labs are open 24 hours a day, 7 days a week. Experts at the Sparks Building, room 15 (in the basement) are there to provide one-on-one assistance in getting the technology to do what you want it to do. Sparks lab is open Sunday, noon to 10 p.m., M-H 10a.m. to midnight, and Fri. 10a.m to 4 p.m. They are closed on Saturday.
Attendance is required and very important to enable your completion of assignment. Absences will impact your grade. Usually those that miss 3 or more absences fall too far behind to earn better than a B. Additionally, some aspects of the grade such as participation in critiques or presentation of your work can only be earned if you are present. Prior arrangements with me concerning an unavoidable absence helps you to keep up with the learning in the course and therefore, obtain a high grade. I encourage you to attend professional conferences in your field, therefore your absence in class for such attendance is excused with prior arrangements.
This course is in accordance with Faculty Senate Policy 42-27 on Attendance: The faculty senate policy, effective Fall 2002, states that students who miss class due to legitimate, unavoidable reasons such as illness, injury or family emergency should have the opportunity to make up evaluative events. While notifying the instructor in a timely manner is a key expectation, the senate policy does not mandate official documentation of student illness or other unavoidable reasons for absence. The policy also states, however, that false claims by a student "may be considered violations of the policy on Academic Integrity." Similarly, R4 in the Administrative Policies and Procedures does not require official documentation when students take part in religious observances. R4 states, "In preparing the calendar for an academic year, the University makes every effort to avoid conflicts with religious holidays. However, when conflicts are unavoidable, efforts are made to make special arrangements for the students affected."
University Policies and Rules Guidelines states that academic integrity is the pursuit of scholarly activity in an open, honest and responsible manner. Academic integrity is a basic guiding principle for all academic activity at The Pennsylvania State University, and all members of the University community are expected to act in accordance with this principle. Consistent with this expectation, the University's Code of Conduct states that all students should act with personal integrity, respect other students' dignity, rights and property, and help create and maintain an environment in which all can succeed through the fruits of their efforts. Academic integrity includes a commitment not to engage in or tolerate acts of falsification, misrepresentation or deception. Such acts of dishonesty violate the fundamental ethical principles of the University community and compromise the worth of work completed by others.
Academic dishonesty includes but is not limited to acts such as cheating on exams or assignments; plagiarizing the words or ideas of another; fabricating information or citations; facilitating acts of academic dishonesty by others; claiming authorship of work done by another person; submitting work completed in previous classes; and/or submitting the same work to multiple classes in which a student is enrolled simultaneously.
Plagiarism is the use of more than three consecutive words, ideas, or images of another author without proper citation. Proper citation formats must follow one of the academic writing style manuals such as APA, Chicago, MLA, or Turabian. All images and text from the Internet, journals, or books must have full citation to be used in your work. See APA citation style examples.
Students charged with a breach of academic integrity will receive due process and, if the charge is found valid, academic sanctions may range, depending on the severity of the offense, from F for the assignment to F for the course.
Modifications for Those Experiencing Disabilities:
If you need alternate arrangements or modifications to meet course requirements, please contact me during the first week of classes (see Americans with Disabilities Act, 26 July 1990, Penn State's Nondiscrimination Policy, and the Office for Disability Services). Use Internet Explorer's "View menu" and "Text Zoom" to increase the font size of this and any Web page to meet your vision needs.
Every effort will be made to comply with the intent of state laws or acts and the University Health and Safety Program in an effort to maintain a safe academic and working environment. Information and awareness of safety factors will be included in the course content when applicable.
When using a computer the main safety practice is to keep your arm, wrist, and hand in a straight line as you use the keyboard or mouse to avoid muscle stress, inflammation, and injury. Also take breaks, stretch, and look at objects in the distance periodically.