Course Description
Offers students interested in understanding the importance of visual arts in schools, museums, and community settings the opportunity to facilitate art experiences for learners. Instructional strategies for teaching and exploring, materials, studio techniques, and art concepts will be investigated, developed, and practiced through experiential learning.
Additional Requirements for Graduate Students:
Graduate students will be asked to read and apply critical studies in the field as they develop an original research project (case study or visual inquiry) in connection with the practicum.
Athena Title
Art Ed in Sch Museum and Comm
Non-Traditional Format
Practicum.
Undergraduate Pre or Corequisite
(ARED 2110 or ARED 2110S) and (ARED 4350S/6350S or ARED 4360S/6360S)
Semester Course Offered
Offered spring
Grading System
A - F (Traditional)
Course Objectives
Design and lead effective art experiences for learners that grow from and transact with theories in art education while making real-world connections in a service-learning environment. Design and lead art experiences that are responsive to the context of the learners and the setting. Design and lead the instruction of art-making mediums and techniques. Design and lead discussions of historical and contemporary art and visual culture. Identify and implement state, national, and global standards in curriculum and instruction. Involve learners in the active construction of knowledge in the design of instructional experiences. Articulate the role of visual arts in formal and informal settings. Engage in ongoing reflection and analysis of teaching through individual and collaborative processes. Share the results of instruction in forms, such as presentations, an art exhibit, or a community event.
Topical Outline
The first weeks of the course will be focused on designing and planning art experiences that will be implemented in a local school, museum, or community setting as a practicum and service-learning experience. The design of the art experiences will be grounded in current theories of art education and will be responsive to learner context. A large portion of the course (ideally about 8 weeks) will require students to lead art experiences with learners. Students will be responsible for all aspects of the teaching process, such as: preparing the teaching environment and materials in advance of the art sessions; interacting with parents/guardians when learners arrive; leading instruction; overseeing clean-up with learners; completing any additional clean-up after the session; and interacting with parents/guardians when learners leave. Throughout the course, students will engage in ongoing reflection and analysis of teaching. This reflection and analysis might take on a variety of forms, such as analysis of video-recorded teaching sessions, written reflections, peer feedback and discussion, the development of iterative teaching philosophy, and case studies of learners. In the final weeks of the course, students will share the results of the course. Forms for sharing results might include presentations, art exhibits, community events, written units of instruction, or other forms deemed appropriate by the instructor.
Syllabus