ARE 4313  153

Art Methods

for Elementary  Teachers  (Cummer Museum Section)


MEETING TIMES:   Thursdays  3:00-5:45 p.m.
LOCATION:    Cummer Museum of Art and Gardens
HOURS OF CREDIT:  3 semester credits
NAME OF INSTRUCTOR: Dr. Michael P. Smith
COURSE PREREQUISITES: EDG 3323, EDG 4326
OFFICE HOURS:
Tuesdays  10:00-12:00 & 2:00-3:30
Wednesdays  1:00-3:30
Thursdays  10:-12:00

REQUIRED TEXTS/MATERIALS:

Course Text:  Herberholz D., & Herberholz B.  (2002)  ARTWORKS for Elementary Teachers: Developing Artistic and Perceptual Awareness  9th ed.  McGraw/Hill, N.Y.
Supplies (to be obtained by the student) include:  5B or 6B drawing pencil; Pencil sharpener; spiral bound sketch book(approx. size: minimum 5 X 8 inches, maximum 6 X 10 inches; water color paints (in tubes including black and white);  #6 and #10 soft bristle, paintbrushes for water color; water-based tube of printing ink; unprinted newsprint, scissors, flexible printing block, linoleum cutting tools, HD 3.5î floppy disks.
 

COURSE DESCRIPTION:

Catalog Description:  An examination of elementary school art programs and resources, grades K - 6.  The course, designed for preservice elementary classroom teachers, focuses on planning, teaching, and evaluating sequential learning experiences in the making of art, art criticism, art history and aesthetics at the elementary level.
Expanded description:  The course is designed to accommodate the goals and instructional practices associated with Discipline-based Art Education.  Students taking the course will develop their own personal art skills, as well as acquire skills in planning and implementing elementary level art learning experiences involving K - 5 students in the four art disciplines:  art production, art history, aesthetics, and art criticism.  Course requirements include out-of-class drawing/sketching assignments, and an art gallery assignment .
 

PROGRAM GOALS ADDRESSED IN THIS COURSE

    In the past art education in the elementary school has been characterized by an emphasis on the making of "refrigerator door" art.  Art content was not clearly understood by school administrators and teachers of other subjects.  Long term goals of art education were not clearly stated and, as a result, art instruction was usually considered to be extra enrichment that was expendable when school budgets were trimmed.  Art was, and still is, taught by elementary classroom teachers who often have little or no knowledge of art content. Some schools rely on a visiting art educator who visits the classroom several times during the academic sessions.  Many schools receive no funds for art instruction by a specialist.  This lack of respect for art in the school curriculum is to some extent the fault of art educators who have focused on the making of art and neglected reading, writing, and discussion skills in the delivery of art instruction.  As a result, administrators often fail to see how art instruction contributes to the general cognitive goals of schooling.

    This course embraces the basic tenets of Discipline-based art education (D.B.A.E.).  Discipline-based art education is a relatively new movement within the field of art education.  It has as one of its primary goals the establishment of respect for art as an essential component of the school curriculum.  While being more a philosophy than a curriculum, instruction in D.B.A.E. includes the following curriculum characteristics: (1) lessons are based on clearly established goals and sequenced written plans that move from simple to complex, (2) the study of the history of the subject is an essential curriculum component, (3) evaluation of student achievement and teacher instruction leads to the improvement of instruction, and (4) community resources and multicultural resources are used to strengthen the program.

     Course participants will explore the uses of the computer and computer peripherals as art education resources.

     The course also maintains the traditional goals of providing basic instruction in the making of art, and planning, teaching, and evaluating art studio learning experiences.
 

TOPICS OF THE COURSE

Discipline Based Art Education (DBAE)
Elements of Art
Design Principles
Perspective
Developmental Stages of Childrenís Artistic Growth (Lowenfeld)
Art Lesson Planning
Teaching Art Criticism
Teaching Aesthetics
Teaching Art History
Interdisciplinary Art Instruction
Cooperative learning in the art room
Art Education for Special Needs Students
Safety in the Art Room
Art Studio:
   Drawing (contour)
   Painting
   Printmaking (block)
   Sculpture
   Crafts
 Digital Photography
 

COURSE OBJECTIVES:

The student enrolled in ARE 4313 will:
1.     Acquire knowledge of the foundations of contemporary art education in the elementary school and the need for art instruction in the K - 6 curriculum.
2.     Acquire knowledge of basic tools and processes associated with drawing, painting, printmaking, sculpture, and one studio craft and develop the basic   skills needed in order to teach K - 6 instruction in those studio areas.
3.     Acquire knowledge of the elements of art, and be able to locate them in works   of art.
4.     Acquire knowledge of the principles of design and be able to describe works of art in terms of the design qualities reflected in them.
5.     Know the developmental stages of childrenís artistic growth and use the stages to analyze examples of childrenís art.
6.     Know the hazards and safety procedures associated with K - 6 art instruction.
7.     Develop skills in planning, teaching, and evaluating K - 6 multicultural art learning experiences in making art, art history, art criticism, and aesthetics, and integrating the four art disciplines with other areas of the elementary   school curriculum.
8.     Acquire skills in using the art museum as a teaching resource for K - 6 art   instruction.
9.     Acquire knowledge of art instruction for special needs students in the  elementary school.
10.   Develop skills in using new technologies ìpower toolsî as art teaching resources.
 
 

METHODS OF EVALUATION:

Students in the course are expected to complete the following assignments:

1. Take two quizzes (50 & 30 points).
2. Complete the following word processed, written assignments: One comprehensive lesson plan, and one art museum critique.
3. Create and process two digitized photographic images for use as interdisciplinary instructional resources in the elementary classroom.
4. Compile a portfolio of personal art work containing the following teaching resource exemplars:  10 drawings, 4 paintings, and an edition of 3 block prints.
5. Complete a crafts assignment (Bookmaking).
 

Your course grade will be determined by using the following point system:

  Quiz 1  (50 points)
  (Objectives 1 - 5)
  Quiz 2  (30 points)
  (Objectives 6 (- 10)
  Lesson Plan  (20 points)
  Gallery critique** (20 points)
 

Portfolio:
Sketch book:
        drawings (10*) (20 points)
        paintings (4*)   (8 points)
        prints (3*) (12 points)
        digitized photographic images (2*) (20 points)
        Crafts assignment (10 points)
Notes:  (10)
       elements
       principles
       perspective
       dev stages
       aesthetics and criticism

A     184 - 20
C     152 - 1670
B     168 - 183
D     136 - 151

Extra credit (up to 6 points total):
one hand cut matt (up to 6 points)
or
up to 6 hours of service to an
approved museum education dept.
(One point per service hour)

* minimum number
**800 word minimum - 200 per section.  Sections must have subheadings.
 

     All students are expected to demonstrate sound communication skills.  Students with deficiencies their communication skills will be required to remediate those deficiencies before receiving a grade for ARE 4313.

     All written assignments submitted for grade evaluation must be word processed on the computer and submitted as hard copy.  Students are expected to retain copies of all work submitted to the instructor.

     Regular attendance is a course requirement.
 

ARE 4313 153 Art Methods of Elementary Teachers

Fall 2001


TENTATIVE SCHEDULE

8/30
Introduction to the course
Discipline-based Art Education
Art Elements

9/6
Developing drawing skills
Design Principles
Introduction to Drawing Studio

9/13
Perspective rendering skills
Drawing Studio

9/20
Drawing Studio
Developmental stages of childrenís artistic growth

9/27
Developing painting skills
Painting Studio
Teaching drawing &painting in the
   elementary art program

10/4
Painting Studio
The Art Curriculum

10/11
Writing art objectives
Planning art lessons
Art Motivation
Evaluation and assessment of student
   progress in art.

10/18
Developing printmaking skills
Printmaking Studio
Teaching printmaking  in the elem. art program

10/25
Quiz 1

11/1
Aesthetics and Art Criticism
Feldmanís Phased Approach to Art Criticism  Lesson Plan due
Pepperís Four World Hypotheses
Teaching aesthetics and art criticism in the elementary classroom
Printmaking continued.

11/8
Introduction to Digital Photography
New technologies for the teaching of art   Text Ch 6
Using microcomputers, scanners, digital cameras etc. Museum Art   Creating and processing digitized photographs  Criticism
Creating a digital portfolio     assignment due

11/15
Digital Photography Workshop

11/22
Teaching art history in the elementary classroom  Text Ch 7
Art for students with special needs
 Promoting multicultural understanding through
    the art program.

11/29
Crafts Studio: Bookmaking
Integrating art with other areas of the curriculum

12/6
Safety in the art class
Displaying elementary childrenís art
Classroom organization
Basic supplies and equipment

12/13
Quiz 2
Portfolio review