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
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.
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 .
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.
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
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.
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.
8/29
Introduction to the course
Discipline-based Art Education
Art Elements
9/5
Developing drawing skills
Design Principles
Introduction to Drawing Studio
9/12
Perspective rendering skills
Drawing Studio
9/19
Drawing Studio
Developmental stages of childrenís artistic growth
9/26
Developing painting skills
Painting Studio
Teaching drawing &painting in the
elementary art program
10/3
Painting Studio
The Art Curriculum
10/10
Writing art objectives
Planning art lessons
Art Motivation
Evaluation and assessment of student
progress in art.
10/17
Developing printmaking skills
Printmaking Studio
Teaching printmaking in the elem. art program
10/24
Quiz 1
10/31
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.
11/7
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
11/14
Digital Photography Workshop
11/21
Teaching art history in the elementary classroom Text Ch 7
Art for students with special needs
Promoting multicultural understanding through
the art program.
11/28
Crafts Studio: Bookmaking
Integrating art with other areas of the curriculum
12/5
Safety in the art class
Displaying elementary childrenís art
Classroom organization
Basic supplies and equipment
12/12
Quiz 2
Portfolio review