HOFSTRA UNIVERSITY
School of Education and Allied and Human Services
Department of Curriculum and Teaching
Course: CT 298B: Instructional Patterns for Art in Secondary Schools; and SED
114
Sem. Hours: 3
Instructor: Julia Healy
Telephone:
Cell: 646.285.7976; Home: 212.358.1640; Studio: 845.856.5083 E-Mail: Jhealy@Hofstra.edu
Class
Blog: http://hofstrasecondaryarted.blogspot.com
Course Description
Students will study the developmental, socio-cultural, perceptual and cognitive changes that occur during adolescence with a view to how these transformations impact on artistic-aesthetic development. The course will integrate the exploration of these theoretical strands with weekly participation in hands-on art projects and processes that are appropriate for middle and high school students. Lesson and unit planning, classroom management and diverse assessment practices will be examined. Students will explore ways to foster creative thinking as well as implement art history and aesthetics in the curriculum.
Course Description
Students will study the developmental, socio-cultural, perceptual and cognitive changes that occur during adolescence with a view to how these transformations impact on artistic-aesthetic development. The course will integrate the exploration of these theoretical strands with weekly participation in hands-on art projects and processes that are appropriate for middle and high school students. Lesson and unit planning, classroom management and diverse assessment practices will be examined. Students will explore ways to foster creative thinking as well as implement art history and aesthetics in the curriculum.
Students in CT298B will be given expanded assignments and
projects to reflect their graduate student status.
Required Text:
There is no required textbook. Readings will be distributed and assigned throughout the semester.
Course Rationale
The unifying theme of this course is the idea that a rigorous, multi-faceted program in the arts is ideally suited to foster and express the burgeoning sense of identity that begins during adolescence. Art education is conceived here as a discipline that embraces artistic production, art history and aesthetics. The art room is envisioned as a creative and dynamic studio environment that highlights the unique contributions of each individual while imparting diverse cultural traditions in the arts.
Course Outcomes
• This course will enable students to develop in-depth art lessons and units for a program in the visual arts, grades 7-12.
• Students will be able to foster visual literacy, enabling adolescents to decode meaning and value in diverse media in their own culture as well as the culture of others. They will demonstrate this through their artistic production and classroom discussion.
• Students will have the option to complete an interview study of adolescents as they look at art in order to understand how this age group makes meaning of the artwork of professional artists. Students will develop their own perceptions of the implications of their findings for teaching in a research paper. (optional, extra credit)
• Students will design qualitative art lessons that demonstrate an understanding of adolescents’ growth to a degree that addresses their development and concomitant changes in visual and spatial abilities and interests.
• Students will demonstrate an ability to introduce students to art history and aesthetics by designing multicultural museum activities.
• Students will demonstrate an ability to successfully teach art through actual presentations in the classroom.
• Students will demonstrate an understanding of current issues in the field of art education by an ability to lead and participate in group discussions on these topics.
• Students will develop the habits of mind of a reflective practitioner as demonstrated in their journals, kept to examine their observations in schools and make connections between field and university experiences.
Jan. 30: Introduction
Review of course and program requirements.
Required Text:
There is no required textbook. Readings will be distributed and assigned throughout the semester.
Course Rationale
The unifying theme of this course is the idea that a rigorous, multi-faceted program in the arts is ideally suited to foster and express the burgeoning sense of identity that begins during adolescence. Art education is conceived here as a discipline that embraces artistic production, art history and aesthetics. The art room is envisioned as a creative and dynamic studio environment that highlights the unique contributions of each individual while imparting diverse cultural traditions in the arts.
Course Outcomes
• This course will enable students to develop in-depth art lessons and units for a program in the visual arts, grades 7-12.
• Students will be able to foster visual literacy, enabling adolescents to decode meaning and value in diverse media in their own culture as well as the culture of others. They will demonstrate this through their artistic production and classroom discussion.
• Students will have the option to complete an interview study of adolescents as they look at art in order to understand how this age group makes meaning of the artwork of professional artists. Students will develop their own perceptions of the implications of their findings for teaching in a research paper. (optional, extra credit)
• Students will design qualitative art lessons that demonstrate an understanding of adolescents’ growth to a degree that addresses their development and concomitant changes in visual and spatial abilities and interests.
• Students will demonstrate an ability to introduce students to art history and aesthetics by designing multicultural museum activities.
• Students will demonstrate an ability to successfully teach art through actual presentations in the classroom.
• Students will demonstrate an understanding of current issues in the field of art education by an ability to lead and participate in group discussions on these topics.
• Students will develop the habits of mind of a reflective practitioner as demonstrated in their journals, kept to examine their observations in schools and make connections between field and university experiences.
Jan. 30: Introduction
Review of course and program requirements.
Discussion of:
·
Emotional, intellectual and physical transitions of
early adolescence viewed in today’s cultural context.
·
Art as the search for meaning and the social
implications of art.
·
General things we will be covering this semester:
Teaching both future artists and non-artists to bring
out creativity
Harry Wong and The Structured Classroom
Setting the Tone
Do-Nows/Routines
Making a disparate group a unit within a classroom setting
Materials
Artist first/Teaching supports art, art supports teaching
Visual Culture and Digital Applications
Anime/cartoons/Bob Ross
Beyond art seasons, art elements and dead artists
How to get ideas
Demos: yea or nay?
Lesson Plans & Units
Standards & Common Core for the Arts
Safety
Differentiating Instruction
Accommodations
Legalities
Setting Up Your Room
Display
Assessment
Critiques
Harry Wong and The Structured Classroom
Setting the Tone
Do-Nows/Routines
Making a disparate group a unit within a classroom setting
Materials
Artist first/Teaching supports art, art supports teaching
Visual Culture and Digital Applications
Anime/cartoons/Bob Ross
Beyond art seasons, art elements and dead artists
How to get ideas
Demos: yea or nay?
Lesson Plans & Units
Standards & Common Core for the Arts
Safety
Differentiating Instruction
Accommodations
Legalities
Setting Up Your Room
Display
Assessment
Critiques
Art Form: Drawing/Group Project (Exquisite Corpse)
Homework: Read Engaging
the Adolescent Mind, pages 1-3. Read Art Teaching, Chapter 3, pages
167-179.
Feb. 6: Approaches to
Art Instruction
Discussion on Reading: Engaging
the Adolescent Mind, pp. 1-3. What is an Elegant Visual Problem? (Ken
Vieth)
Art 21 DVD
Nyack High School’s Approach to Teaching
Lesson Plan and Unit Introduction
Themes
Curriculum
Art Form:
Drawing
Homework: Read Art
Teaching, Middle School Art, pages 167-179 and The First
days of School (Harry Wong), pages 3-15.
Feb. 13: Taking
Charge of Your Classroom, Setting Up Your Room for Success and Forming Routines
Student Presentation (#1) on Art Teaching Reading
Discussion of The
First Days of School, (Harry Wong)
Do-Nows and Routines
Learning by Osmosis—Setting Up Your Room Accordingly and
Thoughtfully
Teaching Studio in Art to art-disinterested students
Art Form: Pop-Ups
Homework: Read Art for
Life, Chapter 2
Feb. 20: Middle
School and Authentic Instrucion
Discussion of Reading, led by graduate students
Materials and Tools: A Crash Course: Ordering, Safety
Art Form: Collage
Homework: Read handouts from out-of-print Design Synectics and Art Synectics by Nicolas Roarke
(Davis Publishing)
(Portrait
Photos Taken of Students for Next Week)
Feb. 27: Visual
Culture, Lesson Plans, Standards and Common Core, APPR, SLO and more
Discussion of Reading by Professor
Introduction to National Standards and the new Common Core
Professional Dispositions
Art Form: Photo Collage
Homework: Read Art
for Life, Chapter 4, Individual Expression and Creativity, pages 64-78.
Mar. 6: Class Cancelled due to NAEA Convention. We will have class on May 8 instead.
Mar. 13: Involving the Community, Outdoor Learning
Student Presentation #3 on Art for Life Reading
Mar. 6: Class Cancelled due to NAEA Convention. We will have class on May 8 instead.
Mar. 13: Involving the Community, Outdoor Learning
Student Presentation #3 on Art for Life Reading
Discussion of the relationship of community and art programs
Introduction of Step
Outside by Peter London
Art Form: Printmaking, Frottage
Reading: Daniel Pink and Art
for Life, Chapter 5, Aesthetics, pages 80-96.
Mar. 20: Creativity, Developing Imagination and Thinking Skills
Mar. 20: Creativity, Developing Imagination and Thinking Skills
UNIT PLAN
PARAGRAPH DUE.
Student Presentation #4 on Art for Life Reading
You Tube/Vimeo Viewing and Discussion of Daniel Pink
Art Form: Printmaking, Transfer Prints
Homework: Look over assessment instruments. Read article on
assessment models.
Mar. 27: School Closed
April 3: Conversion Day--No Wednesday Classes!!!!
April 10: Assessment Models, Rubrics, Self-Reflection & Critiques
April 3: Conversion Day--No Wednesday Classes!!!!
April 10: Assessment Models, Rubrics, Self-Reflection & Critiques
Rubrics
Grading
Portfolio Assessment
Reflection/Self-Reflection
Critiques and various models for secondary students
Art Form: Group Projects, Installations, Performance Art
Homework: Read articles on social issues and Art for Life handout.
Apr. 17: Multicultural Lessons, Diversity, Gender Issue, Character Education and Accommodations
Apr. 17: Multicultural Lessons, Diversity, Gender Issue, Character Education and Accommodations
Presentation by Graduate Student (#4)
Discussion of reading
Discussion of reading
Empathy
PBIS
Teaching from Love
Art Form: Painting and Mixed Media
Apr. 24: Stand Alone Lessons Vs. Integrating Academic Subjects—Finding a Balance
UNIT PLANS DUE
Discussion of reading
Discussion of reading
Presentation of lessons
Process versus Product
Quality integrated lessons
Embedding academics in “Art for Art’s Sake” Lessons
MOOCs--the future???
MOOCs--the future???
Art Form: Painting and Mixed Media
Homework: Work on Units. Be sure to create at least one
sample project for presentation. Graduate
Students Only: Write a cover letter, resume and Teaching Philosophy for
presentation next week
Homework (ALL): Work on lesson plans and units
May 1: Unit Presentations
Discussion of cover letters, resumes and philosophies
Presentation of Units
Art Form: Sculpture
Homework: Create an original piece of art that summarizes
your Field Experience. It could be a handmade book, a journal, a poster, a
video, a blog, etc.
May 8: Loose Ends, Further Inquiry and What Comes Next
May 8: Loose Ends, Further Inquiry and What Comes Next
Presentation and discussion of Field Experiences
Presentation and discussion of cover letters, resumes and
teaching philosophiesClosure, Evaluation of Professor and Class
Art Forms: Sculpture and Food
SED 114 and CT298B Course Assignments and Basis for Assessment
Professor Julia Healy
Participant Observation Program in Schools (15%) Due May 8
Students will participate and observe in a secondary school, 20 hours during semester.
The following is required:
___ Attendance log signed by cooperating teacher
___ Creative rendering that exemplifies your experiences observing in the classroom
In your art piece make connections between:
___ theories and ideas discussed in class
___ readings (text and other handouts)
___ Include images of student work (actual, copies or photographs) to share with class. Note the grade of the examples, the course they were from and lesson objectives.
___ In a presentation (5-7 minutes) include an analysis of the aesthetic objective(s), motivations, questions posed, and the criteria or guidelines of assessment (rubrics). Select any examples of open-ended assignments, with no patterns or designs given to share with the class.
Writing and Reading Assignments (10%)—15% for undergraduates
Students will be responsible for leading group discussions of reading assignments
___ Lead a group discussion (or activity) that covers key issues presented in the reading. Initiate dialogue with fellow students, do not read your notes of the article.
___ Be prepared weekly to respond to a question related to the reading and/or handout given. These quizzes will count as one-third of the above grade.
SED 114 and CT298B Course Assignments and Basis for Assessment
Professor Julia Healy
Participant Observation Program in Schools (15%) Due May 8
Students will participate and observe in a secondary school, 20 hours during semester.
The following is required:
___ Attendance log signed by cooperating teacher
___ Creative rendering that exemplifies your experiences observing in the classroom
In your art piece make connections between:
___ theories and ideas discussed in class
___ readings (text and other handouts)
___ Include images of student work (actual, copies or photographs) to share with class. Note the grade of the examples, the course they were from and lesson objectives.
___ In a presentation (5-7 minutes) include an analysis of the aesthetic objective(s), motivations, questions posed, and the criteria or guidelines of assessment (rubrics). Select any examples of open-ended assignments, with no patterns or designs given to share with the class.
Writing and Reading Assignments (10%)—15% for undergraduates
Students will be responsible for leading group discussions of reading assignments
___ Lead a group discussion (or activity) that covers key issues presented in the reading. Initiate dialogue with fellow students, do not read your notes of the article.
___ Be prepared weekly to respond to a question related to the reading and/or handout given. These quizzes will count as one-third of the above grade.
___ Graduate students will present on
April 24 their cover letter, resume and teaching philosophy piece for 5% of
their final grade.
Unique Lesson Plan and Demonstration (10% of grade) Due April 17
Students will each present an original lesson plan to the class, providing copies of lesson plans, with visuals, for each student. The lesson will be one from your thematic unit (see below).
Be sure to address:
___ where this lesson fits into a unit
___ lesson description and rationale (one paragraph including how lesson is relevant to adolescent interest, development and/ or broad curriculum, artistic or cultural issues)
___ clear aesthetic objectives and their relationship to the NYS arts standards
___ motivation and closure
___ materials, including a technique or demonstration exemplar, if needed
___ visual aids, including art prints large enough for class viewing
___ promotion of creativity and individual response
___ aesthetics and art history
___ presentation: (voice, tone), interactive engagement with students through questioning or other techniques.
Thematic Unit Plan (25% of grade)--Due April 24
Students will create an original unit plan that will contain three to five lessons and submit them to me via email (for our blog) and hard copy.
This is the assignment that will be used on your TK20 site. Draft of TK20 Rubrics has been given to you separately.
Unique Lesson Plan and Demonstration (10% of grade) Due April 17
Students will each present an original lesson plan to the class, providing copies of lesson plans, with visuals, for each student. The lesson will be one from your thematic unit (see below).
Be sure to address:
___ where this lesson fits into a unit
___ lesson description and rationale (one paragraph including how lesson is relevant to adolescent interest, development and/ or broad curriculum, artistic or cultural issues)
___ clear aesthetic objectives and their relationship to the NYS arts standards
___ motivation and closure
___ materials, including a technique or demonstration exemplar, if needed
___ visual aids, including art prints large enough for class viewing
___ promotion of creativity and individual response
___ aesthetics and art history
___ presentation: (voice, tone), interactive engagement with students through questioning or other techniques.
Thematic Unit Plan (25% of grade)--Due April 24
Students will create an original unit plan that will contain three to five lessons and submit them to me via email (for our blog) and hard copy.
This is the assignment that will be used on your TK20 site. Draft of TK20 Rubrics has been given to you separately.
___Your theme should provide a framework or structure to enhance relevance and meaning to adolescents. The theme should go beyond media to embrace themes discussed in the course. For example, you could explore ideas related to identity, place or community. Media could be the same or vary. Present your concept and description to me by Mar. 7 (one paragraph).
___ Every lesson requires visuals, which include a visual of
the process being taught, a section of the finished project, or the finished
product and art history prints, when appropriate. Other motivation is also
welcome.
___ Base
at least one lesson on a work of
art created within the past ten years or a work that reflects current
trends in the art world. The artist does not have to be famous, but you need to
provide a color reproduction (refer to catalogue or the Internet).
___ Include an image of what inspired your lesson, if applicable.
___ Include at least one lesson with a multicultural and/or gender sensitive perspective.
___ Include a lesson that includes art criticism and/or aesthetics.
___ Make sure all sections on the lesson plan format distributed are addressed
___ Lessons must be developmentally appropriate and challenging. For example, note if the unit is for an introductory 9th grade studio course or a more advanced course.
___ Address motivation, pivotal questions and closure in your lessons
___ Be sure to have your lessons further a clear, fundamental artistic objective, while stimulating creative and individual responses.
___ Provide an assessment rubric or other specific approach. Relate clearly to your objective(s). Describe guidelines or criteria for assessment. Each assessment should be different, reflecting the artistic objectives of the individual lesson. Generic assessments are not acceptable.
___ Common Core (if applicable) and/or the New York State Art Standards that are being addressed should be noted in each lesson plan. Be specific.
Art Projects (25%)
Due throughout semester
Professional Dispositions (10%)
Classroom Participation
A dynamic class depends largely on you. You will receive an “A” for your professional disposition piece of your grade if you come to class having completed the appropriate reading assignments, are prepared for and complete art activities and contribute to classroom discussions as an active and informed participant. You bring varied and rich artistic backgrounds and perceptions to class: I welcome you to share them.
Attendance
Due to the hands-on nature of classes, attendance is critical. Students should provide a medical excuse for missed classes. If you must miss a class, you are responsible for finding out what you missed and what art supplies are needed for he next class. If a student misses two classes, he/she will lose a letter grade for each subsequent class missed. Students are expected to be in class on time.
Originality
All lesson plans must be original. Do not “borrow” work from the Internet, other students, teachers or other sources. Such work will not be accepted; no revisions accepted for copied work. Art prints or quotes taken from books or the Internet must be cited.
___ Include an image of what inspired your lesson, if applicable.
___ Include at least one lesson with a multicultural and/or gender sensitive perspective.
___ Include a lesson that includes art criticism and/or aesthetics.
___ Make sure all sections on the lesson plan format distributed are addressed
___ Lessons must be developmentally appropriate and challenging. For example, note if the unit is for an introductory 9th grade studio course or a more advanced course.
___ Address motivation, pivotal questions and closure in your lessons
___ Be sure to have your lessons further a clear, fundamental artistic objective, while stimulating creative and individual responses.
___ Provide an assessment rubric or other specific approach. Relate clearly to your objective(s). Describe guidelines or criteria for assessment. Each assessment should be different, reflecting the artistic objectives of the individual lesson. Generic assessments are not acceptable.
___ Common Core (if applicable) and/or the New York State Art Standards that are being addressed should be noted in each lesson plan. Be specific.
Art Projects (25%)
Due throughout semester
Professional Dispositions (10%)
Classroom Participation
A dynamic class depends largely on you. You will receive an “A” for your professional disposition piece of your grade if you come to class having completed the appropriate reading assignments, are prepared for and complete art activities and contribute to classroom discussions as an active and informed participant. You bring varied and rich artistic backgrounds and perceptions to class: I welcome you to share them.
Attendance
Due to the hands-on nature of classes, attendance is critical. Students should provide a medical excuse for missed classes. If you must miss a class, you are responsible for finding out what you missed and what art supplies are needed for he next class. If a student misses two classes, he/she will lose a letter grade for each subsequent class missed. Students are expected to be in class on time.
Originality
All lesson plans must be original. Do not “borrow” work from the Internet, other students, teachers or other sources. Such work will not be accepted; no revisions accepted for copied work. Art prints or quotes taken from books or the Internet must be cited.
For more information on services provided by Hofstra, and for submission of documentation of your disability, please contact:
• Dr. Karin Spencer in 101 Memorial Hall at 516-463-6770 (for physical and/orpsychological disabilities) or
• Linda DeMotta in 202 Roosevelt Hall at 516-463-5840 (for learning disabilities and/orADHD)
All disability-related information will be kept confidential.
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