Latest, Greatest Syllabus

HOFSTRA UNIVERSITY
School of Education and Allied and Human Services
Department of Curriculum and Teaching
Syllabus 2.0
Course: CT 298B: Instructional Patterns for Art in Secondary Schools; SED 114
Sem. Hours: 3
Instructor: Professor Julia Healy
Class Blog: 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.

Required Text:

Anderson, T. Milbrandt, M. (2002). Art for Life. NY: McGraw Hill
Note: There is a website www.mhhe.com/artforlife1 for this book. It has a glossary among other things, and may prove helpful to you.

Supplemental articles and book chapters will be distributed 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. Student 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.

Feb. 1: Introduction

Review of course and program requirements. 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.

Some general things we will be covering this semester:
Art in the greater world of middle school and high school education
Teaching both future artists and non-artists to bring out creativity
Harry Wong
The Structured Classroom
Setting the Tone
Do-Nows/Routines
Making a disparate group a unit within a classroom setting
Materials
Artist first; teacher second
Visual Culture and Digital Applications
Anime/cartoons/Bob Ross
Beyond art seasons, art elements and dead artists
How to get ideas
Life as a Lesson Plan
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 Projects

Feb. 8: Student Presentation on Reading by Libby

Reading to have finished: Art for Life, Part One Introduction & Chapter One

Art Form: Drawing

The importance of teaching observational drawing

Feb. 15: Student Presentation on Reading by Morgan

Reading to have finished: Art for Life, Chapter Two

Art Form: Collage

Using art history in a positive (not mindless) way

Feb. 23: Student Presentation on Reading by Lucy

Reading to have finished: Art for Life, Part Two Introduction and Chapter Three

Art Form: Painting
Feb. 29: Guest Professor, The Nuts and Bolts of the Real World of High School

Art Form: Photo Collage

M ar. 7: Class Cancelled, Professor Sick

Mar. 14: Reading to have finished: Art for Life, Chapters Four & Five

Art Form: Printmaking, Frottage

Mar. 21: UNIT PLAN PARAGRAPH DUE.

Reading to have finished: Art for Life, Chapters Six and Seven

Student Presentations on Reading by Adrienne (4 & 5) and Adam (6 & 7)

Art Form: Printmaking, Part Two (Transfer Prints)

Mar. 28: Student Presentation on Reading by Cassandra

Reading to have finished: Art for Life, Chapters Eight & Nine

Art Form: Installation and Art Beyond the Gallery Setting

Apr. 4 & Apr. 11—NO CLASSES

Apr. 18: LESSON PLANS DUE

Student Presentations on Reading by Alex & Lesson Plans (to be assigned)

Reading to have finished: Art for Life, Part 3 & Chapter Ten

Art Form: Mixed Media and Book Arts

Apr. 25: Student Presentation on Reading by Elise & Lesson Plans (to be assigned)

Reading to have finished: Art for Life, Chapters Eleven & Twelve

Art Form: Mixed Media and Book Arts, Part Two

May 2: Student Presentation on Reading by Janelle

Reading to have finished: Art for Life, Chapters Thirteen & Fourteen

Art Form: Sculpture

Thematic Unit Plan Due

May 9: Presentations on Reading by Jenna and Observational Experiences (to be assigned)

Reading to have finished, Art for Life, Chapters Fifteen & Sixteen

Art Form: Sculpture

May 16: Student Presentations on Observational Experiences, Closure, Evaluation of Professor and Class

Art Form: Food


Course Assignments and Basis for Assessment
Professor Julia Healy

Participant Observation Program in Schools (15%)
Students will participate and observe in a secondary school, 20 hours during semester.
The following is required:
___ Attendance log signed by cooperating teacher
___ Narrative of your experiences observing in the classroom
In your narrative 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 in May. Note the grade of the examples, the course they were from and lesson objectives.
___ In your brief 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 (15%)
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.

Unique Lesson Plan and Demonstration (15%)
(Students will present during the weeks of April)
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, of 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%)--Due May 2
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. I will be giving you complete rubrics in the next week or so.

___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 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 and the New York State Art Standards that are being addressed should be noted in each lesson plan.

Art Projects (20%)
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.