Art 4920: Methods of Teaching Art III- Student Teaching Seminar
2 Semester Hours
Conceptual Framework
Belief Statement
The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.
Mission
As a cornerstone of the institution for over 130 years, the University of Central Missouri’s Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.
Course Description
This course is designed to ensure that teacher education candidates in the area of art have mastered specific techniques for teaching the subject in today’s schools. Toward this end, students consolidate and build on what they have learned in their two previous Art Education methods classes, ART3915 and ART 3920, and are presented additional information relevant to teaching art and maximizing student achievement. A one-credit-hour field experience course (Art 4930) is taken concurrently with this course, consisting of placements in the same locations as the student teaching assignment. The course seeks to help students develop curricular materials specifically geared toward the students they encounter in these placements. An increased emphasis is placed on teaching performance strategies, as well as organizational and classroom management skills specific to the art classroom in order to help students be successful in their student teaching experience and their subsequent teaching career.
Goals & Objectives
A. Goals: The student/preservice teacher will:
1. Apply principles learned in previous art, art education and general education courses, demonstrating through written work and oral reports, their knowledge of specific techniques useful for teaching art at elementary and secondary grade levels.
2. Develop satisfactory plans for teaching a unit in this field. These plans should demonstrate his/her understanding, not only of the concepts and techniques appropriate to the field, but also his/her awareness of activities, materials, textbooks, supplementary audio-visual software, and other teaching resources that apply to art instruction in the schools.
3. Describe accurately a variety of teaching methods specific to this field, and should be able, given a specific situation, to select appropriate methods for teaching art concepts to a diverse group of learners.
4. Articulate and communicate the goals of a high quality comprehensive art program to a specific audience in an effective, professional and responsible manner.
5. Demonstrate within the curricular materials they prepare, ways of organizing art materials, media, tools, equipment, and visual aids; managing the classroom; attending to the learning environment; using curriculum guides; and evaluating the teaching-learning situation.
6. Demonstrate their competency in meeting the Missouri Standards for Teacher Education Programs (MoSTEP), through the ongoing building of exit portfolios that include evidence in the form of artifacts and the reflective writings on the coversheets that accompany.
B. Objectives: The preservice art teacher will:
1. Demonstrate in a written paper and a class presentation, the ability to communicate effectively to colleagues, administrators, parents, or community leaders the importance and relevance of learning in art within the scope of the K-12 curriculum. This should reflect an understanding of contemporary philosophy of art education and its relationship with the Show-Me Standards and/or National Standards for visual art education. (MoSTEP Quality Indicators 1.2.1, 1.2.7 & 1.2.10).
2. Assemble their exit portfolio and create or revise reflective writings tied to the MoSTEP Quality Indicators. (MoSTEP Quality Indicators- ALL)
3. Utilize technology and digital imaging to produce an electronic exit portfolio, consisting of verbal and visual artifacts created in their art education classes (MoSTEP Quality Indicators 1.2.1, 1.2.7, 1.2.11)
4. Demonstrate an understanding of children’s artistic development by formulating age-appropriate general learning goals and specific behavioral objectives for students in each discipline of art: art production, art criticism, art history, and aesthetics (MoSTEP Quality Indicators 1.2.1, 1.2.2, 1.2.3, 1.2.4, & 1.2.8)
5. Demonstrate their skills for organization and planning by selecting age-appropriate art assignments and teaching procedures for specific teaching situations, including attention to each discipline of art (art production, art history, art criticism, and aesthetics) (MoSTEP Quality Indicators 1.2.1, 1.2.3, 1.2.4 & 1.2.9)
6. Formulate appropriate criteria for evaluation and assessment in each of the disciplines of art, suitable for different developmental levels of learners.
(MoSTEP Quality Indicators 1.2.1, 1.2.2, 1.2.3, 1.2.8 & 1.2.9)
7. Demonstrate, through peer teaching and role playing, the ability to effectively present lesson plan motivations that clearly communicate objectives and expectations, and effectively demonstrate art concepts and techniques to students (MoSTEP Quality Indicators 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.7 & 1.2.8).
8. Recognize and identify the major sources of classroom discipline problems that cause disruptions and create a poor learning climate.
(MoSTEP Quality Indicators 1.2.1, 1.2.2, 1.2.3, 1.2.4)
9. Recognize and identify his/her professional obligations, the benefits of belonging to professional art education associations, and opportunities for post-graduate professional development opportunities such as national board certification and advanced degrees.
(MoSTEP Quality Indicators 1.2.9 & 1.2.10)
10. Demonstrate in their work and class participation, evidence of their knowledge of the characteristics and dispositions that are attributed to good teachers (knowledge of content, knowledge of a variety of teaching methods, respect for diversity, classroom control/leadership, professional demeanor, age-appropriate expectations, flexibility, empathy, planning and thorough preparation, and the ability to reflect on and revise their thinking and their teaching strategies based on experience)
(MoSTEP Quality Indicators 1.2.1, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.7, &
1.2.9)
Course Content
A. Teaching Method: The predominant methods of instruction in this course will be class discussion led by the instructor over topics assigned. Student presentations will also be used extensively. Cooperative learning and lecture methods of instruction will also be used.
B. Readings
Required Materials at http://www.ucmo.edu/teach
· UCM Student Teaching Handbook
· Introductory Activity to Student Teaching
· Documents for Students
(all available on line)
Optional Text:
Hume, Helen (1998). The Art Teacher’s Book of Lists, Prentice Hall, Paramus NJ
Various supplementary readings
Grading and Evaluation
This class utilizes ABCDF grading, A = 90-100%, B = 80-89.9%, C = 70-79.9%, D = 60-69.9%, F = below 60%. Grades will be given for assignments, then weighted and averaged to arrive at a final grade.
1. Written unit plan and oral presentations with visual resources and student handout for an elementary art class used during student teaching. Site specific, based on consultation with district supervisor. Two presentations will be given: (1) presentation on developing initial idea, (2) a presentation on the results of the lesson, showing images of
student work in progress and/or finished, and a written reflection (including a written lesson plan and visuals).
25% of course grade
Portfolio Artifact- (Including photos of student work).
(MoSTEP Quality Indicators 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.7, 1.2.8, 1.2.9, 1.2.11)
2. Written unit plan and oral presentations with visual resources and student handout for a secondary art class used during student teaching. Site specific, based on consultation with district supervisor. Two presentations will be given: (1) presentation on developing initial idea, (2) a presentation on the results of the lesson, showing images of
student work in progress and/or finished, and a written reflection (including a written lesson plan and visuals).
25% of course grade
Portfolio Artifact - (Including photos of student work).
(MoSTEP Quality Indicators 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.7, 1.2.8, 1.2.9, 1.2.11)
3. Advocacy Power-point presentation for an elementary or secondary art education program. Role-play an oral presentation to School Board/Parent Group.
25% of course grade
Portfolio Artifact- (MoSTEP Quality Indicators 1.2.1, 1.2.7, 1.2.10, & 1.2.11).
4. Electronic Exit Portfolio: 25% of course grade
See due dates in course timeline/calendar and instructions for portfolio construction given out in class.
Bibliography
Bates, Jane K. (2000). Becoming an Art Teacher, Wadsworth/Thomson Learning,
Belmont, CA.
Dobbs, Stephen Mark (1998). Learning in and through art (A guide to discipline-based art education), The Getty Education Institute for the Arts, Los Angeles, CA.
Missouri Department of Elementary and Secondary Education (1997). Standards and indicators manual, DESE, Jefferson City, MO.
Missouri Department of Elementary and Secondary Education, Show-Me Standards (1996). DESE, Jefferson City, MO.
http://www.dese.state.mo.us/divinstr/curriculum/
Missouri Department of Elementary and Secondary Education (1996), Curriculum Frameworks, DESE, Jefferson City, MO. http://www.dese.state.mo.us/divinstr/curriculum/
National Association of Schools of Art and Design (1995). NASAD Handbook.
National Art Education Association (1994). The National visual arts standards, NAEA, Reston, VA.
National Art Education Association (1999). Standards for Art Teacher Preparation,
Reston, VA.
Nyman, Andra L., Ed. (1996). Instructional Methods for the Artroom, National Art
Education Association, Reston, VA.
Qualley, Charles A. (1986). Safety in the art room, Davis Publications
Simpson, Judith, et al. (1998). Creating meaning through art, Prentice Hall, Upper Saddle River, NJ.
Susi, Frank (1995). Student Behavior in Art Classrooms: The Dynamics of Discipline,
National Art Education Association, Reston, VA.
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