Art Education (ARTED-GE)

Through a series of lectures, seminars, guest speakers, and workshops, students will be introduced to issues and recent research in art education. Students will have the opportunity to learn about available teaching and learning resources, share and critique artwork, and discuss their practices as artists, teachers, intellectuals, and activists within the contexts of contemporary art education. This course will also serve as a forum for fostering academic community through networking, sharing resources and planning special projects.

This course addresses philosophical. historical, socio-politcal contexts of multiculturalism in the United States, with an emphasis on relationship to critical pedagogy and contemporary art practices. Current ideas about representation and identity will be considered specifically in relation to a critique of mainstream notions of multiculturalism and art. Topics may include the history of race in the United States, the role of ethnicity and class in shaping identity, and feminism and multiculturalism. The course of addresses pedagogy and curriculum in a variety of educational settings, including schools, museums, and alternative spaces.

This course will explore the intersections between critical pedagogy, contemporary art, and public pedagogy. Based on readings in education and cultural theory, as well as case studies and presentations by artist and educators, students will explore education as a creative act and means of social transformation in formal and informal learning settings. Students will analyze their own teaching and learning and connect theory with practice through opportunities to work with local cultural organizations.

This course examines the history of Special Education in the American public education system, as well as what it means to be a ‘disabled’ student today by examining the vital components that teachers must be aware of when working with students with disabilities. There are 14 generally recognized disability classifications today, each with its’ own unique impact on the educational life of the affected student. This course will look at the current research into multiple intelligences & learning styles, where it becomes evident that using the arts; music, visual arts & dance, can allow access points to many students into the world of learning. Students will explore how collaboration with general education teachers can help inform their pedagogical practice as well as deepen the educational experience of their students. Additionally, the course covers the Individual Education Plan and how to use it as a teaching tool. Students will learn how to partner with the family, community, colleagues & pupils to create a differentiated & welcoming classroom environment. Finally, the course will also examine the ways disability is represented visually in our culture, both through media/popular culture & contemporary art practices.

This class introduces social justice art pedagogy in preschool and elementary schools as “situated practice,” that is both teaching and learning take place within particular historical and societal contexts. Students develop knowledge and skills to plan, organize, and facilitate meaningful, socially relevant art curricula for students with varying needs and abilities, paying attention to learning processes, motivation, communication, classroom management and the inter-relationship of art to speaking, critical thinking, writing, reading and other curricular subjects.

Integration of art education theory and practice in secondary school art classrooms that address the question of the role of art in our democratic society. Developing socially and culturally relevant curricula. Researching and planning appropriate instructional strategies that address student interests and issues, including motivation and classroom management through assessment in order to plan and/or modify students' teaching practices. Through a systematic approach such as action research, students reflect on and analyze their own teaching practices and develop a portfolio of their teaching experience, thereby learning to be reflective practitioners.

This 9-week, Saturday practicum focuses on the teaching of visual arts in secondary school & the qualities that constitute meaningful learning through the visual arts. The course will cover the theoretical & practical aspects of teaching, understanding the relationship of art education to contemporary society as well as methods & strategies to deal with the demands of teaching in a variety of school settings. The practicum is taken in conjunction with is part of School Arts: Issues in Pedagogy & Curriculum II, ARTED GE 2272.

This course focuses on enhancing classroom practice through exploration of the uses of media and technology. The course addresses the development of media literacy skills with an added focus on developing methods to utilize media as a tool to enhance content in the art classroom. The potential of media and technology to assist in the development of innovative curricula in all content areas is examined, with attention to interdisciplinary curricula integrating the arts. There is a substantial lab component to this course, providing extensive hands-on experience in available technologies. Additional topics include the changing classroom in the information age; visual literacy; the role of media technologies for communication in a diverse, democratic society; authenticity and reproduction; inquiry-based learning and technology.

Understanding research as disciplined inquiry by focusing on theoretical concepts, primary issues, and techniques of research in art education with specific emphasis on qualitative research methods. Examination of the social, political, philosophical, and ethical issues involved in doing research.

This course culminates the studies in Art Education and is taken in the semester the student plans to graduate. Broadly conceived as visual research, it is a guided individual inquiry into an issue or question that has particular significance to the student's own art making and/or pedagogical practice.

One semester supervised student teaching in an elementary classroom for a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum.

One semester supervised student teaching in a secondary classroom for a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum.