The University of North Carolina at Greensboro, Department of Art

Fall 2007

1. ART 363/01 (Speaking Intensive)

2. Curriculum and Teaching in the Elementary School

3. Credits: (3: 2: 2)

Aims and philosophy of art education in elementary school. Special section for art majors only offered in the fall. (Counts as Art credit)

4. Course Prerequisites/Corequisites:

Pr. 360 and permission of instructor.

5. For Whom Planned: For Art education majors only.

6. Instructor Information:

Elizabeth Leal, Ph.D. Assistant Professor in Art Education

UNCG, Department of Art

P. O. Box 26170, Greensboro, NC 24702-6170

Office: Maud F. Gatewood Studio Arts Building Room # 210

Office hours: Tuesday & Thursday 3:00-4:00 p.m. or by appointment

Fax: 336-334-5270

Phone: 336-334-5761 (faculty office)

E-mail: egleal@uncg.edu (Preferred mode of communication)

Meeting dates/times:

Tuesdays 4:00-7:50 p.m.

Meeting location: Maud F. Gatewood Studio Arts Building Room # 225

7. Teachers Academy Conceptual Framework Mission Statement: The mission of

professional education at UNCG is to prepare and support the professional development of caring, collaborative, and competent educators who work in diverse settings. This mission is carried out in an environment that nurtures the active engagement of all participants, values individual as well as cultural diversity and recognizes the importance of reflection and integration of theory and practice. UNCG's professional education programs are guided by shared commitments to: (a) equity and excellence in teaching, research, and service; (b) professional integrity and ethical deliberation in dealing with students and colleagues (university-based, school-based, and community-based); (c) the construction of a professional knowledge base through collaboration and collegiality; and (d) the dissemination of professional knowledge, skills and dispositions through the preparation and continuing professional development of teachers, principals and other school personnel.

8. Course Goals and/or Objectives/Student Learning Outcomes

After completing the course, the student will:

· Be cognizant of contemporary theory and practice of Art Education for elementary age children including methods for studio, art history, art criticism, interdisciplinary art education, multiple intelligences theory, learning styles theories, and multicultural perspectives.

· Be able to appreciate aspects of the historical and philosophical foundations of Art Education.

· Develop professional awareness, teaching and learning philosophies, as well as sound dispositions and attitudes.

9. Teaching Strategies:

Lecture, reading/critical reflection and discussion, individual and group work (including presentations), viewing art, witnessing and collecting children’s selected artwork.

10. Evaluation Methods and Guidelines for Assignments:

Grading/Evaluation: UNCG Undergraduate Grading

Assignments	Resource/Reference/Due Date	% of Final Grade
Class Notebook	Assignments are to be maintained in class notebook or binder. Guidelines provided. Due December 3rd.	5%
Online Discussion (8 entries minimum)	Ongoing dialogue through Blackboard Guidelines provided. Include hardcopy in course notebook.	8%
Class Participation	Informal presentations on studio/techniques readings/discussion and overall participation	5%
Art activities	Studio projects created throughout the semester in an out of class.	23%
Report on Stage Development	Individual written report (5%), and group presentation of image development in children’s art (5%). Guidelines provided. September 11^th.	10%
Children’s Art Project	Collect and analyze child art (6%). Present to class findings (4%). Guidelines provided. November 6^th.	10%
Essay Type Exam # 1: Multiple Intelligence Theory and Learning Styles Theories	Guidelines provided. October 23rd.	7%
Essay Type Exam # 2: Multiculturalism	Guidelines provided. November 13th.	7%
Three Art Lesson Plans (including one draft) Art Project & Presentation	Guidelines provided (Taskstream templates) Sign-up date.	25%
Electronic Art Education Teaching Portfolio items	Guidelines on Taskstream	(required for degree)
Teaching Philosophy	Guidelines provided.	(required for degree)
Weatherspoon Art Museum session	Visit on October 23^rd. Guidelines provided. Report due on October 30th.	5%
	TOTAL	100%

11. Required Text: UNCG Bookstore

-Hurwitz, A. & Day, M. (2001). Children and Their Art: Methods for the

Elementary School. (7^th Ed.). Belmont, CA: Thomson Wadsworth. ISBN: 0-15-

507-438-

-Wigg, P. R. Hasselschwert, J. & Wankelman, W. F. (2001). A Handbook of Art

and Crafts. (10th Ed.). NY: McGraw-Hill (HA&C). ISBN 0-07-231727-2

-Hume, H. (2000). A Survival Kit: Elementary/Middle School Art Teacher. West

Nyack, NY: The Center for Applied Research in Education.

http://www.phdirect.com ISBN 0-87628-456-X

-UNCG Teacher Education Handbook (can printout from the UNCG Teachers Academy web page)

Additional readings are available on E-reserve/Blackboard

Other reading materials will be provided

6. TOPICAL OUTLINE:

Date	Activity and Lecture/Discussion	Reading/Discussion	Assignments/ Presentations Due
August T 21	Introduction, syllabus, digital photos, pre-test, beginning of course survey, hazardous materials policy, consent forms Art for Life’s Sake (provided).	Sign up for group presentations on child art development based on: Hurwitz, A. & Day; Wigg, P. R. Hasselschwert, J. & Wankleman, W.F.; Hume, H.; Wachowiak & Clements (provided); Chapman, L (provided); and other sources of choice
T 28	Lecture on Ellen Dissanayake (art as a natural behavior) Video on child development and art (view and discuss)	Art for Life’s Sake (discuss) Browse for ideas: Art techniques and art activities: Wigg, P. R. Hasselschwert, J. & Wankleman, W.F.
September T 4	Art techniques and art activities Day # 1	Wigg/Hasselschwert
T 11	Taskstream: Sandra Bates-Hart Session on Electronic Art Education Teaching Portfolios Age/Stage Group Presentations (Scribbling, Pre-Schematic, Schematic, Gang Age) Introduction to Children’s Art Project (due November 6)	Hurwitz & Day, Wigg/Hasselschwert; Chapman, L.; Wackowiak & Clements; Hume, H.; Internet	Sign-up on Taskstream Students’ formal presentation art example, age/stage written report due
T 18	Multiple Intelligences Theory Video Art techniques and art activities Day # 2 Wigg/Hasselschwert	-Reflections on Multiple Intelligences: Myths and Messages -7 Keys to-Learning Readings on E-reserve
T 25	Video: Case Study on possible application of Multiple Intelligences Theory Learning Styles Surveys Art techniques and art activities Day # 3 Wigg/Hasselschwert	-Integrating Learning Styles and Multiple Intelligences -On Emotional Intelligence: A Conversation with Daniel Goleman Readings on E-reserve	Students’ informal presentations of artworks and activities
October T 2	All-Inclusive Art Education Art techniques and art activities Browse Hume	Making Sense of Art… (Readings provided)
T 9	Multiculturalism (theoretical and practical approaches) Discussion Art techniques and art activities Day # 1 A Survival Kit Elementary: Hume	Value Bases Underlying Conceptions of Multicultural Education: An Analysis of Selected Literature in Art Education -Historical Perspectives and Antecedent Theory of Multicultural Art Education: 1954-1980 Readings on E-reserve/Blackboard (discussion)
T 16	Fall Break (12-16), No Class
T 23	Weatherspoon Art Museum/Ann Grimaldi, curator of education (4:00-4:45 p.m. meet at the museum lobby) Essay type exam # 1: Multiple Intelligences and Learning Styles Art techniques and art activities Day # 2 A Survival Kit Elementary: Hume	Art Education and Art Museums. Guidelines provided	Weatherspoon Art Museum report due Oct 30
T 30	Art techniques and art activities Day # 3 A Survival Kit Elementary: Hume		Museum Report due Findings, suggestions/tips, age levels/ability adaptation
November T 6	Children’s Art Project Introduction to lesson plan designing and writing Lecture/National Visual Arts Standards and NC Standard Course of Study	Explore Taskstream: Lesson Plan Builder/Standards	Students’ presentations: Children’s Art Project.
T 13	Essay type exam # 2: Multiculturalism Introduction to writing a teaching philosophy/Work independently on studio activities or other pending items		Lesson Plan # 1 draft due.
T 20	Lesson planning. Independent Work
22-25	Thanksgiving Holidays
T 27	Individual presentations begins		Student’s lesson plan: formal presentation, and art example.
December 3	Last day of classes. Mandatory attendance. Individual presentations continues Post-test Dispositions Students’ evaluation of faculty forms		Course notebooks due (Ready for pick up by____________)

12. Supplementary Text:

- Wachowiak, F. & Clements D. R. (2006). (8^th Ed.). Emphasis Art: A Qualitative

Art Program for the Elementary School. New York: Longman. ISBN 0-2-5-

43962-4 (UNCG Bookstore)

13. Required Art Supplies (handout provided)

14. Attendance Policy:

This course requires strict attendance. Two (2) justified absences (medically excused or severe family emergencies) will be accepted without affecting your final grade. Additional absence(s) will affect your final grade by one letter for each missed class. Four (4) absences are equivalent to an automatic F grade. Three tardies and or early leaves are equivalent to one absence (no exceptions). Absences due to religious reasons require makeup activities.

Ample time will be allotted for each activity and preparation for exams, therefore, late papers, assignments, or make-up exams will not be admitted.

15. Academic Integrity

Plagiarism (claiming work of others as ones own) is considered a grave offense that may lead to suspension from the University. Additionally, attempts to present in this class work such as art lessons downloaded from the internet or lessons already credited in other courses will be considered lack of ethics and lack of academic integrity. Such work will not receive a grade in this course. Under the Academic Honor Code, each student is required to sign the Academic Integrity Policy on all major work submitted for the course. Refer to the UNCG Student Academic Integrity Policy for information on these and other necessary compliance at http://studentconduct.uncg.edu/policy/academicintegrity.

16. Safety in the Classroom

Compliance with UNCG hazardous materials for art education and trash management policy is required in this course. Read and sign the form and turn in to the instructor.

17. American with Disabilities Act

If you have a disability that qualifies under the American with Disabilities Act and requires special accommodations, you should contact the office of Disability Services 208 Elliott University Center (336) 334-5440 (http://ods.dept.uncg.edu)

18. Behavioral Expectations and Policy

Students are expected to assist in maintaining a classroom environment that is conducive to learning. In order to assure that all students have the opportunity to gain from time spent in class, unless otherwise approved by the instructor, students are prohibited from engaging in any form of distraction. Inappropriate behavior in the classroom shall result, minimally, in a request to leave class. The instructor may withdraw a student from a course for behavior that is deemed by the instructor to be disruptive to the class. The grade assigned will be “W” if the behavior occurs before the deadline for dropping a course without academic penalty, and the instructor has the option of giving a “W” or a “WF” if the behavior occurs after the deadline. For details, refer to studentconduct.uncg.edu/policy.

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