University of North Carolina at Greensboro, Department of Art
1.
ART 367/02
2.
Child Art and Teaching
3.
Credits: (3:2:2)
An
introduction to the theoretical and philosophical foundations for Art Education
(birth to middle school), including hands-on experience with school art media.
4.
Course
Prerequisites/Corequisites:
Pr. junior standing (Non-Art Majors).
5.
For Whom Planned: Juniors and Seniors in
Elementary and Middle School
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 Gatewood Studio Arts Building # 210
Office hours: Tuesday 9:00-10:00 a.m. and Thursday 6:00-7:00 p.m. or by appointment
Fax 336-334-5270
(336) 334-5761 (faculty office)
E-mail: egleal@uncg.edu
Meeting
dates/times
Tuesday and
Thursdays, 1:00-3:50 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
able to:
·
Identify contemporary
philosophical and critical perspectives in the visual arts and how they
relate to K-8 Art Education
(i. e., art criticism, aesthetics, art history, child development,
multiple intelligences,
multiculturalism, interdisciplinary arts education, etc.)
·
Understand aspects of the value
of art and experience art and its power by creating and
viewing.
·
Demonstrate awareness of the
connectedness between art, life, social, cultural, and natural
environments.
·
Develop strategies and
methodologies using the arts to transmit knowledge in other subjects
to Elementary level children, including
lesson plan writing.
·
Role of art in society and in schools, sequential art curriculum, and
child developmental theories.
·
Role of teachers, teaching strategies, and motivation.
·
Interdisciplinary Art Education: Relating art with science, math, and
social sciences including multicultural understanding and All-Inclusive Art
Education perspectives. Evaluation
strategies, instructional objectives, lesson planning and designing.
·
Art materials and safety recommendations for elementary school settings
throughout the semester.
·
Making art: individual and collaborative projects. Includes the basics in art (elements and
principles of design), manipulation of materials, and search for content.
·
Exposure to art through art exhibitions at the Weatherspoon Art Museum,
other art museums and venues when desired.
9.
Teaching Strategies: Lecture, reading/critical
reflection and discussion, students’ group presentations, viewing art,
individual and group art making activities.
10.
Evaluation Methods and
Guidelines for Assignments:
|
Assignments |
Resource/Reference/Due Date |
% of Final Grade |
|
8% |
||
|
12% |
||
|
15% |
||
|
8% |
||
|
10% |
||
|
30% |
||
|
5% |
||
|
12% |
||
|
100% |
11.
Required Text
Wachowiak, F. & Clements D. R. (2006). (8th
Ed.). Emphasis Art: A Qualitative Art
Program for the Elementary School.
New York: Longman. ISBN 0-2-5-43962-4
(UNCG Bookstore)
12.
TOPICAL OUTLINE:
|
Date |
Activity and Lecture/Discussion |
Reading assigned Art supplies you need to bring |
Portfolio and reflection/Use one handout for each portfolio entry |
|
August T 15 |
Introduction, syllabus,
digital photos, pre-test, beginning of course survey |
Bring drawing pencils and
eraser to all sessions Donate two old magazines |
|
|
TR 17 |
Multicultural portrait/pencil Draw a classroom
partner Interview your partner while
drawing Introduce him/her to the
class |
|
# 1 Create a pencil
portrait from life of a friend or family member/reflect |
|
T 22 |
Group drawing/scribble, gesture, and contour Charcoal and soft pastels |
Reading Emphasis Art: A Qualitative Art Program for Elementary and Middle Schools (EA) Chapter 2, Art as Art: The Design Fundamentals |
# 2 Have a friend or
family member model for you and create a work of art using charcoal and pastels/reflect |
|
TR 24 |
Drawing/Still life Oil Pastels |
Reading discussion (EA) Chapter 1: Art in Society and Schools Bring (EA) Book every
reading discussion session Bring oil pastels |
# 3 Create a still life of
your choice using oil pastels/reflect |
|
T 29 |
Painting Watercolor |
Reading discussion (EA) Chapter 3: The Teacher’s Role: Strategies and
Management |
# 4 Create a watercolor
landscape inspired by nature or printed images/reflect |
|
TH 31 |
Pattern, repetition,
movement, rhythm Resist (crayon/watercolor) |
Reading discussion (EA)
Chapter 4: Motivating Learning |
# 5 Create a crayon resist
depicting images/of choice |
|
September T 5 |
Collage self-portrait
based on digital image/Explore value, exaggeration, and stylization |
Reading discussion (EA)
Chapter 6: Integration in the Three
Domains: Cognitive, Affective, and Psychomotor Bring glue stick and a
pair of scissors |
# 6 Create a paper collage
depicting abstract forms |
|
TR 7 |
Explore color Tissue collage |
Bring a pair of scissors |
# 6 Create a tissue paper,
scrap paper or mix media collage synthesizing images or designs |
|
T 12 |
Essay exam # 1 (5% of
final grade based on EA Chapters 1, 3, 4, 6) Weatherspoon Art Museum Exhibition: Juan Manuel Echavarria, Mouths of Ashes,
Figured/In: Works from Permanent Collection, Alex Katz: Works from Permanent
Collection High Times Hard Times: New York Painting 1965-1975 |
|
|
|
TR 14 |
Printmaking (foam and
collography) |
Reading discussion (EA) Chapter 7, Art and Literacy: Reading and Language
Arts Bring a pair of scissors
& glue |
|
|
T 19 |
Printmaking (rubber
plates) |
Museum response paper # 1
due Reading discussion (EA) Chapter 8, Art and Mathematics |
# 7 Create a monoprint
using wet media (tempera or acrylics) |
|
TR 21 |
No ClassI attend the Teacher Forum
in Raleigh, NC |
WORKDAY Work on portfolio or anything
pending |
|
|
T 26 |
Group tempera painting mural |
Reading discussion (EA) Chapter 9, Art and Social Studies |
# 8, 9 Create two tempera
paintings inspired by nature, people, animals, or abstract designs |
|
TR 28 |
Sequential Curriculum Project introduced Sign up sheet for group
presentations Acrylic painting project
begins Prepare collage or a drawing for painting |
Reading discussion (EA) Chapter 10, Art and Science Bring glue stick, pair of
scissors, canvas, acrylic paint set, brushes for acrylic paints |
Study for exam # 2 based
on EA Chapters 7-11 |
|
October T 3 |
Painting continues |
Reading discussion (EA) Chapter 11, Art and the Performing Arts |
|
|
TH 5 |
Painting continues |
|
# 10-11 Create two small
paintings on paper using acrylic paint to explore the different effects of
the materials. Select themes or motifs
meaningful to you |
|
6-10 |
FALL BREAK |
|
|
|
TR 12 |
Essay exam # 2 (5%) Wrap up painting activity
if necessary |
Reading discussion (EA) Chapter 14, Cognitive and Psychological Factors in
Children’s Learning and Creative Development |
|
|
T 17 |
Introduction to museum
response paper # 2 (art critic, aesthetics, art historian) Weatherspoon Art Museum: Dario Robleto: Falk Visiting Artist, Henri
Matisse: Prints and Bronzes, Mel Bochner Drawings from Four Decades |
Reading discussion (EA) Chapter 12, Teaching Art to Children with Special
Needs |
|
|
TH 19 |
Introduction to lesson
plan designing. Guidelines provided
(Taskstream). Presentation sign-up sheet Lesson art project begins |
Reading discussion (EA) Chapter 13, Teaching Art to Students Who Are Gifted
Search for ideas in (EA)
Part VI: Teaching Art Production (Chapters 23-32) Supplies provided unless
unavailable in storage |
|
T 24
|
Lesson art project continues |
Museum response paper # 2
due Supplies provided unless
unavailable in storage |
|
|
TH 26-29 |
No Class I attend the NC Art Education Association Conference (NCAEA) |
|
Work on lesson plan draft
and portfolio |
|
T 31 |
Group Sequential
Curriculum Presentations begin |
Chapter 15. Kindergarten Chapter 16, Grades 1 &
2 Chapter 17, Grades 3 &
4 Chapter 18, Grades 5 &
6 Reading discussion (EA)
Chapter 5, Creating Objectives and
Evaluation Criteria |
|
|
NovemberTR 2 |
Group Sequential Curriculum Presentations continue Faculty/Visual representation of child development and art |
Chapter 19, Grades 7 &
8 Teaching Art History Ch 21 Teaching Art Criticism and
Aesthetics Ch. 22 |
Design
sculpture (pencil sketch) |
|
T 7 |
Papier-Mâché/structure |
Portfolio due (12 art
pieces and corresponding reflections) Bring masking tape and a
pair of scissors |
|
|
TR 9 |
Papier-Mâché/finish &
decoration |
Lesson plan drafts
returned Bring masking tape and a
pair of scissors |
|
|
T 14 |
Lesson plan presentations
begin |
Bring photocopies of lesson (one set for each fellow student and faculty) You will need your finished art project |
|
|
TR 16 |
Lesson plan presentations
continue |
Bring photocopies of lesson (one set for each fellow student and faculty) You will need your finished art project |