1. Course
Number: ART 463/01 (6:1:10), 465/01 (6:1:10)
2.
Course Title: Art
463: Student Teaching Elementary Schools
Art 465: Student Teaching Secondary Schools
3. Credits:
6 hours each course
4. Prerequisites/Co requisites:
Art
463: Senior standing or permission of the
Coordinator of Art Education.
Art
465: Senior standing or permission of the
Coordinator of Art Education.
5. For
whom planned: For Art Education majors only. Offered only in the Spring
6. Professor
of Record:
Art Education Program Coordinator
Office hours: Tuesday 5:00-6:00 p.m.
or by appointment (Room # 210)
Phone #
Fax
Seminars at UNCG: Tuesday 6:00-7:50
p.m. (see course calendar)
Location:
Art 463: Supervised student teaching at
the elementary school level
Art 465: Supervised student teaching
at the secondary school level
9.
10.
Format of Course: Field experience in K-12 public schools and
seminars at UNCG.
·
Acquired
and demonstrated a professional presence and involvement in Art Education in
K-12 diverse formal settings by closely interacting with students and a
certified visual art teachers in the field.
·
Developed
keen observation skills through ethnographic documentation practices through
journal writing including analysis and synthesis of content methods, and of
outcomes of instruction, which prepares students for future research in the
field.
·
Experienced
assisting in planning, instruction and teaching K-12 level under guidance and
supervision.
·
Gained
first hand experience regarding K-12 art education theory and practice, such as
discipline, classroom management, teaching methods, instructional resources,
assessment strategies, all inclusive education strategies, learning styles,
multiple intelligences, multiculturalism, and interdisciplinarity. Able to acquire and apply knowledge and
evaluate content of instruction and forms of delivery.
·
Explored
different applications of technology for instruction as made available by
schools.
·
Experimented
in depth with a variety of art materials and developed K-12 grade level art
lessons or curricular units.
12. Teaching
Methods and Assignments for Achieving Learning Outcomes: Field
experiences
at placements following public schools’ schedule, seminar sessions at UNCG,
sharing readings, field experience, student art work, the creation of a
notebook for each experience (guidelines provided), and an electronic Art
Education Teaching Portfolio on Taskstream (guidelines provided).
13. Course
Requirements:
·
Individualized
reading, reflection on content and oral sharing.
·
Attend
scheduled seminar sessions at UNCG for sharing and discussion among fellow
students and Professor highlighting learning, concerns, and insights.
·
Observe
instruction, assist in instruction, and teach K-12 children in field
placements. Prepare daily observation written reports (descriptive journal
type) including critical reflection after each day activity and weekly
reflection summarizing the week activities. Guidelines provided.
·
Prepare
and present for grading course notebook (hard copy) for each placement and an
Art Education Teaching electronic portfolio (CD). Guidelines provided.
Excellent
work receives maximum points (100).
Points are awarded for different activities
and assignments which will make up the course (90-100 points is an A; 80-89 is
a
B; 70-79 is a C). Attendance policy will
be applied here to final grade.
|
Assignments |
Due Date |
% of Final Grade |
|
The last Friday of your placement |
||
|
The last Friday of your placement |
20 |
|
|
April 24 |
30 |
|
|
Participation in Seminars |
See course topical outline |
30 |
Field experience performance at each site will be
assessed by the
15. Text: UNCG Bookstore
Goethals, M. S., Howard, R. A.,
& Sanders, M. M. (2004) (2nd Ed.). Student Teaching: A Process Approach to Relfective Practice, A Guide
for Preservice and Inservice Teachers.
Guillaume, A. M. (2004). (2nd. Ed.). K-12 Classroom Teaching: A Primer for New Professionals.
Shea,
C. M. & Thomson, W. S. (2003) Teachers
Manual for
16. Additional
recommended texts:
Partin,
R. L. ( 1999). Classroom Teacher’s
Survival Guide: Practical Strategies,
Management Techniques, and Reproducibles
for New and Experienced Teachers. The
Wong,
H. K. & Wong, R. T. (1998). How to be
an Effective Teacher: The First Days of School.
17. Academic
Honor Code
Plagiarism
(claiming work of others as ones own) is considered a grave offense that may
lead to suspension from the University.
Under the Academic Honor Code, each student is required to sign the
Academic Integrity Policy on all major work submitted for the course (notebooks
and electronic portfolio). Refer to the
UNCG Student Academic Integrity Policy for information on these and other
necessary compliance at http://studentconduct.uncg.edu/policy/academicintegrity.
18. Attendance
Policy:
This course requires strict attendance to both
field placements and UNCG campus seminar sessions.
Seminars: Mandatory attendance on scheduled
dates. Each absence will result in one
letter grade reduction.
Field
placement: Absences at field placements beyond three will require make-up
sessions TBA by placement art teacher and student.
If any day, you are unable to attend field
placement CALL about the situation:
1.
Your
Mentor Teacher (before the school session starts). Procure her/his school phone number and if
possible, home phone numbers.
2.
The
School (when school session start). Have
the school phone number handy.
3.
Your
University supervisor at
19. Additional
Requirements: No late notebooks and
electronic portfolio will be accepted,
as
ample time will be allotted for the development for each item.
20. American
with Disabilities Act
If you have a disability that
qualifies under the American with Disabilities Act and require special accommodations, you should contact the
office of Disability Services 208 Elliott
University Center
Students
are to abide by rules and regulations of field sites during Teacher
Candidacy. During UNCG seminar sessions,
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.
22. Bibliography:
·
Brooke,
S. (1996). Hooked on Drawing! Illustrated
Lessons & Exercises for Grades 4 and Up.
·
Grater,
M. (1987). Papercraft Projects with One
Piece of Paper.
·
McNutt,
N. (1997). The Bentwood Box. An Activity
Book.
23.
Alignment
with State and National Standards
All lesson plans created for field placement should follow the National Art Education
Standards for the Visual Arts and the NC Standard Course of Study.
24.
Student
Learning Outcomes (Goals and Objectives)
|
1 |
Acquired and demonstrated a professional presence
and involvement in Art Education in K-12 diverse formal by closely
interacting with students and certified visual art teachers in the field and
teaching. |
NCATE: Standard 4, Diversity |
|
2 |
Developed keen observation skills through
ethnographic documentation practices through journal writing including
analysis and synthesis of content of instruction, which prepares students for
future research (action research) in the field of Art Education. |
NCATE: Standard 1, Knowledge, skills, and
dispositions |
|
3 |
Experienced assisting and teaching in under
supervision of the mentor teacher and supervisor (during visits) |
NCATE: Standard 1, Knowledge, skills, and
dispositions; Standard 3, Field Experience |
|
4 |
Gained first hand experience regarding K-12 Art
Education theory and practice, such as discipline, classroom management,
teaching methods, instructional resources, assessment strategies, all
inclusive education, learning styles, multiple intelligences,
multiculturalism, and interdisciplinarity.
Able to acquire and apply knowledge and evaluate content of
instruction and forms of delivery. |
NCATE: Standard 1, Knowledge, skills, and
dispositions; Standard 3, Field Experience |
|
5 |
Explored different application of technology for
instruction as made available by schools |
DPI: Technology Competencies |
|
6 |
Experimented in depth with a variety of art
materials and developed K-12 grade level art project. |
NCATE: Standard 4, Diversity National Visual Arts Standards: Standard 1,
Understanding and applying media, techniques, and processes; Standard 2,
Using knowledge of structures and functions; Standard 3, Choosing and
evaluating a range of subject matter, symbols, and ideas; Standard 4,
Understanding the visual arts in relation to history and cultures. NC Standard Course of Study Visual Arts: Strand 1,
Perceiving; 2, Producing; 3, Knowing; 4, Communicating; 5, Evaluating; &
6, Connecting. |
25.
Topical
Outline:
Art
463, Elementary:
1st
Placement January 16-February 23, 2007
(Ashlee Adams, Katherine Adams, Samantha
Tuttle, Rebecca Collins, Catherine Deaton,
Sheay Hagar, Ariel Belardinelli)
2st
Placement March 26-April 27, 2007
(Tara Kecki, Katherine
Kraszeski, Katie Lank, Samantha Parsells, Jennifer Rice,
Yevgeniya Yusim, Stephanie Wilson, Melinda
Hall, Lisa Baker)
Art
465, Secondary:
1nd
Placement January 16-March 23, 2007
(Tara Kecki, Katherine Kraszeski, Katie Lank,
Samantha Parsells, Jennifer Rice,
Yevgeniya Yusim, Stephanie Wilson, Melinda
Hall, Lisa Baker)
2nd
Placement February 26-April 27, 2007
(Ashlee Adams, Katherine Adams, Samantha
Tuttle, Rebecca Collins, Catherine Deaton,
Sheay Hagar, Ariel Belardinelli)
|
Week |
Seminar Activity |
Student |
|
January 9th Seminar # 1 Art 463, 465, 468 Friday, January 12 |
Meet Art Education students one-on-one. Provide field placement information. ***Deadline for undergraduates to apply to graduate in May 2007 |
Do Internet research on school placement. Set up an appointment or show up at the school and introduce yourself to the assigned mentor teacher (MT). Conference with MT about your field experience activities, and his/her expectations, etc. Provide updated resume to MT. Request MT’s class-schedule including holidays, no class dates, planning periods, etc. and provide to supervisor the first week of classes (email or hardcopy). Begin reading and summarizing content. Begin to prepare your notebook including tabs and dividers. |
|
January 16th Seminar # 2 Art 463, 465, 468 |
Begin 1st Field Placement Art 463 January 16-February 23 Art 465 January 16- March 23 Introduction, syllabus, standards of performance, overview of course assignments, and readings. |
Notebook Guidelines Assignment Guidelines First day of field experience. Time for sharing! Electronic Art Education Teaching Portfolio Workshop conducted by Sandra M. Bates-Hart (7:00-7:50 p.m.). Turn in updated resume and newly generated program degree evaluation (or applicable document indicating progress within program). By Friday Jan 19th, email one journal reflective entry to me. |
|
Tuesday, January 23 Seminar # 3 Email on Friday’s where indicated |
Art 463 Attend seminar |
Oral participation: share field experience, readings, selected children’s artwork (including analysis). ------ Art 465 email me about how things are going in the field. |
|
Tuesday, January 30 Seminar # 4 |
Art 465, Attend seminar |
All students attend the Educational Career Day at UNCG, EUC, Cone Ballroom 12:30-4:00 p.m. Bring resume for prospectus employers. You are excused from field placement in time to attend this event. ------ Oral participation: share field experience, readings, selected children’s artwork (including analysis). ------ Art 463, email me about how things are going in the field. |
|
Tuesday, February 6 Seminar # 5 |
Art 463, Attend seminar |
------ Art 465, email me about how things are going in the field |
|
Tuesday, February 13 Seminar # 6 |
Art 465, Attend seminar |
Oral participation: share field experience, readings, selected children’s artwork (including analysis). ------ Art 463, email me about how things are going in the field. |
|
Tuesday, February 20 Seminar # 7 |
Art 463, Attend seminar |
Oral participation: share field experience, readings, selected children’s artwork (including analysis). ------ Art 463, THIS WEEK CONTACT MT FOR SECONDARY PLACEMENT Art 465, email me about how things are going in the field. |
|
Friday February 23 |
End of 1st Placement/ Elementary. Notebook Due. |
|
|
Monday, February 26th Tuesday, February 27 Seminar # 8 |
Second placement begins for this group Art 465, Attend seminar |
Oral participation: share field experience, readings, selected children’s artwork (including analysis). ------ Art 463, email me about how things are going in the field. |
|
March 3-11 No Seminar |
UNCG Spring Break Students continue in placement |
Work on notebooks or Art Education Teaching Electronic Portfolio |
|
Tuesday, March 13 No Seminar Wednesday, March 14th |
I Attend the NAEA Convention at NYC *Last day to drop courses without academic penalty |
Work on notebook or Art Education Teaching Electronic Portfolio |
|
Tuesday, March 20 Seminar # 9 Friday, March 23 |
Art 465, Attend seminar End of 1st Placement Secondary. Notebook Due. |
Oral participation: share field experience, readings, selected children’s artwork (including analysis). ------ Art 463, email me about how things are going in the field. |
|
Monday, March 26th. Tuesday, March 27 Seminar # 10 |
Second placement begins for this group Art 463, Attend seminar |
Oral participation: share field experience, readings, selected children’s artwork (including analysis). ------ Art 465, email me about how things are going in the field. |
|
Friday, March 30 |
*Jurying for the Senior Juried Exhibition, The Gallery at the Gatewood, 10:30-3:00 p.m. |
|
|
Tuesday, April 3 No Seminar |
Guilford County Public Schools Spring Break |
TAKE A BREAK! |
|
Tuesday, April 10 Seminar # 11 |
Art 465, Attend seminar |
Oral participation: share field experience, readings, selected children’s artwork (including analysis). ------ Art 463, email me about how things are going in the field. |
|
Tuesday, April 17 Seminar # 12 |
Art 463, Attend seminar |
Oral participation: share field experience, readings, selected children’s artwork (including analysis). ------ Art 465, email me about how things are going in the field. |
|
Tuesday, April 24 Seminar # 13 Friday, April 27 |
End of 2nd Placement Elementary and Secondary Art 463, 465, 468 Attend Seminar -All: Art 463, 465, 468 Notebooks and Electronic Portfolios Due |
Last seminar session. Wrap-up. |
|
------------------- Friday, May 11th. |
Graded notebooks ready for pick-up from Faculty Work Room/Art |
CONGRATULATIONS ON YOUR EXTRAORDINARY ACCOMPLISHMENT! UNCG
May Commencement Art
Department Reception and Diploma ceremony, |