Art Education

Course Description
In this course, Art Education candidates acquire further practice with professional methodologies of art instruction and facilitation for students in Kindergarten-8th grade levels. The primary focus is mastery of the pedagogical content knowledge paired with teaching and learning strategies necessary for planning and implementing dynamic elementary art programming. Attention is directed to the multiple components of art instruction: age appropriate teaching methods, reaching and involving all students with diversity, equity and inclusion in mind, classroom management, age appropriate art materials, technology in Art Education, showing student work, inclusion and accommodation of special needs students, school diversity, art room safety, facilities management, and evaluation methods. Special attention is devoted to content area literacy and inclusion of purposeful reading experiences in the subject area. Thirty hours Field Experience in Elementary Educational Settings required outside of class which might include some Saturdays.

Course Learning Outcomes
Upon completion of the course, students will be able to:

• Begin to formulate a unit lesson plan with National and Michigan Visual Arts Content Standards.
• Construct age-appropriate lessons that align with National and Michigan Visual Arts Content Standards.
• Create effective assessments, rubrics and portfolios.
• Utilize and incorporate effective strategies for reading and writing within lesson plans in the content area.
• Develop and demonstrate sensitivity to the development, social and cultural needs of young learners. (Field Placement Reflections, Student Assisting Evaluation, Professional Behaviors and Disposition Evaluation Form)
• Examine and apply appropriate standards, content, media, technology and assessment processes to engage diverse learners. (Lesson Plan Graphic Organizers, Standards Based Lesson Plan 1&2, Professional Behaviors and Disposition Evaluation Form)
• Analyze and implement a variety of student engagement and classroom management strategies, including traditional and emerging technologies. (Field Placement Reflections, Student Assisting Evaluation, Technical Workshops)
• Demonstrate the process of informed decision-making regarding appropriate instructional content, vocabulary, materials, tools and motivational strategies in practicum settings. (Lesson Plan Graphic Organizer, Standards Based Lesson Plan 1&2, Student Assisting Evaluation)
• Research and analyze the complexity of creative problem solving, visual literacy, technical proficiency, identity formation and real-world issues as applied to art making, art education, Students receive, reflect and act upon constructive criticism. (SEO Assignments 1 & 2, Critique Rubrics, Professional Behaviors and Disposition Evaluation Form)
• Research and create interdisciplinary units (core content and literacy) to promote critical thinking, collaboration, creativity and context in the art making process of children. (Standards Based Lesson Plans, 1 & 2)
• Write and Implement assessment-based curricula grounded in current theory of cognitive development and aligned with state/national standards for elementary art in practicum settings. (Field Placement Reflections, Lesson Plan Graphic Organizer, Standards Based Lesson Plan 1 & 2, Student Assisting Evaluation, Professional Behaviors and Disposition Evaluation Form)
• Demonstrate professional dispositions, including reflection and self-assessment, in the process of defining an effective elementary art curriculum. (Teaching Reflection, Professional Behaviors and Disposition Evaluation Form, Student Assisting Evaluation, Digital Portfolio)

Course Description
In this class, students continue to develop and learn professional methodologies of art instruction for youth in middle schools and high schools, grades 6-12. The course covers secondary visual arts content, approaches, techniques, materials and safety precautions appropriate for secondary level students. Classroom management, inclusion and accommodation of special needs students, technology integration, assessment, and student diversity issues are covered. An emphasis in cultural and contextually reverent pedagogy is explored through the development of a social justice lesson plan. Content area literacy approaches and methods for including the teaching of reading, writing and public presentations for secondary level students are integral to the course. Thirty hours Field Experience in Secondary educational settings required outside of class.

Course Learning Outcomes
Upon completion of the course, students will be able to:

• Begin to formulate a unit lesson plan with National and Michigan Visual Arts Content Standards.
• Construct age-appropriate lessons that align with National and Michigan Visual Arts Content Standards.
• Create effective assessments, rubrics, and portfolios. » Utilize and incorporate effective strategies for reading and writing within lesson plans in the content area.
• Identify and apply inclusion, accommodation, and assessment strategies to engage diverse learners in meeting high standards.
• Analyze and implement a variety of student engagement and classroom management strategies, including traditional and emerging technologies.
• Demonstrate the process of informed decision-making regarding appropriate instructional content, vocabulary, materials, tools, and motivational strategies in practicum settings.
• Create and implement interdisciplinary units (core content and literacy) to engage secondary students in creative problem solving, visual literacy strategies, technical proficiency, identity formation and the exploration of real- world issues.
• Demonstrate sensitivity to the needs of diverse learners as it relates to the design and implementation of developmentally appropriate and challenging learning experiences.

Course Description
This course is dedicated to teaching Art Education candidates the essential components of instruction for students who are learning to read. Students study tenor and research frameworks for comprehending the scope and challenges of teaching for literacy, as well as practical methods for direct, explicit instruction in reading. The broader areas of Language Arts instruction is examined in the context of arts integration and children’s literature which is inclusive of global cultures, identity, and contextually meaningful in nature. Awareness of appropriate uses of technology and information age learning in K-12 schools is taught with applications of technology enhanced learning experiences. For this course, students assist regularly with experienced, certified teachers in the K-5 classrooms. A minimum of 10 hours of field experience in K-5 reading education setting is required outside of class. Art Education candidates must pass DAE 407 with a grade of “C” (2.00) or higher to qualify for certification.

Course Learning Outcomes
Upon completion of the course, students will be able to:

• Develop and implement an integrative lesson plan in association with state literacy standards.
• Construct lesson plans that utilize multimodal literacy with reading, writing, listening, and the visual arts.
• Conduct assessment for authentic instruction.
• Develop assessment tools.
• Demonstrate how the arts are a vehicle of communication and expression by incorporation of literacy along with supportive text for art instruction.
• Use technology for presentations and instruction tutoring.

Course Description
This course supports Art Education students in their Directed Teaching placements, allowing for problem solving, reflection, and further direction for lesson planning and classroom management concepts. During the Directed Teaching semester, the student teacher examines practical application of philosophical and social reasons for art instruction, furthering development of personal philosophical positions and refinement of teaching abilities. Attention is given to understanding special populations, students’ disabilities and handicaps, appropriate teaching strategies, access to school and community support resources for special needs and handicaps, and examining rationales that support inclusion. Student teachers will be able to discuss and reflect on their responses to their practical experiences while working with students, parents, administrators, and other teachers.

The student teaching semester is a full-time residency, which provides real-world experience in managing the multitude of responsibilities that art teachers have. The student teacher must demonstrate entry-level knowledge and skill across a set of standards central to good teaching practice; student teaching allows for both development and demonstration of professional best practices, with mentoring by experienced professional teachers in the classroom setting. These professionals include: the Cooperating Teacher, other Teachers in the placement schools, Administrators of the placement sites, the Supervising Faculty (DAE 510) and the seminar Faculty Member (DAE 520)

Course Learning Outcomes
Upon completion of the course, students will be able to:

• Demonstrate sensitivity to the developmental, social and cultural needs of diverse learners and families, fostering positive relationships and collaboration.
• Apply appropriate standards, content, media, technology, safety procedures and assessment processes to engage diverse learners.
• Implement a variety of student engagement and classroom management strategies, including traditional and emerging technologies.
• Demonstrate the process of informed decision-making regarding appropriate instructional content, vocabulary, materials, tools and motivational strategies in practicum settings.
• Demonstrate and explain creative problem solving, visual literacy, technical proficiency, identity formation, cultural context and real world issues as applied to art making in educational settings.
• Research, create and teach interdisciplinary units (core content and literacy) to promote critical thinking, collaboration, creativity and context in the art making process of students K-12.
• Write and implement assessment based curricula grounded in current theory of cognitive development and aligned with state/national standards for K-12 art in practicum settings.

Course Description
The Professional Seminar provides candidates who are doing their Directed Teaching with further professional development and experiences that develop reflective practice. The seminar conveys a range of information essential to Visual Arts educators, including health and safety issues in Art Education, technology integration, educational law, effective teaching practices, research in the field, emerging trends in pedagogy which examine issues of diversity, equity, and inclusion.The seminar format is intended to support student teachers in their placements and allow for reflection and dialogue regarding this professional experience. Application for Directed Teaching and Departmental permission is required. Art Education candidates must pass DAE 520 with a grade of ‘C’ (2.00) or higher to qualify for certification.

Course Learning Outcomes
Upon completion of the course, students will be able to:

• Demonstrate professional skills and readiness to teach through the development of a digital portfolio (website).
• Exhibit professional behaviors per the MDE congruent with the Michigan code of educational ethics (PDF).
• Articulate decision-making regarding classroom management.
• Communicate classroom related teaching and learning concepts through weekly discussions.
• Synthesize classroom learning theories through practice in the Directed Teaching experience.
• Construct and articulate a reality-based teaching viewpoint.