Art 215 Art for Teachers Instructor: Professor Jill Sattler MW 12-2:50pm/ OLY 181 Contact: CANVAS or

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1 Art 215 Art for Teachers Instructor: Professor Jill Sattler MW 12-2:50pm/ OLY 181 Contact: CANVAS or Course Description A general introduction to the visual arts as applied to the development of young children, birth through grade 3. Explores theories, techniques and curriculum design, in order to offer a wide variety of developmentally appropriate art media to children and create a comprehensive art curriculum. Course Outcomes / Student Outcomes 1. Discuss the value and breadth of creative processes human beings use. 2. Plan art curriculum for children birth through grade 3 who are culturally, linguistically and ability diverse and communicate classroom applications of art education and philosophy. 3. Recognize and describe stages of art development in young children birth through third grade and articulate connections between art development to other disciplines, developmental domains, classroom curriculum, and classroom environmental design. 4. Use professional and safe art tools, equipment, and materials in order to prepare classroom environments for creative and multicultural art experiences, and identify resources for procurement. 5. Identify and describe three elements and three principles of design, which could be used in conversation with children in an art center. 6. Simulate the teacher s role in providing positive, specific verbal and nonverbal feedback to children regarding their artwork using the vocabulary of art. 7. Research and present information about an artist and his/her works of art, including style characteristics, style name, culture, content, and intent, to provide a basis for displaying diverse artistic works in the classroom. 8. Utilize various media appropriate in early learning programs such as crayons, pencils, markers, paints, clay, doughs, chalk, adhesives, fabric, yarn/string to determine its function and application. 9. Discuss the ethical and cultural implications of using food as art in centers for children. Program Outcomes USING DEVELOPMENTALLY EFFECTIVE APPROACHES Students implement a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child's development and learning, which will vary depending on children's ages, characteristics, and the early childhood setting. Key elements of Outcome 4 4a: Discuss how supportive relationships and positive interactions are the foundation of their work with young children. 4b: List and implement effective instructional and guidance strategies and tools for early education, including appropriate uses of technology. 4c: Use a broad repertoire of developmentally appropriate teaching/learning and guidance approaches. 4d: Reflect on their own practice to promote positive outcomes for each child. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM Students apply their knowledge of developmental domains and academic (or content) disciplines to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning, outcomes for each child.

2 Key elements of Outcome 5 5a: Explain content knowledge and resources in academic disciplines: language and literacy; the arts music, creative movement, dance, drama, visual arts; mathematics; science; physical education physical activity, health, and safety; and social studies. 5b: Recognize and apply the central concepts, inquiry tools, and structures of content areas or academic disciplines. 5c: Use their own knowledge, appropriate early learning outcomes, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child. Information Competency Graduates will be able to seek, find, evaluate and use information and employ information technology to engage in lifelong learning. Multiculturalism Graduates will demonstrate knowledge of diverse ideas, cultures, and experiences, and develop the ability to examine their own attitudes and assumptions in order to understand and work with others who differ from themselves. Humanities Outcomes Graduates acquire skills to critically interpret, analyze and evaluate forms of human expression, and create and perform as an expression of the human experience. Course Content A. Creativity B. Theories of art development C. Creative art experiences for children D. Classroom environmental design E. Curriculum design for developmentally appropriate art experiences F. Elements and principles of artistic design G. Adult-child interactions in the art center H. Aesthetics I. Safety J. Teacher directed, teacher guided, child initiated art activities K. Seasonal art activities versus holiday art activities L. Food in art M. Artistic media Instructional Methods Used CANVAS: accessed through your Pierce College Portal Written Assignments Presentations Studio Activities Lectures Student Activity Book Grading Grades are automatically tabulated in the CANVAS grade book. Factors such as attendance, classroom participation, written assignments, studio assignments, presentations are tabulated and recorded through CANVAS. Please contact me at any time if you have any questions regarding your grade.

3 Weighted Grades 25% Student Activity Book 25% Attendance 20% Studio Assignments 10% Integrated Art Presentations (2) Group / Individual 10% Lesson Plans (2) Group / Individual 5% Art Appreciation Presentations 5% Vocabulary Quiz GRADING RUBRIC: Grade book is located in our CANVAS classroom A "A" is earned for excellent work, exceeding expectations. The student must exceed the simple fulfillment of the requirements of the problem, and demonstrate insight into the processes involved. The student must demonstrate a thorough understanding of all of the knowledge components and skills, and demonstrate proficiency far above the class average and be exceptionally prepared for later learning. Visual solutions must include all of the components, thoughtfully presented and neatly produced. Answers to critical review assignments must be thoughtfully and completely answered. Participation in classroom discussions is necessary to receive an A. Workbooks must be completed on time with attention to the visual components as well as the correct completion of the activity solutions. B "B" is earned for good quality work that may lack in one or more aspects listed previously. The student must perform above the class average and above a minimum competency. The student must be prepared for later learning. C "C" is earned for acceptable work. A student must demonstrate understanding of fundamental knowledge and basic skill areas. A student receiving a C demonstrates that they understand the fundamental concept involved in the problem. Production skills may be lacking. (Important aspects of art production is how it looks.) Sufficient time to complete the problem to a higher level may not have been allocated by the student. Answers to review questions & written assignments are cursory and lack introspection. D "D" is earned for poor work, completed with some effort. The student lacks some fundamental knowledge, and some important skills are not attained. Many of the prerequisites for future learning are not attained. The answers to the review questions are missing or severely abbreviated. The student does not fully understand the concepts necessary for further learning. The physical product is below class standard. F "F" is earned for unsatisfactory work, with little or no class participation. The student did not learn or demonstrate the fundamental knowledge, and lacks all of the basic skills and prerequisites for later learning Letter grades A through E and S are earned on all of the assignments in this course. Grades may be determined by the percentage of the total possible points assigned to a particular project. PERCENTAGE DECIMAL GRADE LETTER GRADE A A B B B C C C D D Below F

4 PPERCENTAGE Grade Symbols Letter Name Explanation W Withdrawal Student-initiated, following official withdrawal procedures. WE Withdrawal with Issued when a student requests withdrawal due to extenuating circumstances. Approved Effective Summer Excuse I Incomplete Issued when a student has been delayed in completing the required work. Time limit for removal is determined by instructor, but not to exceed four quarters following the quarter in which the I grade was issued. Instructor may convert I to 0.0. Effective Summer 2012, I grades automatically convert to 0.0 after four quarters. NC No Credit Faculty-initiated grade. Grade not computed in G.P.A. and cannot be changed. Effective Fall P Pass/Fail Does not compute in G.P.A. unless 0.0 is given. Effective through Summer P/NP Pass/No Pass Does not compute in G.P.A. No credit attached to NP. Effective Fall Instructor and student must sign a Pass/No Pass Contract by last instructional day of the quarter. R Repeated Course The "R" shows beside the lower grade received and only the higher of the two grades is computed in the GPA. (See "Repeating a course" section below.) S Satisfactory Used for Adult Basic Skills only. Courses with S grade cannot be used toward any degree or certificate program. Effective Summer Z or Y In-Progress Student is currently in progress toward the attainment of course objectives. Used only for continuous enrollment classes. Time limit for removal is determined by instructor, but not to exceed four quarters following the quarter in which the Z grade was issued. Instructor may convert Z to 0.0. Effective Summer 2012, Z grades automatically convert to 0.0 after four quarters. Y grade cannot be changed. Student must re-register for the course to complete course objectives. IX. Amendment of Alteration Criteria as outlined on this document may be altered at any time during the academic year by the instructor to facilitate a more efficient curriculum. X. Access Services Your experience in this class is important to me, and it is the policy and practice of Pierce College to create inclusive and accessible learning environments consistent with federal and state law. If you experience barriers based on disability, please seek a meeting with the Access and Disability Services (ADS) manager to discuss and address them. If you have already established accommodations with the ADS manager, please bring your

5 approved accommodations (green sheet) to me at your earliest convenience so we can discuss your needs in this course. ADS offers resources and coordinates reasonable accommodations for students with disabilities. Reasonable accommodations are established through an interactive process between you and the ADS manager, and I am available to help facilitate them in this class. If you have not yet established services through ADS, but have a temporary or permanent disability that requires accommodations (this can include but not be limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are encouraged to contact ADS at (Fort Steilacoom) or (Puyallup). Evaluations are provided for all studio work, homework, papers, presentations and tests. Evaluations are provided for all studio work, homework, papers, presentations and tests. Criterion considered in evaluations include, but are not exclusive to the following factors: Ability to follow instruction Submission of completed work as assigned Studio work requirements Attendance Late work Improvement involvement and effort shown in class on a daily basis. Make sure your CANVAS environment is stable before beginning. No make-up assignments will be provided. Late work is accepted one class period late only. (No late work is accepted for the Student Activity Book or Final presentation.) Late work will reduce your grade by one letter grade for that assignment. Our class uses shared studio space. Keep it clean. Academic Honesty As a Pierce College student, you are expected to comply with the Pierce College Code of Conduct. This code states that students are subject to disciplinary action as a result of conduct violations, including academic dishonesty. Academic dishonesty is defined as plagiarism, misrepresentation of self or student work product, representation of the work of others as your own, cheating, or other acts of academic dishonesty. Plagiarism is defined as committing literary theft by presenting as new and original an idea or words from an existing source. Plagiarism occurs whenever you present those words or ideas as your own, regardless of intent. Students are expected to take responsibility for their own work and will be subject to disciplinary action for acts of academic dishonesty, to include cheating and plagiarizing, for failure to meet the accepted academic standards of Pierce College. In College Success, cheating and plagiarized work will receive a failing grade for the assignment for the first offense and a failing grade for the course for the second offense. In addition, academic dishonesty will be reported to the Dean of Student Success. A full list of possible disciplinary sanctions is outlined in the Student Code of Conduct which is available at Safety and Emergencies In the event of an emergency, call 911 and then Campus Safety. The number for Ft. Steilacoom Campus Safety is Save it in your phone. In the event of an evacuation (alarms and strobe lights), gather all personal belongings and leave the building using the nearest available and safe exit. Be prepared to be outside for one-hour and stay a minimum of 200 feet from any building or structure. So long as it is safe to do so, you are expected to stay on-campus and return to class after evacuations that last less than fifteen minutes. Follow the directions of all college personnel, Evacuation Directors (orange vests), and emergency personnel (police, fire, medical responders, etc.). Do not

6 attempt to re-enter the building until instructed by an Evacuation Director or by three horn blasts or bell rings. Please notify the nearest Campus Safety Officer or Evacuation Director of anyone left in the building or in need of assistance. In the event of inclement weather, check the Pierce College website, local news/radio reports, or call for a recorded message about whether or not the Ft. Steilacoom campus is open. If you experience a personal emergency or illness and are unable to attend class, please notify me through Canvas as soon as you are able, preferably before class. Note that you are responsible for any material that you miss. Successful students identify a partner in advance who can share notes and turn in assignments for you. Keep in mind, that due to the nature of our course activities, some in-class work cannot be made up and attendance/participation points forfeited. If I am unable to attend class due to my own emergency or illness, I will do my best to send a message to the class in advance though Canvas. A sign will be posted on the classroom door. Course Calendar Subject to change. Check frequently. Provided in CANVAS as well as the final page of this syllabus. Professionalism Early childhood education students enrolled at Pierce College are expected to exhibit professional behavior reflective of outstanding educational leaders. As a student in elementary education, you will be involved in creating supportive and developmentally rich environments where children are engaged in active, authentic, process-based, and hands-on learning. To this end, high standards that are observable and measurable include (a) the integration of authentic materials and technology, (b) best practices in both pedagogy and assessment, (c) the blending of developmentally appropriate instruction and creative expression, and (d) the accentuation of a positive learning environment through classroom management techniques that intrinsically motivate young children to learn. All students are expected to comply with: The National Association for the Education of Young Children s (NAEYC) Code of Ethical Conduct. It can be accessed here: nt2011_ update.pdf Early Childhood Education Student Information document for the ECED program.? Pierce College Student Code of Conduct Policy, available online at As a student in ART 215 Art for Teachers, you are an integral member of the learning community. In addition to adhering to high academic standards and successful completion of learning outcomes, you are expected to model responsibility, demonstrate a readiness to work, engage in inquiry through critical, creative, and reflective thinking, use effective communication skills, exhibit flexibility, and show empathy toward others. This means, but is not limited to, engaging in respectful interchange with the instructor and other members of the class, listening quietly and openly when the instructor and others are talking, engaging with and thoughtfully participating in class activities, taking personal responsibility for your own learning and progress in this course, exhibiting a willingness to go the extra mile in participating in activities and completing assignments, and resolving conflict in a professional and respectful manner. The most fundamental standard that an instructor uses in judging professionalism is whether you, as a student of early childhood and elementary education, demonstrate the behaviors and attitudes that would enable the instructor to recommend you for a position in a child center or elementary school. If a student does not meet the expectations for professionalism, the instructor will notify the student and request a meeting. Students who

7 continue to struggle to meet professional expectations will be referred to the department chair and academic advising. Etiquette for Classroom Dispute Resolution: The classroom is a shared community where students and faculty come together to learn and grow. To this end, it is essential that it is a place of respect, courtesy, and civility. Please be mindful of the effect your words and actions have on our classroom community. The following policy ensures that our community is conducive to the learning of all students: Students and instructor share the responsibility to maintain a positive, productive, and civil learning environment. To ensure that the learning experience is based on respect for self and others, students are expected to adhere to the Student Rights and Responsibilities and the Student Code of Conduct Policy which is available on line at All classroom and online discussions, activities, interactions, and assignments require students to exhibit professional conduct and treat one another with respect. Contributions to discussions are to be appropriate in nature, show discretion with language, and exemplify high academic standards. Professional conduct includes an awareness of diversity and sensitivity to the viewpoints of all individuals. Although you may not always agree with others, listening respectfully is a skill that will be utilized throughout your academic and professional career. Students are required to arrive to class on time, with necessary assignments, materials and supplies, and ready to work for the entire class period. In the rare event that a student is late for class or needs to leave early, please do so quietly. Significant and/or continued disruptive or disrespectful behavior prevents us from meeting our course outcomes. Disruptive students may be asked to leave for the remainder of the class period. If you have questions or concerns about this class or me, please let me know of your concerns as soon as they arise. If we are unable to resolve your concerns, you may talk next with either the Professor of Art, David Roholt or the Director of the Education Program, Krissy Kim. Both can assist with information about additional steps, if needed. Caveats This syllabus and schedule are subject to change in the event of extenuating circumstances. Due to perfume/cologne allergies our classroom is a Fragrance Free classroom. If you are absent from class, it is your responsibility to check for announcements made while you were absent. Most announcements are provided on CANVAS, however some important information may be classroom announcements. It is your responsibility to check with a peer if you miss a class. Personal Responsibility is key to a successful college experience. Calendar Terminology Studio: come to class prepared to 'make' bring any special materials you may need for your particular project. : This is your Student Activities Book. On studio days, please bring appropriate materials for completing unfinished pages. Lab: These will be days we work from the Student Activities Book (). It is important that on these days you do two things: print out the appropriate card (located in CAVAS) and bring your Binder().

8 Winter 2019 Art 215 Art for Educators: Class Calendar Jan 7 Introduction, Review Syllabus and Class Calendar, In class discussion - Importance of Process Lecture: Design Elements Jan 14 Lecture: Color Color Project 1: Studio Lab 2: Chalk Jan 9 Lecture: Design Principles Lab 1: Crayons / Felt Tips Introduce Color Project 1 Jan 16 Color Project 1: Studio Lab 3: Hand Paint Integrated Art Small Groups Jan 23 Jan 21 Holiday No Class Color Project 1: Studio Introduce Color Project 2 Jan 28 Color Project 1 Due Lab 4 part 1: Paints Jan 30 Color Project 2: Studio Food In Art Lab 4 part 2: Paints Feb 4 Color Project 2 Due Integrated Art Small Groups Lab 5: Modeling Feb 6 Video: I AM CLAY Clay Day! Lab 6: Clay Feb 11 Clay Project Due Printmaking Project: Studio Feb 13 Introduction to Recycled Art Project Lab 8: Collage Lab 7: Printing

9 Feb 18 Holiday No Class Feb 20 Printmaking Project: Studio Print Project Due Feb 25 Recycled Art Project: Studio Lab 9: Construction Feb 27 Integrated Art Presentations 1 (group assignment) Lesson Plans Due (submit 1 LP per group) Mar 4 Vocabulary Quiz Art Appreciation Presentations & Projects Mar 11 Recycled Art Project Due Integrated Art Presentations 2 (individual assignment) Mar 6 Lab 10: Stitchery / Weaving Art Appreciation Presentations & Projects Mar 13 Integrated Art Presentations 2 (individual assignment) Lesson Plans Due (submit 1 LP per person) Due Mar 20 Mar 18 TBD - Studio or Field Trip Lesson Plans Due (submit 1 LP per person) Final Day Integrated Art Presentations 2 (individual assignment) Lesson Plans Due (submit 1 LP per person) pick-up