Course Description: Research and develop studio art content, processes and sequencing appropriate for the elementary and secondary art curriculum.

Transcription

1 ART 642 /900 Fall 2016 Curriculum and Instruction in Art: Studio Methods Instructor: Connie Stewart, PhD Office: Crabbe Hall 208 Office hours: T/R 10:00 am - 1:00 pm Or BY APPOINTMENT: phone, in office or video Office: connie.stewart@unco.edu Credits: 3 credit hours Online Course Description: Research and develop studio art content, processes and sequencing appropriate for the elementary and secondary art curriculum. Art 642, offered online for Low Residency MA students, will direct art educators to experientially apply the model of acting as an Artist, Researcher and Teacher concurrently with the roles interrelating to each other. The course will explore current educational theory and evaluate effective art educational practices. Students will complete an IRB proposal (if required), an edited draft of Chapters One (Rationale), Chapter Two (Literature Review), and a preliminary draft of Chapter Three (Research Methods) or equivalent chapters of the Action Research project required for the Low Residency Masters program. The course relies on participant reflection and group dialogue concerning educational applications of ideas in assigned and individually chosen readings. The Action Research projects may include (1) Evidence of advanced understanding of the importance of art education in the intellectual and social development of individuals; (2) Integration of other subject areas including literacy and numeracy in art learning and artmaking; (3) Development of new models of instruction including alignment with current standards and accommodations for the cognitive and affective learning styles of all students; (4) Use of appropriate technology in planning, developing and enhancing teaching practices and for greater access to works of art (5) Reflexive examination of personal artmaking purposes and applications to arts education and (6) Exploration of other current societal issues affecting art and arts education today. Course Objectives: Students will: 1) Position personal education philosophy and Action Research plans (identified in Art 600) within personal narrative, ontological and epistemological reflection (McDonagh, C. et al), a. Assessed by Narrative Account/Preliminary Action Research Rationale b. Two- Three pages (minimum) 1

2 2) Compare, contrast and apply current writings and traditional theories of art education to current research and personal practice. These may include: The role of personal Narrative and Story in art education and action research (Zurmuehlen); The place of student as Choice Maker (Zurmuehlen, Hathaway); Examination of own artmaking possibly in the context of Essential Conditions of Artmaking (Zurmuehlen, Beittel);Postmodern Principles of Artmaking (Gude); Interdisciplinary and Transdisciplinary arts education (Marshall); The role of education within a culture and society (Gude, Irwin) Articulate goals for Action Research and connect goals with theories of learning and classroom practice a. Assessed by Blackboard Discussion and First Draft of Chapter One b. Due 3) Evaluate a variety of classroom structures, studio, post-studio and expanded media practices in relation to educational systems and day-to-day practicality. Formulate an opinion about current debate on the role of artmaking and teaching in social practice and social change. Discuss applicability to your research topic a. Assessed by Blackboard Discussion b. Due 4) Defend research question within current arts and academic literature. a. Assessed by edited draft (APA format) of Literature Review 5) Situate Action Research proposal within a chosen research method. a. Assessed by outline or preliminary draft of Chapter 3 6) Due Complete an IRB proposal if required by research topic a. Due December 4 Outline of Course Content: The course will depend on personal reflection and group dialogue concerning course readings, individual readings and preliminary action research. Course Discussions will examine the role of the art teacher as artist and the role of the art teacher as researcher Course content includes reflection on and application of the following concepts: The role of personal narrative and story in art education and action research (Zurmuehlen), The place of student as choice maker (Zurmuehlen, Hathaway) Reflexive examination of own artmaking within in a context of academic and/or pedagogical theory Essential Conditions of Artmaking (Zurmuehlen, Beittel), Postmodern Principles of Artmaking (Gude), Interdisciplinary and Transdisciplinary arts education (Marshall, J ) A/R/Tography and Rhyzomatic Inquiry (Rita Irwin), Studio, Post Studio and Expanded Media art forms in art education (multiple sources) Art Education within the broader social realm and reflection on current practice 2

3 Other readings on philosophies of art and contemporary art in response to class interests Course Requirements: 1. Complete Personal Narrative Due September 6, Personal List of Potential Readings Due September 19, The following writings must be ALL submitted through out the semester but may be submitted in any order. A. Rationale for Research (Chapter 1) a. Initial submission b. Edited submission B. Literature Review (Chapter 2) a. Initial submission b. Edited submission C. Research Methods (Chapter 3) a. Initial submission D. IRB Approval for Classroom projects OR Reflexive description of artmaking for Arts based projects DUE Dates A. First Initial submission of item A, B, C, or D (above) DUE October 3, October 17, October 31, B. Edited submission in APA format November 7, 21 C. All Assignments Due December 5 4. Post a weekly draft of current work, response to others work and response to assigned reading when required through Blackboard threaded discussion. Method of Evaluation: Students will be evaluated on the following: Online discussion participation 200 points Completion of UNC IRB and District Research Permission (if required), first Draft of Classroom Action Chapters 1-3 Intro /Rational (Chapter 1) ; Literature Review (Chapter 2) and beginning draft of Research Design and Methods (Chapter 3) 800 points Total 1000 points Readings and Discussion 20% Research draft 80% 3

4 Grading Scale: A= A-=93-95 B+=90-92 B=86-89 B-=83-85 C+=80-82 C=76-79 C-=73-75 D+=70-72 D=66-69 D-=63-65 F=0-62 A---All requirements thoroughly and exceptionally completed. Creative and original ideas are evidenced. B---One or more of the listed requirements is missing or not adequately completed. The assignment is prepared at above average standards. C---There is evidence that an effort has been made to prepare the assignment; however, the requirements were marginally realized. D---The assignment was turned in, but is below required standards. F---The assignment does not meet any of the requirements. Texts and Readings: REQUIRED TEXT: American Psychological Association. (2010). Publication manual of the American Psychological Association (6th, 2nd printing [corr. rev.] ed.). Washington, DC: American Psychological Association. ISBN-13: The following texts and articles are used throughout the course in addition to weekly readings posted on Blackboard by the instructor. 1. Cahnmann-Taylor, M. & Siegesmund, R. (Eds.). (2008). Arts-based research in education: Foundations for practice. New York: NY. Routledge (selected chapters) 2. Eisner, E. (2006). Does arts-based research have a future? Studies in Art Education 48 (1) 3. Hathaway, N, (201 ) Smoke and Mirrors, Art Teacher as Musician, Art Education, National Art Education Association 4. Irwin, R. et all, (2006) The Rhizomatic Relations of A/r/t, Studies in Art Education, Vol. 48, No. 1, (Fall,2006), pp , National Art Education Association 5. Leake, M (2014) Social Engagements with Contemporary Art, Art Education, National Art Education Association 6. McDonagh, Caitriona, Roche, Mary, Sullivan, Bernie, Glenn, M Enhancing Practice through Classroom Research A teacher's guide to professional development by [Routledge,2011] 7. O Donoghue, D. (2009). Are we asking the wrong questions in arts-based research? Studies in Art Education, 50(4), Sagor, R. (2011) The Action Research Guidebook. Corwin (Sage): Thousand Oaks, CA 9. Sullivan, G. (2006). Research Acts in Art Practice. Studies in Art Education, 48(1), Zurmuehlen, M. (1990). Essential conditions for making art. Studio art: Praxis, symbol, presence. Reston, VA: The National Art Education Association

5 Other readings will be assigned in response to interests of participants and questions raised in class dialogue Library Services for Distance Education and Off-Campus Students: Obtaining Materials from UNC Libraries Log into If you have questions or difficulties contact or Accommodations: Students who believe they may need accommodations in this class are encouraged to contact the Disability Access Center (970) as soon as possible to ensure that accommodations are implemented in a timely fashion. Standards Alignment: I. Students in ART 642 are assumed to be proficient in the following Colorado Educator Quality Standards as found in the Colorado State Model Evaluation System for Teachers (2013) and will apply them at an advanced level of expertise. Standard I: a, b, c, d, e, f Teachers demonstrate mastery of pedagogical expertise in the content they teach Standard II: a, b, c, d, e, f Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students Standard III: a, b, c, d, Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students Standard IV: a, b, c. Teachers reflect on their practice Standard V: a, b, c, d, Teachers demonstrate leadership Standard VI: Teachers take responsibility for student academic growth II. Art 642 is aligned with the Standards for Advanced Programs of the Council for the Accreditation of Educator Preparation (CAEP) Standard 1 The provider ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career-readiness standards. Candidate Knowledge, Skills, and Professional Dispositions 5

6 1.1 Advanced program candidates demonstrate an understanding and are able to apply knowledge and skills specific to their discipline. III. ART 642 students will demonstrate advanced proficiency in the following in Interstate Teacher Assessment and Support Consortium (InTASC) Standards. Standard #1: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher s and learner s decision making. Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession Student Code of Conduct All students are expected to adhere to the University s Student Code of Conduct, designed to promote a safe and respectful learning environment. For more information about your rights and responsibilities as a UNC student see Academic Integrity: Plagiarism / Consequences It is expected that members of this class will observe strict policies of academic honesty and will be respectful of each other. Any instances in which cheating, including plagiarism and unauthorized use of copyrighted materials, computer accounts, or someone else s work is determined, will be referred to Student Services and will be investigated to its full extent. Consider providing a definition of plagiarism and examples if desired or referring students to: 6

7 Students with Disabilities Any student requesting disability accommodation for this class must inform the instructor giving appropriate notice. Students are encouraged to contact Disability Support Services at (970) to certify documentation of disability and to ensure appropriate accommodations are implemented in a timely manner. Sexual Misconduct/Title IX Statement The University of Northern Colorado prohibits and will not tolerate sexual misconduct or gender-based discrimination of any kind. UNC is legally obligated to investigate sexual misconduct (including, but not limited to sexual assault, sexual harassment, stalking, and intimate partner violence). If you disclose an incident of sexual misconduct to a faculty member, they have an obligation to report it to UNC s Title IX Coordinator. Disclosure may include communication in-person, via /phone/text message, or through in/out of class assignments. If you wish to speak confidentially about an incident of sexual misconduct, please contact the UNC Counseling Center ( ) or the Assault Survivors Advocacy Program ( ). If you would like to learn more about sexual misconduct or report an incident, please visit Equity and Inclusion Statement The University of Northern Colorado embraces the diversity of students, faculty, and staff, honors the inherent dignity of each individual, and welcomes their unique perspectives, behaviors, and worldviews. In this course, people of all races, religions, national origins, sexual orientations, ethnicities, genders and gender identities, cognitive, physical, and behavioral abilities, socioeconomic backgrounds, regions, immigrant statuses, military or veteran statuses, size and/or shapes are strongly encouraged to share their rich array of perspectives and experiences. Course content and campus discussions will heighten your awareness to each other s individual and intersecting identities. The Office of Student Rights & Responsibilities (located in Decker Hall) serves as resource to anyone seeking support or with questions about equity and inclusion at the University of Northern Colorado (UNC). If you are a witness to or experience acts of bias at UNC and would like to learn more about bias response or report a bias incident, please visit Bias Response at 7