Professional Documents
Culture Documents
School of Education
EDCI 235
Mission Statements
Burman University:
Burman University will educate students to think with
discernment, to believe with insight and commitment, and
to act with confidence, compassion and competence.
School of Education:
The mission of the School of Education is to prepare, in a
Christian setting, quality teachers ready for service, and
able, within diverse contexts, to model best practice with
confidence, compassion and competence.
The implementation of the School of Educations mission
statement encapsulates the Knowledge, Skills, and
Attributes (KSAs) related to the Alberta Quality Teacher
Standard.
EDCI 235
Required Readings:
Available on-line through Burman Universitys LibGuide, the class
website, and as assigned by the instructor.
Recommended Texts:
Emphasis Art: A Qualitative Art Program for Elementary and
Middle Schools (9th Edition)
Authors: Robert D. Clements and Frank Wachowiak
Publisher: Allyn & Bacon
Copyright: 2009
ISBN: 978-0136101055
Drawing on the Right Side of the Brain Workbook
(2nd Edition Spiral Bound)
Author: Betty Edwards
Publisher: Tarcher
Copyright: 2012
ISBN: 978-1585429226
Course Description
This course is intended to give pre-service teachers an
opportunity to examine the value of art in the education system
as well as a range of philosophies surrounding learning in the art
classroom. Readings and discussion involving child development
and related learning strategies, assessment practices, and art
program development comprise a portion of the course.
An emphasis is placed on students gaining basic competencies in
the major mediums as identified in the Alberta Education
(Elementary) Program of Studies and the NAD Curriculum
Standards for K-12). Skill development is augmented with an
examination of a range of pertinent topics accompanying the
creation of art: awareness of the principles of art and elements of
design, art history, and art criticism. While students will be
required to develop and discuss lesson plans at all levels in the K12 system for each medium, grade levels for unit plans and
microteaching grade will be within the registered program track
of the student.
EDCI 235
Course Objectives
Each course objective is identified in parenthesis with the
corresponding Knowledge, Skills, and Attributes of the Alberta
Teaching Quality Standard (TQS) for Interim Professional
Certification and the North American Division (NAD) Curriculum
Standards. Upon conclusion of the course the student will be able
to:
-discuss the role of the teacher in the art classroom (TQS: p)
EDCI 235
Course Content:
1. The Role of Art in Education
2. Child Development & Visual Arts. An exploration of the symbol
system and the impact on art instruction.
3. Foundational understanding of art includes awareness of the
Principles of Art and Elements of Design
4. Skill Building: Drawing, Painting, Printmaking, Sculpture
5. Art History Perspective: Drawing, Painting, Printmaking, Sculpture
6. Lesson plans focusing on introduced mediums developed and
discussed by students
7. Curriculum and Outcomes in Art Education
a. Measurable
b. Student-friendly language
8. Art Classroom and Teaching Resources including: websites,
YouTube videos, Museum on-line collections, local art guilds,
Alberta Trek, Art Galleries
9. The No-Budget Art program: build a better than basic art
program with humble materials (colors come in more than just
tubes). Topics include navigating traditional materials without a
press, kiln, or easel.
10.
Cross-Curricular Applications in Art
Course Requirements:
1. Attendance: This is a practical course with skill building
elements that are progressive steps towards building a wellrounded unit plan. The unique structure of lab and lecture means
attendance is critical. Students are responsible for material,
including announcements, covered in class when absent. The
attendance policy in the Academic Calendar will be followed.
2. Participation: Students are expected to actively participate by
coming to class prepared to learn new skills, share lesson plans,
and contribute to class discussions.
3. Field Experience: 5 hours of Field Experience in art instruction
will be completed in a K-12 classroom. Use the attached question
sheet to look for specific details. Submission of a detailed report
EDCI 235
Grade Assignments:
EDCI 235
A+
98100%
A
94-97%
A- 90-93%
B+ 87-89%
84-86%
C-
BC+
C
80-83%
75-79%
65-74%
D+
D
F
60-64%
57-59%
50-56%
0-49%
Academic Honesty:
Academic dishonesty in the form of plagiarism, cheating, or
misrepresentation in any written or visual work handed in for
assessment will result in zero. See Burman Universitys Academic
Honesty Policy.
Assessment:
The course grade will be determined from the following evaluation
criteria:
Assignments (written responses, lesson plans,
quizzes)
20%
Microteaching:
10%
Field Experience:
10%
Unit Plan:
20%
Portfolio
40%
Late Work:
Students are responsible for completing all course work by the
assigned due date. Late work will not be accepted.
Class Conduct:
It is expected that students will arrive on time. Be aware that the
location of the class is dependant on the work involved. Pacing
will vary, so attendance is critical to cognizant of whether
subsequent class location involves a lecture or lab.
Cell phones are to be powered down or placed on silent mode.
Outside of emergencies, do not answer phone calls in class.
Disclaimer:
As stated above, pacing will vary. Topic presentation and/or
timing may alter from proposed schedule. It is the students
EDCI 235
Proposed Schedule
Topic
September 8 (T)
Introduction
Role of Art in
Education
Approaches to
learning
Art
Child Development
&
Visual Arts
Curriculum and
Outcomes in Art
Education
Resources for the
Art Educator
September 10(R)
September15 (T)
September 17 (R)
September 22 (T)
September 24 (R)
September 29 (T)
EDCI 235
Art History
Perspective
(Drawing)
Skill Building:
Drawing
Skill Building:
Assignments
Reading Response
Due
Writing Assignment
Due.
Project completion as
October 1 (R)
October 6 (T)
October 8 (R)
October 13(T)
October 15 (R)
Drawing Service
Day in the
Afternoon
Skill Building:
Drawing
needed
Drawing
Applications for K12
Art History
Perspective
(Color)
No Class (Reading
Day)
Skill Building: Color
October 20 (T)
October 22 (R)
October 27 (T)
Art History
Perspective
(Printmaking)
Skill Building:
Printmaking
Skill: Building:
Printmaking
Printmaking
Applications for K12
Art History
Perspective:
Sculpture
Skill Building:
Sculpture
Skill Building:
Sculpture
Sculpture
Applications for K12
Building the NoBudget Art
Program
Microteaching
Microteaching
October 29 (R)
November 3 (T)
November 5 (R)
November 10 (T)
November 12 (R)
November 17 (T)
November 19 (R)
November 24 (T)
November 26 (R)
December 1 (T)
EDCI 235
Project completion as
needed.
Lesson plan due.
Project completion as
needed.
Lesson plan due.
Portfolio (Exemplars
with artist
8
December 3 (R)
Microteaching
Last Day of Class
statements) due.
Unit Plan and Field
Experience Log and
Report due
Assignments:
1. Writing Assignment: Teachingartorteachingtothinklikean
EDCI 235
10
EDCI 235
What grade levels did you observe? What was the topic
and/or specific skill covered?
Describe the physical arrangement of the classroom. Was
this an art classroom or space dedicated in the classroom for
creating? If not, what accommodations did the teacher make
to allow for the activity to be performed?
Describe the general make-up of the class. How many
students, what is the gender ratio, is there EA involvement?
Interest level: are students engaged in the lesson? If not, how
does the teacher redirect student focus?
Can you identify differentiation the teacher has incorporated
to allow for student needs?
What routines and procedures are used? Is there a smooth
transition from activity to clean-up?
How does the teacher approach instruction; does the
lesson/activity involve a lecture, demonstration, discovery,
cooperative learning, or inquiry-based learning?
Describe the relationship between teacher and students; is
the teacher connecting with the students? What indication do
you have to know?
Did disciplinary issues arise during your time in the
classroom? Identify the strategies used to manage student
behaviour. Was the strategy effective?
Did the teacher use formative assessment during the
lesson/activity? Give examples.
If you field experience hours do not include art instruction
please answer the following questions:
o Politely request to look at a project where a student
used art as method of learning or demonstrating
learning, if one is not visible.
o Is there integration of art skills or principles into the
lesson or project? (you may need to ask the teacher
directly if this happens)
o What opportunities are given to students who
demonstrate a desire to further learning in art?
If your field experience hours do not include art instruction
please make the following observations:
o Prevalence of artwork in the classroom and around the
school.
o Visual learning tools for students (graphics, posters, 3D objects)
o Craft or art supplies visibly available for students
Describe your involvement during the Field Experience. How
have you grown as a result of spending time with this
teacher? Identify methods, strategies, or arrangements you
observed that you would adapt in your own classroom or
identify elements that you would change.
11
EDCI 235
12