Southeastern Oklahoma State University Department of Art, Communication, & Theatre COURSE TITLE: ART 3503 Art in the

Elementary Classroom Instructor: Gleny Beach, Ph.D. gbeach@se.edu Office & Phone: 745-2352; Visual Art 117 Office Hours: MW 10:00-12:00; TTh 11:00-12:00, 2:00-4:00; Friday by appointment Required Text: Clements, R. & Wachoviak, F., Emphasis Art: A Qualitative Art Program for Elementary & Middle School, Pearson, 9th edition. WITH ACCESS CODE for MyEducationLab The Class ID is cm285896. PREREQUISITES: None CATALOG DESCRIPTION: Presents teaching methods and procedures appropriate to the public elementary school. Course is designed to aid future teachers to teach art lessons with confidence and competence in a self-contained public classroom. (Previously listed as Arts and Crafts) PORTFOLIO COMPONENT: Lesson Plan, Resource List MAJOR COURSE GOALS The purposes of this course include: 1. an overview of the developmental levels of students as related to art. 2. facilitation through discussion and activities to solidify previous education and psychology courses with particular emphasis on strategies of teaching art, curriculum and lesson preparation, and methodology of teaching art to the appropriate developmental level of elementary-age students. Emphasis will be placed upon current art education theory which stresses a comprehensive sequential approach to teaching the art disciplines of production, history, aesthetics, and criticism, and social/cultural context and integrated learning. 4. providing the student with art curriculum and materials resources. 5. aiding the student in development of art curriculum and lesson plans with particular emphasis upon integrated/interdisciplinary curriculum. 6. helping students implement varied teaching strategies, media, and methodology to enhance interest and enthusiasm, in turn enabling learning to take place. 7. increasing student exposure and knowledge of diversity by inclusion of multicultural and multi-ethnic art projects and content. 8. exposing students to effective collaborative strategies and skills. COURSE-RELATED ART PROGRAM OBJECTIVES AND OUTCOMES II. Develop art creation and design skills, techniques, and technologies. 1. Students demonstrate understanding of tools and media specific to their specialization area. 2. Students will create art and designs and presentations demonstrating proficiency in their specialization area. DEMONSTRATION OF COMPETENCIES:
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Competency 1 - The teacher understands the central concepts and methods of inquiry of the subject matter disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students Instruction: Lecture and course text reading assignments for conceptual framework of art, comprehensive art education approach. Assessment: Students writing assignments for demonstrated understanding of art disciplines, designing of performance-based lesson plans, reflective reading journal, writing of art lessons, class activities. Competency 3 - The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners. Instruction: Lecture and reading assignment on differing learning styles; class discussion and activity. Assessment: Student will demonstrate understanding by creating and teaching lesson plans addressing varied learning styles. Competency 4 - Teacher understands curriculum integration processes and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills and effective use of technology. Instruction: Lecture, modeling of aesthetics and criticism classroom activities, webbing project, reading assignment. Assessment: Students will demonstrate understanding by group collaboration activities, written examination, aesthetic activity assessment rubric, incorporation of problem solving, critical thinking, and value decision-making activities in lesson plans. Competency 5 & 6 - The teacher uses best practices related to motivation and behavior to create learning environments that encourage positive social interaction, self-motivation and active engagement in learning, thus, providing opportunities for success. Also the teacher develops knowledge of and uses a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Instruction: Modeling by instructor of teaching techniques and strategies that focus on motivation and behavior to create active learning settings, reading assignments. Students will be made aware of the modeling of these techniques and strategies through monitored collaborative group activities Assessment: Student will demonstrate competency by creating lesson plans calling for active learning strategies, by incorporating these techniques and strategies in actual teaching segments, by participation in collaborative active learning situations. Competency 8 - The teacher understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous intellectual, social and physical development of the learner. Instruction: Modeling of variety of assessment strategies, lecture and discussion on portfolio assessment, aesthetic and critical writing assessment, participation assessment, rubric construction. Assessment: Students will describe the relationship between the three learning domains (cognitive, affective, and psychomotor) and include a variety of assessment instruments in their lesson plans.
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Competency 9 & 10 - The teacher evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth. Also the teacher fosters positive interaction with school colleagues, parents/families, and organizations in the community to actively engage them in support of students' learning and well-being. Instruction: Lecture regarding the role of the teacher in the school & community; communication with parents; the importance of professionalism on the job and being a part of professional organizations and professional development opportunities; the need for human relations skills, character, ethics, and serving as a role model; discussion and examples of museum collaboration for learning activities in art; guest speaker on how to involve community and parents. Assessment: group discussion and listing of positive teacher behaviors, writing assignment on how parents and community could be involved in an art activity or classroom situation. Competency 12 - The teacher understands the process of continuous lifelong learning, the concept of making learning enjoyable, and the need for a willingness to change when the change leads to greater student learning and development. Instruction: Lecture and discussion on helping students to enjoy learning by using motivation and strategies designed for active learning and modifying techniques based upon conscientious monitoring. Assessment: teaching of a lesson. Competency 14 & 15 - The teacher understands the Oklahoma core curriculum and is able to develop instructional strategies/plans based on Priority Academic Student Skills (PASS). Also the teacher understands the State teacher evaluation process, "Oklahoma Criteria for Effective Teaching Performance," and how to incorporate these criteria in designing instructional strategies. Instruction: Assign students to visit the website of the Oklahoma State Department of Education and obtain copies of PASS and the publication Tips for Implementing Oklahoma Priority Academic Student Skills in the Arts . Provide copies to students and discuss "Oklahoma Criteria for Effective Teaching Performance" and Residency Year assessment instruments. Assessment: Inclusion in lesson plans, assessment of actual teaching segments. CONCEPTUAL FRAMEWORK: Until recent decades, art has been taught most often in American schools based on studio production, which emphasizes students working with various techniques and art materials for the purpose of self-expression and creativity. While some aspects of this type approach are valuable, this approach limits the student's experience and other dimensions of art such as critical and aesthetic judgment-making, art history, and appreciation are often neglected or excluded. Students who learn only to make art may not acquire an understanding of cultural or gender context or any awareness regarding the analysis and discussion concerning issues regarding the nature of art. This course is designed around a comprehensive approach to art education, which provides a holistic experience for students and develops students' thinking skills, understanding, and appreciation of visual art forms. This comprehensive framework will provide the foundation for curriculum design and lesson development around various media, teaching strategies and methodology.
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RESEARCH OR PROJECT COMPONENT: Each student will locate, collect, and organize a body of works and project ideas for art lessons, a resource list, and articles on brain-based learning and multiple intelligences for their notebook. FIELD COMPONENT: none DIVERSITY COMPONENTS: Multicultural Component: Development of lesson ideas will include a multicultural focus in one or more lessons and all aspects of class content and lesson development will include an awareness and sensitivity to cultural and ethnic difference. Special Education Needs Component: (Describe how you address ways a teacher can meet the needs of special education students in this course. This must be included in every syllabus.) The concept of special educational needs is addressed in the following: 1. study of "least restrictive environment" in cases of physical and learning disabled children 2. Lecture/text reading assignment: physical and mental disabilities, giftedness as related to art activities. PERFORMANCE ACTIVITIES: 1. Use of adopted textbook Wachowiak, F. & Clements, R. D. (2006). Emphasis art: A qualitative art program for elementary and middle schools , Boston: Pearson Education, Inc. 2. Class participation as follows: attending lectures by instructor and selected guest speakers; reading outside assignments and keeping a reflective journal; creating lesson plans according to instructor-given objectives and directions; using campus curriculum sources for lesson development; using educational technology to research, design, and create curriculum; evaluating and assessing good lesson development; participation in assigned group activities; completing assignments and quizzes. ASSESSMENT
1.

Participation in and completion of art project samples (25%)

Preparation of an extensive lesson plan (20%) Presentation (25%): Students will present a self-selected lesson plan and art project to the class. Specifics of this presentation will be outlined in a handout and explained by the instructor 4. Resource Notebook (20%): students will compile a notebook containing all the project ideas, project summaries, two-dimensional project samples made in class, resources, sample lesson plans, and art
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educational information supplied by the instructor throughout the semester. 5. Participation in collaborative group activities and research (5%) 6. Successful completion of journal (5%) Grading Scale: 90% - 100% 80% - 89% 70% - 79% 60% - 69% Below 60% A B C D F

SUPPLEMENTARY READINGS OR ACTIVITIES: MyEducationLab for the required text Special Accommodations: Any student needing special accommodations due to a disability should contact the Coordinator for Disability Services, GDJ Student Union, Suite 328 or call (580) 745 2392 (TDD# 7452704). It is the responsibility of each student to make an official request for accommodations to the Coordinator. Any student experiencing mental or emotional issues who desires free, confidential, clinical counseling is encouraged to contact the SE Counseling Center at (580) 745-2988 to schedule an appointment during normal working hours Monday Friday, 8:00 AM to 5:00 PM. For after hours mental health emergencies, please call SE Campus Police at (580) 745-2911 or the Mental Health Crisis Hotline at 1-(800) 522-1090.

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