| journals | reading
| field experience
| learning to critique
I. Course Format
II. State Standards
- The Major
Assignments are described
in this Syllabus. Please read it carefully. Ask for clarification on
items you are not sure about.
- It is
that you have
had or are now taking Art 309: Art for Children. Secondary School Art
intended to complement Art for Children. During class you are asked for
brief reports based on your experiences, observations, and
- Some may
for Education 314: Senior High and Middle School Curriculum and
during the same term. Field work, journals, and assignments are to be
all work handed
in for Education 314 is also turned in for this class. See Field
Off Campus below for additional field work for Education 314
students. top of page
course is a
major part of student preparation for the Indiana State Standards for
See the Indiana
Standards for Teachers of Fine Arts at this Internet location.
At this site you
the proposed Indiana Certification Standards explained.
III. Additional Course
Growth and Development.
|Teachers are expected to master:
-in each of the Standards
- Knowledge, and
- Philosophy and
for Art in High
School, Junior High School, and Middle School.
- The Curriculum. Ways to
what to include
in a secondary art curriculum.
E. Management styles in art
to work with people, especially adolescents.
IV. Reading expectations
A. Text: Creating
Through Art by Simpson. et. al.
and what knowledge are important?
are actually learned
in an art course?
- How are
- What are
theories and methods
needed to plan and teach a DBAE (discipline based art education)
C Questions to guide
and discussion about Art Instruction and Student Learning.
are the attributes of a
good art assignment? Integrating art history, criticism, and aesthetics
with creative production.
- How is
- How to
critique (discuss) student
artwork with them?
motivates secondary students?
- Ways to
evaluate and grade students.
D Assessment in Art
- What attributes can be graded in student work?
- What else is graded by an art teacher?
- Learn about the use of rubrics for grading art students
and their work.
- The teacher
and compare art teacher
styles, approaches, personalities, attitudes, and motivations.
parents, and the pubic.
by practicing art, exhibiting, research, continuing education,
in art education professional organizations, and relating to other art
F Other components of
about exhibits and contests?
What are their benefits and problems.
politics and getting
what is needed. See Hatfield's book and other more current sources for
ways to advocate for better art education support.
B. Library books
Select topics related to Jr. and Sr. High Art.
C. Find and
teaching resources available on the World Wide Web. E-mail these to the
whole class and the instructor
Turn in reading cards with 14 or more sources by mid-term and 28 by the
end of term. List author, title, (c) date, and publisher. Include your
own informative response to the authors’ ideas, descriptions, some
quotes and list pages read. Some of the cards must be based on web page
URL locations. Reading cards may be in the form of a computer file
in on a disk or attached to an e-mail message. For each source, include
your own interpretation and evaluation of how the reading seems
or useful to you now or in the future as an art teacher.
V. Teaching Display
Prepare a display
use as a reference while learning a new process or concept in
Something like an
web site or Powerpoint looping presentation that can be running on its
own in an art class may be an alternate to this assignment.