2002 Fall

The Final is over material from the whole term, the whole book, all the handouts, videos, all class and studio sessions.
Review chapters in the text from earlier tests.
Study Chapter 8, and 9 in the text. Know the terms at ends of chapters.

See an Analysis (comparison) by Marvin Bartel of Paul Duncum's "What Elementary Generalist Teachers Need to Know to Teach Art Well"(Art Education.  November, 1999) and "Drawing Is Basic" by Jean Morman Unsworth,  A  response to “What Elementary Generalist  Teachers Need To Know to Teach Art Well” Art Education. November, 2001, pages 6 to 11. https://www.goshen.edu/art/ed/duncum-review.html

Review the work of the art history pages presented in our class for exemplars related to the art work made in our class.

In Chapter 7, and our class notes, what are the characteristics of creative children, problems they face, how do we kill creativity and how do we foster creativity.
In your opinion, what are the pros and cons of "profiling" highly creative children in the classroom?

Review your handout on Developmental Stages to be able to tell the differnences for a first grade and a forth grade, etc.

Study the National Visual Arts Standards , appendix A in text. Can you say which standards or categories you covered in the lessons you taught in Field Teaching?

Study Questions.  Find other students in the class and ask each other these "jeopardy" questions.

1. How would it be different to teach thinking strategies to do problem finding compared to problem solving?
2. What ways can you think of to teach idea finding for subject matter in art work?
3. What ways can you think of to teach new art skills in observation and with art materials?
4. What ways can you think of to teach imaginative thinking?
5. What ways can you think of to enhance and motivate work done from memory?
6. What would be the aesthetic implications of multi-use space in a school vs. single use space designed for one function?
7. What are some ways to teach and learn visual literacy?
8. What kinds of art materials and processes are more and less appropriate at various developmental stages?
9. What would be subject matter (topics) for art that would be more appropriate for first graders than for fifth graders?
10. What criteria would be good to use when selecting art exemplars to study after media work?  How and where could you find these exemplars?
11. What subject matter is more appropriate for fifth graders than first graders?
12. What are the steps of idea creation (not craft methods) you could use for students to create a weaving?
13. How could you teach the craft of weaving without doing a weaving demonstration?  By what criteria could these be fair questions since the class has not had any weaving lessons?
14. What kinds of criteria would you use to group a fourth grade class into synectic groups for the purpose of designing and creating school murals about the neighborhood in which they live?
15. What kind of Visual Arts Standards could be addressed by a third grade poster assignment dealing with neighborhood beautification?
16. What is the definition of an artful teacher (not an art teacher)?
17. In what ways is teaching similar to creating artwork?
18. How can children be helped to accept and benefit from mistakes?
19. In what ways is the teaching of art, when done correctly, also apt to help students learn other things even though the other things are not part of the art lesson?
20. What formal compositional choices are made by students arranging colored shapes in a collage?

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• Review your e-mail messages from the term - looking for content.
• Review handouts from the term.
• Compare Claudia Cornett's "Creativity Squelchers" ( POST IT PAGE 1-7 from Creating Meaning Literature and the Arts page 30) with Bartel's "Creativity Killers"
• How could Cornett's Pantomine Possibilities be used as motivational topics and techniques for artwork (see A-to-Z Pantomeme Possibilities, page 262, POST IT PAGE 8-1 )?
• Review Text.
• For the complete list of webpage links about art education

Stages of the Creative Process (including Elaboration ) Strategies to Creatively Solve Problems Review sheet for How To Judge Photography Review sheet for Types of Photographs ON RESERVE IN LIBRARY, DECEMBER 2002 For lots of examples and ideas for photography with chldren , see: Secret Games: Collaborative Works with Children 1969-1999 by Wendy Ewald , Adam D. Weinberg, Urs Stahel Select and study one idea that you feel you could use as a point of departure to creatively develop a photography lesson for children in an elementary school classroom. For photographic categories and types. Criticizing Photographs: An Introduction to Undertanding Images by Terry Barrett

• A list of Creativity Links
• Back to other Study Pages
• Also see List of Matching Words used on Previous Tests
• Also see Assessment for studio work.
• Also see Assessment for Art History, Aesthetics, and Criticism
• Also see Lectures Review page
• The Getty Art Education Pages to see what others say
• To an essay on Art in Everyday Life by Marvin Bartel
• To a letter to a pre-school director by Marvin Bartel
• To a letter to the parents of Sunday School children
• To the page on Planning An Art Lesson
• To page about Quest for Order and other Sources of Inspiration
• To lecture notes on the Developmental Stages in art
• To Art Rituals in the Classroom
• Back to a well written essay answer
• For the index of art education webpage files
• For a page about the reasons for art in elementary
• Be familiar with this list of eight likely reasons that Rebekah Short's students did so well on Indiana State tests when in third grade (they had a 100 percent pass rate).
• Link to Art Education Advocacy pages

• Back to Art Education at Goshen College
• Back to the Marvin Bartel home page
• To the Art Department at Goshen College