School of Art and Design
Art Education Program
AD 318 (518)
Curriculum Building through Art in Diverse Contexts
Spring 2014
M/W 12-1:20
DESCRIPTION
This course is designed to provide students with opportunities to plan, teach, assess, and reflect on their
understanding and implementation of curriculum with an emphasis on socially-engaged community art
practices. Students will be exposed to a history and diversity of innovative community-engaged art
projects, artists, art educators and community members working collaboratively to improve society.
Each individual will demonstrate a thorough knowledge of contemporary issues by developing dynamic
instruction that considers learner development in art with site-specific content and contexts. All
students will be introduced to teaching as a performing art and will have the opportunity to teach in the
community. Essential components are reading, writing, researching, documenting and developing
community-based art curriculum and alternative assessment tools.
While there are no prerequisites for this course, it is required that Art Education majors seeking
admission to the Teacher Education Program complete AD 208: Introduction to Art Education, and this
course prior to admission.
Following completion of these two courses and successful admittance to the TEP, the teacher candidate
may continue with art education methods courses (AD 308, 328, & 338) and all EDUC coursework.
Instructor’s Contact information:
Dr. Sally Gradle, Ed. D. 006D Allyn (Office) 102 Allyn (Classroom)
Office Phone: 453 7765 Email: gradle@siu.edu
Office hours will generally be an hour before class, after class, and by appointment.
Calling ahead or emailing the instructor is always a good idea.
CONCEPTUAL FRAMEWORK
The concepts in AD 318 will be explored at a beginning level, building upon prior knowledge and
experiences with art education developed in AD 208: Introduction to Art Education. Reading,
discussion, and assignments in AD 318 include a focus on:
-understanding learners and art in a context for building curriculum
-visual literacy in curriculum building
-visual literacy and the academic language of the arts
-collaboration and differentiation in curriculum building
-understanding assessment in building curriculum
-dispositions growth of the future art teacher
Early field experiences in this course will include a curriculum project that is shaped through class
discussions on readings, learning about available resources, and studying about specific learner
populations in the community. There are also planned teaching experiences for future teachers
throughout the semester. These encompass workshop interactions with local area art educators and the
student Art Education chapter; teaching at a Discovery Day in the Arts for high school students; and
teaching at a Children’s Festival in the Arts.
The IPTS disposition standard is emphasized in every course, and students’ progress toward the goal of
becoming a professional should indicate advancement each semester through participation in events
listed above and through portfolio building activities that are in all art education coursework and align
particularly with IPTS 9 and most of the Illinois Content Area Standards for the Visual Arts
(Il-CAS.VA).
All objectives
are
keyed to the Illinois Professional Teaching Standards (IPTS)
and
the Illinois Content
Area Standards for the Visual Arts (IL-CAS.VA). The content area standards in Illinois are aligned
with the Illinois Learning Standards, the Illinois Teaching Standards for Fine Arts, the National
Evaluation Systems, Inc.(1998), and the National Teaching Standards for Visual Arts, which are
endorsed by the National Accreditation of the Schools of Art and Design (NASAD). The IL-CAS.VA
are included in every course objective. However, it is also expected that the future teacher will develop
a broad knowledge of the concepts listed in the IL-CAS.VA provided through all studio, art history,
and art education methods coursework. Many of the ideas in the content standards are considered
foundational knowledge of the tools and processes of art as well as the skills and background
knowledge of art ideas that meet the learners’ needs.
COURSE OBJECTIVES and ASSIGNMENTS
Objective 1. Understanding Learners and Art in a Context for Curriculum Building
The future teacher will demonstrate understanding of how learners construct knowledge and acquire
skills in art, develop interdisciplinary connections, and enhance their problem solving abilities. (IPTS
1B, 2G, 5D; IL-CAS.VA 7C, 7L ).
This objective will be met:
-through daily written and oral assignments assessed with a checklist by the instructor, and
-through a written curriculum project assessed with a rubric by the instructor.
Objective 2. Visual Literacy and the Academic Language of the Arts
The future art teacher will demonstrate a strong understanding of visual literacy and the academic
language of the visual arts. (IPTS 2I, 2N, 5D, 50, 8B, 8T; IL-CAS.VA 7J).
This objective will be met:
-through the future art teacher’s facilitated class discussion about a work of art or a collection
of art works that will be used in the curriculum project, assessed with a rubric by peer review, and
Objective 3. Visual Literacy in Curriculum Building
The future art teacher will demonstrate understanding of digital, print and visual resources needed to
develop curriculum for a specific population. (IPTS 6D, 6F; IL-CAS.VA 5E, 5F). This objective will be
met:
-through a written and oral presentation of source material (digital, print, visual) appropriate for
the curriculum project assessed with a rubric by peer and instructor review.
Objective 4. Collaboration and Differentiation in Curriculum Building
The future art teacher will develop understanding of the teacher’s various roles in order to establish
effective collaborations and useful differentiated lessons for an art setting. (IPTS 4C, 5K, 8B;
IL-CAS.VA 7H). This objective will be met:
-through the development of a resource packet of collaborative, differentiated strategies to
engage a wide variety of learners, assessed with a rubric by the instructor.
Objective 5: Understanding Assessment in Building Curriculum
The future teacher will learn foundational terms for assessment and differentiation and develop pre- and
post- assessments for the curriculum project. (IPTS 7A, 7G; IL-CAS.VA 7K). This objective will be
met:
-through the written curriculum project assignment’s pre and post assessments for
learners, assessed with a rubric by the instructor, and
-through a written test on assessment, assessed with a scoring guide by the instructor.
Objective 6: Dispositions Growth of the Future Art Teacher
The future teacher will show evidence of ongoing professional development throughout the course
(IPTS 1B, 1C, 1E, 1F, 8B, 8G, 9A, 9D, 9I, 9O, 9P; IL-CAS.VA 7G, 7M, 7N)
by:
-attending course required events and coming prepared to all course related projects in the
community, assessed with a checklist by the instructor, and
-showing evidence at the end of the semester that there has been work done on the future
teacher’s online digital portfolio, assessed with a checklist, by instructor’s review and written
comments.
RESOURCES TO BE READ AND DISCUSSED IN CLASS
REQUIRED TEXTS:
Fountain, H. (2014).
Differentiated instruction in art.
Worcester, MA: Davis Publications. ISBN: 978
1 61528 121 3.
Congdon, K. (2004).
Community art in action.
Worcester, MA: Davis Publications, ISBN: 0 87192
631 8.
ADDITIONAL READINGS
:
+ pdf’s available through the course
* optional, useful course readings to rent, borrow or purchase:
+Anderson, T. & Conlon, B. (2013). In the shadow of the Peace Walls: Art, education, and social reconstruction in Northern Ireland. Art Education, 66(4), 36-42.*Barrett, T. (1997). Talking about student art. Worcester, MA: Davis Publications. ISBN: 0 87192 361 0
*Douglas, K. & Jaquith, D. (200(). Engaging learners through artmaking New York: Teachers College Press. ISBN: 978 0 8077 4976 0.
*Beattie, D. K. (1997). Assessment in art education. Worcester, MA: Davis Publications. ISBN: 0 87192 363 7.
*London, Peter. (1994). Step outside: Community-based art education. Portsmouth, NH: Heinemann.
+Dis/Cover/ing the Quilts of Gee’s Bend, Alabama by Anna C. Chave, 2008. The Journal of Modern Craft, pp. 221-254.
+The Betsy Ross redux: The Underground Railroad Quilt Code by Leigh Fellner, 2006,
+The Quilts of Gee’s Bend: How Great Art Gets Lost by Bernard L. Herman. The Journal of Modern Craft Vol. 2 Issue 1., March 2009, pp. 9-16.
+Interdisciplinary Invitations: Exploring Gee’s Bend Quilts by Rebecca Mitchale, Phyllis Whitin, and David Whitin, Art Education Jan. 2012 pp. 25-32
For more resources, please see:
Clark, G. Zimmerman, E. (2000). Greater understanding of the local community: A community-art education program for rural schools. Art Education.
Clements, R. D. & Wackowiak, F. (2010). Emphasis art. Boston: Allyn & Bacon. Chapters 16-19.
Congdon, G.K., Blandy, D., & Bolin, E.P. (2001). Histories of community-based education. Reston, VA; National Art Education Association.
Coutts, G. & Jokela, T. (2008). Art, community and environment: Educational perspectives. Chicago: Intellect.
Elizabeth, L. & Young, S. (Eds). Works of heart: Building village through the arts. Oakland, CA: New Village.
Hannigan, S. (2012). Turning community stories into community art. International Journal Of Education Through Art, 8(2), 135-150.
Nordlund, C. (2013). Waldorf Education: Breathing Creativity. Art Education, 66(2), 13-19.
Stewart, M. & Walker, S. (2005). Rethinking curriculum in art. Worchester, MA: Davis Publications.
Wurm, J. P. (2005). Working in the Reggio way: A beginner’s guide for American teachers. St. Paul, MN: Red Leaf Press.
ASSESSMENTS keyed to OBJECTIVES
Objective 1. Understanding Learners and Art in a Context for Curriculum Building
A. Daily assignments
The future teacher will be reading and preparing for discussion about what diverse art learners need in various settings in the community, the scope and sequence of activities that could be beneficial, the range of skills that are possible, and the kinds of connections that make art an exciting component to real life experiences.
These will be assigned and assessed throughout the course by the instructor in the following way:
1 point = quality of written ideas (articulate, critical, and innovative thinking) 1 point = prepared for class discussion having read material or prepared written work
B. The Curriculum Project
The art resources, the differentiation strategies, and the pre/post assessments are part of this curriculum project. Since these components are assessed under different objectives in this course, they are not duplicated here. Assessed by instructor.
3 pt. 5pts. 10 pts.
Beginning Developing Accomplished
FOCUS: Explain the enduring idea or focus for the curriculum project that will incorporate discussion of the art context, the products you envision, and your personal perspective on learning. (1 page)
ASSETS: Discuss the community assets, the cultural and personal strengths that could contribute to building this curriculum project. (1 page)
OUTLINE: Explain in a step by step outline what you will do for each segment of the project, what needs to be explained or discussed with the learners, and what will need to be evaluated. (3-5 pages)
DISCUSSION OF EVIDENCE: Include evidence that your curriculum project has been taught: visuals of student work, for example, or their writing about art.
QUALITY: Written work is compiled in a careful way, with any citations for resources listed in APA style at the end, any names given a pseudonym, submitted in a timely manner.
Objective 2. Visual Literacy and the Academic Language of Art
A. Checklist for the Presentation of a Mini-lesson “Looking at Art”
The future teacher will select 2-3 works of art that could be used in their curriculum project. Using one of the following ways to explore these works, the future teacher will present a mini-lesson to class. Assessed by peers and instructor, using Donna Kay Beattie’s circle graph rating scale (1997, p. 66) 25 points possible, 1 to 5 points per question:
--visual thinking strategies --descriptive analysis --interpretation of art --token response game --debate or role play --in out maybe --object ranking
--how well was the reason for looking at the art clarified by the presenter?
--how well did the presenter provide a hook that connects to other life experiences of the viewers? --how well did the presenter explain the discussion rules for viewing art?
--how well did the presenter use a strategy for leading the discussion?
--how well did the presenter sum up the ideas of the group, and give respectful attention to comments?
Objective 3. Visual Literacy and Curriculum Building
Rubric for
Presentation of Resources for the Curriculum Project in Art Education
3 pt. 5 pts. 10 pts.Beginning Developing Accomplished
Organization: PowerPoint or Prezi shows clear slides, with acknowledged source documentation, minimal but important print is featured on the topic, and the work is organized visually in a way that makes sense to the viewer.
Content: give the background of the resources used for the curriculum project, history of the text or site that led to your focus, 2-3 things you discovered to supplement what you are reporting on, looked at other similar works and the evolution/iteration of the art form, studied how people have reacted to the art.
Handout for class members shows: 1)best practices in talking about the images you used as resources, 2)the
particular academic language skills this curriculum project would cover, 3) the site or information for all literature, 4) what the teacher would provide for learners in an art room (ex: an aesthetic/philosophical discussion, a project, help in raising awareness of an issue, exploration of art history), 5) how the appropriate matching of learners to resources has been considered in selecting materials for curriculum.
Differentiating Strategies
Objective 4. Collaboration and Differentiation in Curriculum Building
Rubric for Differentiated Strategies in Art
Strategies for the following differentiation ideas are created. No fewer than five, which use examples from the art curriculum project as a basis for this development. One page for each, put into a binder, assessed by instructor:
--a choice based idea
--a tiered approach to learning
--grouping according to learning strengths --a raft strategy
--a learning menu --tic-tac-toe menu
--negotiated criteria using contracts --think dots
--create one or two of your own differentiations
1 pt. 3 pts. 5 pts.
Beginning Developing Accomplished
Five pages—all five, or more, examples are present
Ideas for differentiation strategies seem feasible given the context for diverse learning, the setting and what might be known about the participants.
The author has been creative in the adaptation of other’s ideas on
differentiation.
The author has been innovative in developing other ways to differentiate instruction in art.
Work is submitted on time.
Objective 5: Understanding Assessment in Building Curriculum
A. Curriculum Project Pre- and Post- Assessment Rubric
This rubric will be used when the future teacher submits the curriculum project that has pre-assessment questions, post-assessments, and the written components that are needed to understand their application and potential benefits for the learners. Assessed by instructor.
1 pt. 3 pts. 5 pts.
Beginning Developing Accomplished
The pre-assessment asks questions that help determine what the learner knows how to do and/or understands about art.
The pre-assessment questions and observations show that thought was given to where the curriculum plan could go, while still explaining several avenues open for possibility.
The pre-assessment questions ask more of the learner than yes or no responses. The questions are thoughtfully worded so that learners feel capable and able to respond. The questions are listed, and they are aligned with Bloom’s taxonomy.
The post-assessment asks questions that determine if the learning objectives were achieved during the curriculum project. They are listed here.
The post-assessment asks for all students to respond in ways that are appropriate for particular groups of diverse learners. The diverse orientations to learning are noted
parenthetically next to the questions.
The post-assessment shows what the evidence of student learning might be and how this evidence could be assessed with process or product.
Both process and product assessment tools are attached.
Assessments were turned in on time, written clearly, with evident skill in communicating ideas about teaching.
B. Test on Knowing Assessment Content Knowledge
The future teacher will complete and pass with a score of 20/25 possible points a short answer/multiple choice test on the purposes, characteristics and limitations of various kinds of assessments. Results will be charted accordingly by the instructor. A graph of the results (minus names) will be shared with the future teachers as a way of exploring data to improve our own learning.
Beginning Developing Progressing Accomplished
1-10 correct responses 11-15 correct responses 16-21 correct responses 22-25 correct responses
Objective 6: Dispositions Growth of the Future Art Teacher
A. Preparation for Teaching Art
To be completed by the instructor of all Art Education courses each semester of the art education student’s progression toward degree completion.
1 pt. 3 pts. 5 pts.
Beginning Developing Accomplished
Prepared for class, community, or field events
Attends class and all other events consistently and punctually
Exhibits interest in meetings the learners’ needs
Uses knowledge about art making to promote advocacy for the arts
Collaborates with others
Reflects on personal perspectives and biases
Engages in self-assessment
Identifies pathways for continuous growth and achievement in art and teaching
Models professional behaviors (respect, confidentiality, integrity, and honesty)
Participates in professional organizations professional development opportunities
Objective 6: Professional Advancement in Art
B. Checklist for Assessing Knowledge & Skill in the Content of Studio Practices
Digital Portfolio of Art ChecklistTo be completed by the instructor of AD 208, 308, 318, 328 and 338 each semester of the art education student’s
progression toward degree completion. During the last art education course (AD 338), the student must have the portfolio approved by art education faculty in order to advance to student teaching. In other semesters, “in progress” is an
appropriate mark.
Indicate Yes, No, or In progress
______Portfolio design shows attention to craftsmanship in detail and organization, considering how the viewer will understand and interpret the visual information.
______Portfolio shows skill at using digital media to convey ideas clearly.
______Each image has a label:
Title Media Size
______At least five media are represented in the portfolio:
Drawing, painting, sculpture, printmaking, metals, fibers, ceramics, mixed media
______Time based media is included:
Video, website design, performance art
______At least one work shows a progression of ideas, creative development, and problem solving over time (a series of sketches leading toward a painting, for example)
______Images in the portfolio show work in five areas:
POINTS AND GRADING
PARTICIPATION:Daily attendance, binder completion of daily assignments, and preparation for class: 75 points Dispositions rating: up to 50 points
TEACHING/FACILITATING:
Looking at Art mini-lesson presentation: up to 25 points
Resources presentation for your curriculum project, including handouts for class: up to 40 points Teaching in the community venues for this course: up to 70 points
WRITING:
Paper on Differentiation strategies for your curriculum project: up to 25 points Written Curriculum Project: up to 50 points
Written Curriculum Project pre- and post- assessment up to 40 points
Test on Assessment Knowledge: up to 25 points
Total possible points = 400 375 - 400 = A 361- 374 = A- 350 -360 = B + 340 - 339 = B 320 - 339 = B-
FINAL EXAM NOTICE: There is no final examination in this course, although meeting during the final exam time is possible and should be considered in the future teacher’s planning. It is expected that the future teacher upload the progress made to the Gateway Digital Art Portfolio. The completed, multi-faceted Curriculum Project is both a formative assessment of developing knowledge and a good summative assessment of the course’s objectives for learning.
STANDARDS LIST
IPTS:
1B) understands how each student constructs knowledge, acquires skills, and develops effective and efficient critical thinking and problem-solving capabilities;
2G) understands the theory behind and the process for providing support to promote learning when concepts and skills are first being introduced; and
2I) evaluates teaching resources and materials for appropriateness as related to curricular content and each student’s needs;
4C) understands how to help students work cooperatively and productively in groups;
5D) understands disciplinary and interdisciplinary instructional approaches and how they relate to life and career experiences 5K) varies his or her role in the instructional process as instructor, facilitator, coach, or audience in relation to the content and purposes of instruction and the needs of students;
5O) models and facilitates effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning;
6D) understands writing processes and their importance to content learning;
6F) recognizes the relationships among reading, writing, and oral communication and understands how to integrate these components to increase content learning;
7A) understands the purposes, characteristics, and limitations of different types of assessments, including standardized assessments, universal screening, curriculum-based assessment, and progress monitoring tools;
7G) understands how to make data-driven decisions using assessment results to adjust practices to meet the needs of each student;
8B) understands the collaborative process and the skills necessary to initiate and carry out that process;
8T) identifies and utilizes community resources to enhance student learning and to provide opportunities for students to explore career opportunities.
9D) identifies paths for continuous professional growth and improvement, including the design of a professional growth plan; 9P) uses leadership skills that contribute to individual and collegial growth and development, school improvement, and the advancement of knowledge in the teaching profession.
IL-CAS.VA:
5E. Analyzes how the visual arts have contributed over time to communication, celebrations, occupations, recreation, politics and entertainment
5F. Analyzes how the visual arts do and have been used to inform and persuade.
7C. Understands the ongoing process of curriculum development, taking into account local, state, and national standards.
7F. Understands different assessment methods and their application in visual arts education. 7G Understands the need for continuing study, self evaluation and professional growth. 7H. Adapts instructional strategies and assessment methods to the needs of individual students, allowing for students' learning styles, cultural backgrounds and special needs.
7L. Identifies and applies teaching methods for integrating visual arts with other art forms and other subject areas.
7N. Advances their knowledge of current developments in the field by participating in professional development activities (e.g., coursework, professional organizations, and workshops).
ACADEMIC CALENDAR FOR SIU 2013-2014
SPRING SEMESTER 2014Spring Semester Classes Begin: Monday, January 13, 2014 Martin Luther King, Jr.'s Birthday Holiday: Monday, January 20
Spring Vacation: Saturday, March 8, 12:00 Noon through Sunday, March 16 Final Examinations: Monday, May 5 through Friday, May 9
All Breaks begin officially at 10:00 p.m. the night before and end at 7:30 a.m. the morning after the respective beginning and ending dates listed, unless otherwise noted.
Syllabus Attachment for Spring 2014
for all courses at Southern Illinois University Carbondale
WITHDRAWAL POLICY ~ Undergraduate only
Students who officially register for a session may not withdraw merely by the stopping of attendance. An official withdrawal form needs to be initiated by the student and processed by the University. For the proper procedures to follow when dropping courses and when dropping from the University, please visit
http://registrar.siu.edu/pdf/ugradcatalog1314.pdf INCOMPLETE POLICY~ Undergraduate only
An INC is assigned when, for reasons beyond their control, students engaged in passing work are unable to complete all class assignments. An INC must be changed to a completed grade within one semester following the term in which the course was taken, or graduation, whichever occurs first. Should the student fail to complete the course within the time period designated, that is, by no later than the end of the semester following the term in which the course was taken, or graduation, whichever occurs first, the incomplete will be converted to a grade of F and the grade will be computed in the student's grade point average.
For More information please visit
http://registrar.siu.edu/grades/incomplete.html REPEAT POLICY
An undergraduate student may, for the purpose of raising a grade, enroll in a course for credit no more than two times (two total enrollments) unless other-wise noted in the course description. For students receiving a letter grade of A,B,C,D, or F, the course repetition must occur at Southern Illinois University
Carbondale. Only the most recent (last) grade will be calculated in the overall GPA and count toward hours earned. See full policy at
http://registrar.siu.edu/pdf/ugradcatalog1314.pdf GRADUATE POLICIES
Graduate policies often vary from Undergraduate policies. To view the applicable policies for graduate students, please visit
http://gradschool.siu.edu/about-us/grad-catalog/index.html DISABILITY POLICY
Disability Support Services provides the required academic and
programmatic support services to students with permanent and temporary disabilities. DSS provides centralized coordination and referral services. To utilize DSS services, students must come to the disability office to open cases. The process involves interviews, reviews of student-supplied documentation, and completing Disability Accommodation Agreements.
http://www.siu.edu/dss STUDENT CONDUCT CODE
http://policies.siu.edu/other_policies/chapter3/conduct.html SALUKI CARES The purpose of Saluki Cares is to develop, facilitate and coordinate a university-wide program of care and support for students in any type of distress—physical, emotional, financial, or personal. By working closely with faculty, staff, students
and their families, SIU will continue to display a culture of care and demonstrate to our students and their families that they are an important part of the community. For Information on Saluki Cares: (618) 453-5714, or siucares@siu.edu, http://salukicares.siu.edu/index.html
EMERGENCY PROCEDURES
Southern Illinois University Carbondale is committed to providing a safe and healthy environment for study and work. We ask that you become familiar with the SIU Emergency Response Plan and Building Emergency Response Team (BERT) program. Emergency response information is available on posters in buildings on campus, available on BERT’s website at www.bert.siu.edu, Department of Safety’s website www.dps.siu.edu (disaster drop down) and in Emergency Response Guideline pamphlet. Instructors will provide guidance and direction to students in the classroom in the event of an emergency affecting your location. It is important that you follow these instructions and stay with your instructor during an evacuation or sheltering emergency.
INCLUSIVE EXCELLENCE
SIU contains people from all walks of life, from many different cultures and sub-cultures, and representing all strata of society, nationalities, ethnicities, lifestyles, and affiliations. Learning from and working with people who differ is an important part of education , as well an essential preparation for any career.
MORRIS LIBRARY HOURS http://www.lib.siu.edu/about
LEARNING AND SUPPORT SERVICES
Help is within reach. Learning support services offers free tutoring on campus and math labs. To find more information please visit Center for Learning and Support Services website for: Tutoring :
http://tutoring.siu.edu/ Math Labs
http://tutoring.siu.edu/math_tutoring/index.html
WRITING CENTER
The Writing Center offers free tutoring services to all SIU students and faculty. To find a Center or Schedule an appointment please visit
http://write.siu.edu/
AFFIRMATIVE ACTION & EQUAL OPPORTUNITY Our office's main focus is to ensure that the university complies with federal and state equity policies and handles reporting and Investigating of discrimination cases.
For more information visit http://diversity.siu.edu/#
