Combe, Jennifer K.

English

University of Montana

University of Montana ScholarWorks at University of Montana Syllabi Course Syllabi Spring 1-2016 ARTZ 302A.01: Elementary School Art Jennifer K. Combe University of Montana - Missoula, jennifer.combe@umontana.edu Follow this and additional works at: https://scholarworks.umt.edu/syllabi Let us know how access to this document benefits you. Recommended Citation Combe, Jennifer K., "ARTZ 302A.01: Elementary School Art" (2016). Syllabi. 4462. https://scholarworks.umt.edu/syllabi/4462 This Syllabus is brought to you for free and open access by the Course Syllabi at ScholarWorks at University of Montana. It has been accepted for inclusion in Syllabi by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact scholarworks@mso.umt.edu. COMBE.SYLLABUS.SPRING 2016 1                     Art Education in the 21st century is a process and product of historical considerations, philosophies, practices, educational research, and trends in the worlds of art and visual culture.  ESSENTIAL QUESTIONS - What is the value of visual art education in an elementary classroom?   - How do our experiences with visual art and the history of art education affect our current thinking about teachi  art?  - How does experiential learning support process-based (rather than product-based) art investigations?  COURSE DESCRIPTION FROM CATALOGUE  Visual art teaching methods for future elementary school teachers to include production of original works in a variety of media, methods of critique, curricular components, media management, resources, and guided teaching experiences.   COURSE OBJECTIVES University of Montana : Jennifer Combe Office: FA 102C :  Jennifer.Combe@mso.umt.edu Elementary Art : 302, 2 credits Mailbox in art office - COMBE Class held: Wednesdays 302.01: 9:10 am – 12:00 pm 302.02: 2:10 pm – 5:00 pm Office hours: Thursdays, 2:00 – 4:00 Art for Elementary Educators  EDU 302.01 & 302.02 Revisualizing elementary  art  education          COMBE.SYLLABUS.SPRING 2016  2 1. Develop an understanding of the relationship between socio-culture diversity and student learning. 2. Utilize curricular theories in developing art education content and instruction.  3. Utilize constructivist theory and employ democratic approaches to learning and teaching.  4. Utilize research and data collection as a way through which to employ self-reflexivity in pedagogical contexts.  5. Use a variety of instructional strategies and contemporary curricular approaches to encourage students’ development as critical thinkers.  6. Implement instructional and behavioral management strategies to promote a positive and cooperative learning environment.  7. Reflect on professional practices and demonstrate commitment to fulfilling responsibilities set forth in Core Values: Professional and Interpersonal Competencies.   COURSE OUTLINE The course outline is posted on Moodle. Refer to it for activities, due dates, readings, locations, etc. Be forewarned that a course outline is a document in process; it evolves responding to students’ needs. Note that all assignments and digital readings are posted on Moodle. The readings and quizzes/activities are at the end of the center column.   GRADING All coursework will be evaluated in self / peer / faculty format via essays, rubrics, and/or tally charts. Evaluators will vary depending on assignment. If only a self-reflection is required, I will review your reflections and override your evaluations if necessary. Final grades are determined on a percentage basis.  NASAD requires five hours outside of class per week in order to complete the assignments. (1 credit = 3 hours of study per week for 16 weeks. A 3 credit class = 9 hours a week of study. We meet 4 hours a week, which leaves 5 hours of homework per week.)             90% Assignments  This portion includes homework and in-class assignments. Detailed evaluations and reflection questions will accompany all assignments. Assignments will support the development of curricula for your K-8 teaching.      10% Community Development  This includes class participation (verbal and physical), work habits with a positive attitude, daily and semester’s end room care, and community building games and activities. It also includes your Resource Binder, as the binder connects you with artists and resources.   The total will be added and the percentage of points earned will be assigned letter grades as follows:  100 - 94 = A, 93 - 91 = A-, 90 - 88 = B+, 87 - 84 = B, 83 - 81 = B-, 80 - 78 = C+, 77 - 74 = C, 73 - 71 = C-, 70 - 68 = D+        REQUIRED MATERIALS  + TEXTS Required Materials:  - Thumb drive for class presentations - Portfolio for art storage in trollies - Computer access for blog  COMBE.SYLLABUS.SPRING 2016 3  Required Texts:  Readings will be provided on Moodle Wood, Chip. (2007) Yardsticks: Children in the classroom ages 4 – 14. Turners Falls, MA: Northeast Foundation for Children.   Additional supplies may be requested as needed.   STUDENT CONDUCT CODE/CLASSROOM CONDUCT - All students must practice academic honesty. Academic misconduct is subject to an academic penalty by the course instructor and/or disciplinary sanction by the University. All students need to be familiar with the Student Conduct Code. The code is available for review online at http//life.umt.edu/vpsa/student_conduct.php.   - Students may not use headphones or ear buds during class time. This is to build community between one another and to learn from conversations occurring around you as you work. I also encourage you to walk around the room to look at other students’ works to learn and grow.  - Students should wear clothing to class that they feel comfortable staining. (Feel free to wear an apron in class.)  - Cell phones should be put away while class is in session. They may be occasionally used for educational purposes only, such as photographing work (if no model is in the room), looking up information, or adding a due date to your calendar, etc. If students need to access phones for an academic purpose, a verbal announcement stating the purpose of use must be stated to the entire class. Texting and calling may take place before and after scheduled class times.    ATTENDANCE Students are expected to arrive on time and be in class. All absences, regardless of cause (sleeping in/travel/medical emergency/family emergency), follow the guidelines below:  - One absence/late arrival/early departure:                No grade change - Two to three absences/late arrivals/early departure:               One full grade drop - Four to five absences/late arrivals/early departure:               Two full grades dropped - More than five absences/late arrivals/early departure:               Retake course    FINAL EXAMS The final exam is your final teaching presentation.    DUE DATES Work is to be typed and submitted in paper format (not e-mailed) unless otherwise noted.  Late work is not accepted. If you predict an absence, submit assignments early.   This policy comes with a caveat: students may revise assignments post-deadlines to improve their grades. This must  COMBE.SYLLABUS.SPRING 2016  4 take place within one week after the deadline. Both dates need to be included on the assignment.    LEGIBILITY AND LABELING Label all class assignments with your name. Label artwork on the back. Written materials should be presented in a legible and professional format. Papers must be typed.   Begin a computer file and labeling system that will allow you to find curriculum and lesson plans you develop. I recommend that you develop the habit of revising lesson plans after class/critique/teaching so that they are ready for use in future years. Many new teachers are asked to show lesson plans as part of the interview process. A series of smart, attractively presented lesson/project plans is an essential component of your job search portfolio and your readiness to teach when you get your ideal job.  WRITING Well-written papers and lesson plans are required for this course. Check written work carefully before submitting it. If you are not a strong writer, please make use of The Writing Center at UM. A tutor will help you to improve written assignments and thus help you to develop the writing skills you need as a professional educator. http://www.umt.edu/writingcenter/  SPECIAL NEEDS The University of Montana assures equal access to instruction through collaboration between students with disabilities, instructors, and Disability Services for Students (DSS).  If you think you may have a disability adversely affecting your academic performance, and you have not already registered with DSS, please contact DSS in Lommasson 154.   I will work with you and DSS to provide an appropriate accommodation. http://life.umt.edu/dss/  WITHDRAWAL POLICY Refer to UM Catalogue or visit http://www2.umt.edu/catalog/acpolpro.htm.  HEALTH AND SAFETY The UM Art Department uses environmentally sound methods. Spray fixatives may not be used inside the studio facilities. They may be used outside or in an approved spray booth.  Acrylic mediums are water-based and acceptable. All are available at our bookstore. You will be individually responsible for clean up at the end of each of your classroom working periods, both during and between classes. No creatures or children under the age of 18 will be allowed in studios during class time or open studio times. No food or open beverage containers are allowed in Art Department facilities when art making is in process. Students may take a snack break by stepping out of the studio if necessary.    BUILDING ACCESS The use of studio space requires current enrollment in a specific studio course, as course fees are used for communal supplies. Hours are from 7 AM - 11 PM daily.   PEER RESOURCES If you miss class, call or e-mail a classmate before contacting me to find out what you missed and what you might need to bring to the next class. Record the contact information of two classmates below: COMBE.SYLLABUS.SPRING 2016 5  Peer 1:    _____________________________________________________  M phone:    _____________________________________________________  H phone:    _____________________________________________________  E-mail    _____________________________________________________   Peer 2:    _____________________________________________________  M phone:    _____________________________________________________  H phone:    _____________________________________________________  E-mail    _____________________________________________________ CORE VALUES:  PROFESSIONAL AND INTERPERSONAL COMPETENCIES  Department of Art Education, School of Visual Art, University of Montana  Professionals in educational settings are expected to engage in scholarly practices with professional integrity. Yet, such professional and interpersonal competencies are not always explicitly stated to students in pre-service stages of professional development. This rubric makes explicit the meanings and practices of professional and interpersonal competencies that are expected of students and educators by the Art Education program.  This document lists a range values and competencies.  Competencies are listed under corresponding core values.  Rationales for specific competencies are followed by descriptions of exemplary models that meet and exceed standards. The holistic ideal:   Student balances the social, emotional, cultural, physical, spiritual, intellectual, and aesthetic dimensions of the self.     Emotional Responsibility: Demonstration of reason and balance in decision-making and interactions is essential to a trusting educational environment. Student demonstrates balanced judgment. Student is appropriately mature, responsible and dependable. Student respects the viewpoints of others even during disagreement. Student seeks support for coping with stress. Student is always responsible for own emotions and behaviors; does not blame others. When engaging in a challenge of ideas, student’s communication is professional and focused on educational content, not on personal traits. Student expresses feelings appropriately without aggressive overtones. Student accepts constructive criticism with poise and determination for growth.  Self care: In order to fully attend to the learning needs of others, an educator needs to maintain one’s energy level, alertness and stamina by caring for one’s physical well-being and emotional health. Student maintains a balanced lifestyle with adequate nutrition, exercise and sleep. Student maintains emotional health. Student manages time for appropriate self-care. Student seeks appropriate professional support if needed.   COMBE.SYLLABUS.SPRING 2016  6 Intellectual enthusiasm and personal and professional introspection:   Student engages in a dynamic pursuit of knowledge and dissemination of ideas and information within a culture that nourishes creativity and curiosity. Student is also engaged in a lifelong commitment to authentic reflection and continual growth.    Attendance: To be a full participant in the educational community, educators need to be intellectually engaged and physically present. Student always arrives to class or field site early in order to set up to teach and learn. Student participates in class discussion through verbal and non-verbal communication. Student never misses class or fieldwork, and takes responsibility if she or he is going to be late or absent by contacting a peer to submit work to faculty member on time.  Class Preparation: Educators need to complete work with academic rigor and take initiative to be fully prepared. Reading, written and other work is always done with close attention paid to high quality. Contributions extend the educational experience of the group. Work always reflects deep thinking, reflection, wide interest, and curiosity.  Performance and Participation: To facilitate one’s own learning and learning of others, educators need to be aware of others’ needs and perspectives while remaining alert, actively engaged and open minded. Student is attentive and active in class and field site. Student draws connections between a wide range of ideas and her or his own academic work or fieldwork. Student is inquisitive, engaged, and reflective. Student takes initiative to contribute or assist. Student shares the collective space. Student neither dominates nor intimidates, nor remains invisible or silent. Student is eager and able to take on new situations, new material, new responsibilities and new frameworks of thinking. Student can accept ambiguity in the learning process. When faced with challenge, student demonstrates learning and professional growth.  Social responsibility:   Student engages in service and ethical behaviors in support of human dignity.    Collegiality: Engaging in shared responsibility for one’s own learning and the teaching of others is required for an effective educational environment. Student is very interested in, and supportive of, the work of others. Student is eager to learn from others and to share own ideas as well. Disagreements between student and others are handled professionally and cordially. Student is considerate and respectful of others. Student actively engages colleagues in academic discourse and other conversations. Student initiates collaboration and welcomes collaborative efforts of others.  Ethical Responsibility: Since education is a collective and collaborative enterprise, issues of ethical trust and responsibility are paramount for a productive environment. Principles of honesty, respect and integrity guide student’s academic work and community life. Student is always honest and respectful in dealing with others. Student is trustworthy in keeping personal and COMBE.SYLLABUS.SPRING 2016 7 professional confidences. Student demonstrates care and concern about truth and ethics. Student’s academic integrity is evident and personal integrity is consistent. A global community:   Student embodies an inclusive perspective grounded in mutual respect that actively seeks and embraces a diversity of voices.   Respect for Diversity: In order for education to promote full participation in a democratic society as the right of all persons in that society, all forms of human difference must be affirmed and included. Student exhibits compassion, integrity, concern, and respect for human diversity. Student seeks out opportunities to work in solidarity with, and understand perspectives of, people across a wide range of human differences including but not limited to ability/disability, race, gender, ethnicity, religion, sexual orientation, socioeconomic status, language, age and more. Student works deliberately to value pluralism and to understand issues of these human differences. Student is aware of the limits of one’s own perspective.                  COMBE.SYLLABUS.SPRING 2016  8  The above document contains content from the following sources:  The University of Montana, Phyllis J. Washington College of Education and Human Sciences, Teacher Education Program, Department of Curriculum and Instruction. (2010). Teacher education handbook. Retrieved from http://coehs.umt.edu/departments/currinst/default.php Tufts School of Education, Art Education. (2012). Personal and professional competencies. Retrieved from http://ase.tufts.edu/education/programs/teacherPrep/MATvisualArtCompetencies.asp    

ARTZ 302A.01: Elementary School Art

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ARTZ 302A.01: Elementary School Art

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