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ITE 326 Visual Arts, Elementary
Elementary and Early Childhood Education Program, Institute for Teacher Education, College of Education
University of Hawaii at Mnoa
Summer 2014
Instructor: Dr. Jennifer Herring
herringhawaii!edu
Cell Phone" #$#%&&'%(&#)
I. Descriptive Information
a! Course Description: ITE )&* +isual ,rts, Elementary -). includes the sco/e and
organi0ation of art education in elementary school curriculum and includes the creative
use of art media through la1oratory e2/eriences!
b. Focus Designation: 3one
c. Disabilit Statement!"#"$% &rogram
If you have a disa1ility and related access needs, /lease contact the 454U, /rogram
-UH 6isa1led 7tudent 7ervices 5ffice. at 89*%(9'' v:te2t, 454U,hawaii!edu, or go
to ;oom $') in the <ueen =iliuo>alani Center for 7tudent 7ervices! Please >now that
I will wor> with you and 454U, to meet your access needs 1ased on disa1ility
documentation!
d! &rofessional Dispositions Statement
The /rofessional dis/ositions shared in this course reflect the standards and
e2/ectations of the College of Education, the Institute for Teacher Education, and the
Elementary and Early Childhood Education Program! Teacher candidates must meet
/rofessional dis/ositions during all /rogram%related activities -i!e!, coursewor>, field
e2/eriences, meetings, and conferences.! ,ny category mar>ed with a does not meet
re?uires a conference, /lan of assistance for im/rovement, or dismissal! Professional
dis/ositions for the /rogram can 1e found on the EECE we1site and /rofessional
dis/ositions for this course follow in this sylla1us!
e! 't(ical )e(avior
,ll wor> you su1mit as yours must include /ro/er documentation and crediting of
sources! @ailure to /ro/erly introduce and document /ara/hrased material or
1orrowed ideas is /lagiarism! Plagiarism carries serious conse?uences and /ossi1le
dismissal from the /rogram! 7ee the UH General and Graduate Information Catalogue
under A7tudent ;egulationsB and the UH Student Conduct Code for s/ecific guidelines
related to /lagiarism!
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II. Stan*ar*s+)ase* '*ucation an* t(e College of '*ucation Conceptual Frame,or-
6uring your teacher education /rogram, you will find yourself immersed in standards%
1ased education! The College of Education -C5E. and the Institute for Teacher Education
-ITE. set standards for teacher candidates! The Hawaii Teacher 7tandards Coard -HT7C.
sets standards for Hawaii teachers! The Hawaii Content and Performance 7tandards
-HCP7 III. for 4%'& students and the Common Core 7tate 7tandards are ado/ted 1y the
Hawaii 6e/artment of Education! In addition, many of your teacher education courses will
integrate standards from /rofessional organi0ations! -i!e! Consortium 3ational ,rts
Educators, 3ational 7tandards for ,rts Education.
7tandards descri1e what teachers and students at all levels should >now, 1e a1le to do, and
care a1out! The College of Education Conce/tual @ramewor> and the Institute for Teacher
Education re?uire teacher candidates to 1e -no,le*geable. effective. an* caring! These
three standards are a /art of all learning e2/eriences in your teacher education /rogram!
HereDs an overview E
a. "no,le*geable
Teacher candidates are >nowledgea1le a1out content, /edagogy, and /rofessionalismF
human growth and develo/mentF and the /hysical, mental, emotional, and social
needs of students with diverse 1ac>grounds and learning needs!
b. 'ffective
Teacher candidates have the /rofessional e2/erience and s>ills to teach so that all
children can learn!
c. Caring
Teacher candidates care a1out students and their families and communities, teaching
and learning, and their own /rofessional develo/ment!
III. /oals. Content. an* #b0ectives of I1' 223
a! /oalEThe goal of this course is to assist P4%* teacher candidates in learning to /lan,
teach, assess, and reflect on visual arts content through the integration of visual arts
content across the P4%* curriculum! The e2/eriences in this course are designed to
/re/are the teacher candidate to develo/ a ?uality art education /rogram for P4%*
students that willE
Contri1ute to lifelong learning and /artici/ation in the visual arts
Promote the art wor> of young /eo/le as a reflection of their e2/eriences and
values
;einforce /ersonal worth and encourage individual achievement
Include distant and local artistic forms, styles, themes, and su1Gects as visual
e2/ressions of culture, time and /lace
6evelo/ critical thin>ing s>ills a1out the visual arts!
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b. ContentEThe content focuses on the integration of the Hawaii Content and
Performance 7tandards in the +isual ,rts that encom/ass three maGor to/ics E How
the ,rts ,re 5rgani0ed, How the ,rts Communicate and How the ,rts 7ha/e and
;eflect Culture!
%rt '*ucation #b0ectives for 'arl C(il*(oo* an* 'lementar 1eac(er
Can*i*ates
,dvocate for the arts as an essential com/onent of the /reschool and elementary
curriculum
Honor inclusion through an art education /rogram for all students that values diversity,
individuality, s/ecial needs and various learning styles
;ecogni0e the develo/mental stages of childrenDs art and a//ly this understanding to art
instruction for elementary students
6emonstrate literacy in the four related disci/lines that com/rise art education E
art /roduction, art history, aesthetics and art criticism
Identify the elements and /rinci/les of design found in the natural environment and in the
art wor> of others and a//ly these e2/ressive ?ualities to your own art wor> and your
curriculum and instruction
,//reciate multicultural art forms and share this a//reciation with children
Integrate study and teaching in the visual arts to content in literacy and language arts,
mathematics, science, social studies, health, music, dance, and drama
Im/lement a variety of instructional strategies for teaching art
;einforce the 3ational 7tandards for +isual ,rts Education and The Hawaii Content and
Performance 7tandards III, @ine ,rts, +isual ,rts
=ocate art su//lies, resources and materials for the study and teaching of art in the
elementary classroom
Utili0e community and glo1al resources -human, cultural, institutional, material, and
electronic. for the study and teaching of art in the elementary classroom
6emonstrate safe and res/onsi1le use of visual arts media, tools, techni?ues and
/rocesses
Practice classroom management strategies for safe and /roductive art e2/eriences
Create, im/lement, evaluate and reflect u/on develo/mentally a//ro/riate and se?uential
art curriculum and instruction for elementary students
Present a /rofessional /ortfolio for study and teaching in the visual arts!
I4. 5e6uire* 1e7t an* 5ea*ing 5esources
Claudia E! Cornett -&$''.! Creating Meaning through Literature and the Arts: Arts Integration
for Classroom Teachers, Fourth Edition! Pearson Education, Inc! -re?uired /urchase.
Hawaii ,lliance for ,rts Education -&$$*.! An Essential Fine Arts Toolit for the !"#
Classroom Teacher, Ha$aii Fine Arts Grade Le%el Guide! Honolulu, Hawaii! ;etrieved from
htt/"::arts!>'&!hi!us: -re?uired download, free.
Ha$aii Content and &erformance Standards III: Fine Arts! Honolulu" Hawaii 7tate
6e/artment of Education! ;etrieved from htt/"::standardstool>it!>'&!hi! us
Hanuary &$$*! -;e?uired download.
3ational Coalition for Core ,rts 7tandards -&$'I.! 'ational (isual Arts Standards! ;etrieved from
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htt/"::www!arteducators!org:research:nccas! 3e2t Jeneration +isual ,rts 7tandars =aunch, Hune
&$'I! ;etrieved from htt/"::nccas!wi>is/aces!com:
4. Course 5e6uirements an* Instructional &roce*ures
ITE )&* meets during assigned class times! Class sessions will include in?uiry, analysis, discussion,
research, colla1oration, lectures, mini%lessons, demonstrations, art /roduction, student /resentations,
sharing and self%reflection!
%*ministrative 5e6uirementsE5n%time attendance, /artici/ation, and on%time com/letion of
assignments are re?uired! ,ttendance countsE1e in class every session! %bsence ,ill result in t(e
lo,ering of t(e course gra*e. 6o not schedule tri/s, medical or dental a//ointments, teacher
conferences, air/ort /ic>%u/s, airline flights, or other meetings during class time! If you have an
illness or family emergency, notif t(e instructor in a*vance if you will 1e late to class or will miss
class, Gust as you would as a teacher on the Go1!
%ca*emic 5e6uirementsEKe wor> as individuals and in grou/s to com/lete academic
re?uirements in and out of class! 6etailed assignment descri/tions and assessment criteria are
shown for each assignment in this sylla1us! Partici/ate actively in class discussions, art e2/eriences
and in laulima!hawaii!edu online /ostings! Partici/ation in class and in @orums on laulima!hawaii!edu
will affect your grade!
Come to class /re/ared! ;efer to the course calendar for assignments and due dates! Com/lete the
assigned readings 1efore class! Lou are res/onsi1le for the information in the readings even if it is not
covered in class! The /ur/ose of the readings is to /romote shared information and understanding for
/re/aring curriculum and instruction in the visual arts!
,s> for clarification of art e2/eriences, /roGects and lectures as needed! It is your res/onsi1ility to
>now when you need hel/ and to let me >now how I can assist you! Please feel free to contact me 1y
/hone, email, or laulima!hawaii!edu as needed!
Ma>e sure you colla1orate with your mentor teacher to /lan an art mini%unit that is 1ased on the
o1Gectives and content of the curriculum in your classroom!
Each teacher candidate will com/ile a &rofessional &ortfolio for Stu* an* 1eac(ing in %rt. which
will include the Course ProGects as follows"
Course 5e6uirements 8 of
/ra*e
'! 6is/ositions" ,ttendance, on%time to class, use of time, on%time with assignments
'$
&! ;eading and ;eading ;es/onses" Cornett -&$''., Essential @ine ,rts Tool>it -&$$*.,
HCP7, +isual ,rts 7tandards -&$$*.
'$
)! ,rt Production E2/erience ;eflections -'$ minimum.
'$
I! +isual ,rts Tal> -The +isual ,rt Tal> is Part of the +isual ,rts Unit Plan.
'$
9! +isual ,rts Unit Plan
a! Title Page and 5verview -'$M.
1! Unit Plan -&$M.
c! ;eflection on Teaching the Unit, Teacher 7am/les and 7tudent Kor> -'$M.
I$
*! Integrating the +isual ,rts Into My Ideal Curriculum
'$
(! ,rts ,dvocacy Presentation
'$
#! Professional Portfolio for 7tudy and Teaching in the +isual ,rts ;e?uired to
com/lete
course
Instructions and scoring ru1rics for each /roGect are included in this sylla1us! ,dditional clarification
will also 1e given in class!
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4I. %ssignments an* %ssessment!Course &ro0ects
The scoring system for this course is as follows"
6 6oes 3ot Meet E2/ectations
M Meets E2/ectations
E E2ceeds E2/ectations
1. Dispositions: %tten*ance. on time to class. on time ,it( assignments 9in*ivi*ual:
Lour full /artici/ation is im/ortant to the success of our class! Consider this class as
im/ortant a res/onsi1ility as having your own classroom! Use this ru1ric to score your
attendance, timeliness, attitude and /artici/ation! It is im/ortant to assess yourself honestly
and accurately!
Protocol"
,t the end of the semester you will com/lete this ru1ric and /ost it in the ,ssignments section
in laulima!hawaii!edu
Scoring 5ubric for Self %ssessment of Dispositions!C(ec- our ,or-;
6oes 3ot Meet
E2/ectations
Meets E2/ectations E2ceeds E2/ectations
NN 5ne or more
a1sences
NN =ate to class or left
early
NN =ate with one or
more assignments
NN6id not use class
time wisely
NN6id not com/lete all
course /roGects
NN6id not turn in
/ortfolio
NN,ttended all classes
NN5n%time to all classes and
stayed the entire time
NN,ctive and engaged /artici/ant
in class and online
NN5n%time with all assignments
NNProofread all assignments for
standard conventions
NNUsed class time wisely
NNCom/leted all course /roGects
NN7u1mitted /rofessional /ortfolio
either on /a/er or electronically!
In addition to meets
e2/ectations, /rovide
evidence of how you
thin> you e2ceeded
the e2/ectations for
this /roGect"
The following course /roGects will 1ecome /art of your &rofessional &ortfolio for Stu* an*
1eac(ing in %rt! The instructor will model the course /roGects to /rovide visual, written
and:or s/o>en e2am/les!
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2. 5'%DI</ %<D 5'%DI</ 5'S&#<S'S
;e?uired ;eadings in ,ddition to Course 7ylla1us and +isual ,rts Unit Plan E2am/le
,! Claudia E! Cornett -&$''.! Creating Meaning through Literature and the Arts: Arts
Integration for Classroom Teachers, @ourth Edition! Pearson Education, Inc! -re?uired
/urchase for ITE )'&, ITE )&*, ITE )&8.! ;ead Cha/ters * and (, and ,//endices , O H!
C! Hawaii ,lliance for ,rts Education -&$$*.! An Essential Fine Arts Toolit for the !"#
Classroom Teacher, Ha$aii Fine Arts Grade Le%el Guide! Honolulu, Hawaii! ;etrieved from
htt/"::arts!>'&!hi!us: -re?uired download, free.! ;ead the Introduction, Using the Tool>it, ,rts
as Tools, How to Use the =essons, the section related to your grade level for your 7emester
), @ield Placement, and review the ,//endices!
C! Hawaii 7tate 6e/artment of Education -&$$*.! Ha$aii Content and &erformance
Standards III: Fine Arts, (isual Arts) Honolulu, Hawaii! ;etrieved from
htt/"::standardstool>it!>'&!hi!us -;e?uired download.! ;ead through the HCP7 III, for
@ine ,rts, +isual ,rt, 4%9, s/ecifically! 3ote that there is one visual art standard!
There are 1enchmar>s for each grade level! ,fter reviewing all of the 1enchmar>s,
focus on the 1enchmar>s related to your grade level for your 7emester ), @ield
Placement! Chec> your own understanding of these standards!
6! 3ational Coalition for Core ,rts 7tandards -&$'I.! 3ational +isual ,rts 7tandards! ;etrieved from
htt/"::www!arteducators!org:research:nccas The 3e2t Jeneration +isual ,rts 7tandards =aunch is
scheduled for Hune &$'I! ;etrieved from htt/"::nccas!wi>is/aces!com: These are the new national
standards are framed around essential understandings and essential ?uestions!
E! Internet search of selected ;esources located in =aulima, to e2amine some of the
resources availa1le for teaching and learning in the visual arts!
Pur/ose
The /ur/ose of these readings and this reading res/onse is to hel/ youE
understand and articulate the role of the visual arts in the elementary curriculum
select visual arts seed strategies, energi0ers and warm%u/s to use in your teaching
1ecome familiar with the Hawaii Content and Performance 7tandard and Jrade =evel
Cenchmar>s in the +isual ,rts
e2/lore com/onents of the Essential @ine ,rts Tool>it, Jrades 4%9 and review lesson
/lans created for your field /lacement grade level
locate Internet sites related to teaching and learning in the visual arts in the
elementary curriculum
/re/are for engaging in your own research for creating an innovative art tal>
/resentation, a unit /lan for use in the elementary classroom, an arts advocacy
/resentation, and a /a/er on integrating the fine arts into my ideal classroom!
It is im/ortant to /lan to s/end time reviewing the assigned readings and selecting the
a//ro/riate num1er of ?uestions from each category you want to answer! These ?uestions
are designed to guide your reading and to hel/ you a//ly what you are reading to your own
/ractice as an elementary teacher and to the /roGects that follow in this course!
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,ssessment Tas>s
&lease note" There are many /ossi1le answers for each ?uestion, which ma>es them o/en%
ended ?uestions, and insures that each student thin>s for herself:himself to answer each
?uestion! I am e2/ecting that each answer will 1e significantly different and that we can all
learn from each other 1y reading the res/onses su1mitted to @orums! Lour answers must
show evidence of your own reading and thin>ing! It is my e2/ectation that you use this
o//ortunity to thin> carefully a1out the art tal> you are creating, the unit /lan you are writing,
how you /lan to integrate the arts into your ideal classroom, and the arts advocacy /roGect
you are develo/ing!
Create a word document that incudes your name and the assignment! -E2am/le"
HHerrring ;eading ;es/onse!doc.
Place you name on your document as well!
Co/y each ?uestion and the num1er of each ?uestion you are answering!
Krite your res/onse 1elow the ?uestion!
Ma>e sure you are answering each /art of each ?uestion and include details!
Include citations and /age num1ers in your answers! -,P, 7tyle.
Proofread your wor> carefully 1efore su1mitting, as evidence of your /rofessionalism!
,ssess your own wor> using the ru1ric and attach the ru1ric to your wor>!
Place your wor> and the com/leted ru1ric in @orums for /eer review!
;es/ond to one /eer in @orums who does not have a res/onse yet!
Place your wor> and com/leted ru1ric in ,ssignments for instructor review!
<uestions
There are four categories of ?uestions from each reading segment! The categories a//ear in
1old face ty/e and include the num1er of ?uestions you need to answer from that reading
segment! Lou will 1e answering a total of si2 -*. ?uestions for the ;eading and ;eading
;es/onse ProGect!
Clau*ia '. Cornett 92011:. Creating Meaning through Literature and the Arts: Arts
Integration for Classroom Teachers. Fourt( '*ition. &earson '*ucation. Inc. 9re6uire*
purc(ase for I1' 212. I1' 223. I1' 22=:. 5ea* C(apters 3 an* >. an* %ppen*ices % ? J.
&lease ans,er t,o of t(e follo,ing 6uestions after rea*ing an* revie,ing Cornett
92011:. C(apter 3: Integrating 4isual %rt 1(roug(out t(e Curriculum 9pp. 141+1>>:.
'! Khich reason-s. stated in Cornett -&$'', //! 'II%'I#. for integrating the visual arts into the
elementary curriculum resonated with you, why is this im/ortant to you, and how will you use
this information to advocate for the arts in educationP
&! Please summari0e what Cornett -&$'', //! 'I#%'9*. thin>s teachers need to >now to
integrate the visual arts into their curriculum and how you will use this information in your own
classroomP
)! ,fter reading Cornett -&$'', //! '9*%'*'. what do you thin> is most im/ortant for you to
>ee/ in mind when you are /lanning to integrate the visual arts into the elementary
curriculum, and how will you use this information to ma>e the arts a vital com/onent of an
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active and engaging curriculum that can meet the needs of all learnersP
I! ,fter reading Cornett -&$'', //, '*&%'*). descri1e the aesthetics of your ideal classroom
that integrates the visual arts into the curriculum! Khy are the aesthetic com/onents of your
classroom im/ortant to you and your students in creating an environment that uses the arts to
enhance teaching and learningP
9! 6escri1e why visual literacy is im/ortant and /rovide e2am/les of some ways you thin>
you could use Caldecott Medal ,ward 1oo>s, art%1ased childrenDs 1oo>s, and /icture 1oo>s
to develo/ visual literacy in your students! -Cornett, &$'', //! '*)%'*I.
*! Cornett -&$'', //! '*9 O '*8. descri1es 1est teaching /ractices and instructional design
routines and structures that are highly effective! 7elect some of these /ractices, routines and
structures to descri1e how you want to use these in your own classroom to ma>e the visual
arts an im/ortant com/onent of your elementary curriculum!
(! The artwor> of children reflects their individual cognitive, affective and /hysical
develo/ment! ;ead a1out the Ageneral /atterns of artistic growthB summari0ed 1y Cornett
-&$'', /!'('.! Then, Cornett discusses Athe 1ric> wall -/! '('.B that children often face as
they are moving from sym1olic drawing to realistic drawing and states that children need
instruction to develo/ realistic drawing s>ills! 6escri1e your own /ersonal e2/erience with
Athe 1ric> wallB and develo/ a strategy for advancing your own s>ills in drawing and strategies
for hel/ing your elementary students advance their drawing s>ills!
#! Cornett -&$'', //! '('%'(). ma>es suggestions for art discussions and art ma>ing for
students in grades identified as early /rimary 4%&, /rimary:intermediate )%I, and u//er
grades 9%*! 7he also includes another 1rief discussion on differentiating instruction -//! '(&%
'().! Thin> a1out what you are /lanning to teach in your visual arts PowerPoint and Unit
Plan, and descri1e how you can incor/orate some of these ideas into your own wor> with
your elementary students as /art of the unit you are /lanning for your students!
8! Cornett -&$''. shares that Ausing assessment to motivate and modify learning and
teachingB is im/ortant -/! '(&.!B 7he stresses, /rofessional educators need >ee/ in mind that
the thin>ing and wor>ing /rocesses are an im/ortant /art of creating art! Teachers need to
hel/ students understand and descri1e their critical thin>ing /rocesses while they are
creating in the visual arts! Please descri1e some ways that you can use e2hi1its, tas>
com/letion, and student /ortfolios to hel/ students demonstrate what they >now and are a1le
to do in the arts and to descri1e the /ro1lem%solving and critical thin>ing /rocesses they
engaged in to create their artwor>! Lou can 1egin to thin> of how you will use this >nowledge
in develo/ing the assessment tas>s and tools you want to use as /art of your unit /lan in the
visual arts!
8
&lease ans,er t,o of t(e follo,ing 6uestions after rea*ing an* revie,ing Cornett
92011:. C(apter >: 4isual %rt See* Strategies 9pp.1>@ +1=@:.
'$! Cornett -&$''. says that energi0ers and warm%u/s are used to Aready students mentally
and /hysically for creative /ro1lem%solving -/!'(8.!B 7he lists numerous energi0ers and
warm%u/s! 7elect three energi0ers or warm%u/s that you would li>e to include in your
teaching! Lou may 1e a1le to include s/ecific warm%u/s in your unit /lan that you are going
to write! 6escri1e in detail how you would guide students through each of these e2/eriences!
This is similar to what you need to do when you are writing your lesson /lans to descri1e
what students will do!
''! Cornett -&$''. includes a section on teaching art conce/ts and elements! 7he suggests,
A/airing these ideas with 1est /ractices -/! '#'.B from Cha/ter *! 7elect one of these
instructional strategies and use your own words to descri1e ste/%1y%ste/ how to create an
engaging e2/erience for your elementary students! This is similar to what you need to include
in a lesson /lan to descri1e the instructional strategies that focus on what the students will do
and what the teacher will do!
'&! Cornett -&$''. descri1es a wide variety of drawing, /ainting, /rintma>ing, collage, and
mi2ed media! 7he includes information a1out s/ecific media, tools, surfaces and techni?ues
-//! '#I%'#(.! 7he also includes information a1out artistic techni?ues such as enlarging,
sim/lifying, cro//ing! 7he also e2/lains other art forms such as dis/lays, 1ulletin 1oards,
murals, /hotogra/hy, three%dimensional art, and 1oo>ma>ing -//! '#*%'8$.! ,fter reviewing
this information, thin> a1out which one of these art forms you feel comforta1le teaching your
students and descri1e why you thin> you want to select this art form as a focus for your unit
/lan and what you want to teach your students a1out this art form!
')! ,rts integration -,I. includes teaching in, through, with and a1out the arts -Cornett, &$''.!
The section on connecting visual art to other curricular areas contains a wealth of information
a1out connecting the visual arts to science, social studies, reading, writing, and mathematics
-//! '8'%'88.! @ocus on the grade level you will teach ne2t year! 7elect one standard or
1enchmar> in another content area that you want to focus on s/ecifically! 6escri1e how you
can integrate a s/ecific visual arts e2/erience to enhance student understanding of that
standard or 1enchmar> in another content area while still teaching the students something
meaningful a1out an artist, an art form, a media, or a techni?ue! Lou may want to include this
in your unit /lan!
Ha,aii %lliance for %rts '*ucation 92003:. An Essential Fine Arts Toolkit for the K-5
Classroom Teacher, a!aii Fine Arts "rade Le#el "uide. Honolulu. Ha,aii. 5etrieve*
from (ttp:AAarts.-12.(i.usA 9re6uire* *o,nloa*. free:. 5ea* t(e Intro*uction. $sing t(e
1ool-it. %rts as 1ools. Ho, to $se t(e Bessons. t(e section relate* to our gra*e level
for our Semester 2. Fiel* &lacement. an* revie, t(e %ppen*ices.
&lease ans,er one of t(e follo,ing 6uestions after revie,ing An Essential Fine Arts
Toolkit for the "rade K-5 Classroom Teacher.
'I! 6escri1e the three 1ig ideas in the arts to demonstrate your understanding of" How the
,rts are 5rgani0edF How the ,rts CommunicateF and How the ,rts 7ha/e and ;eflect
9
Culture! 7elect a single wor> of art to share with your students! Create an innovative
strategy for hel/ing your students 1egin to understand one of these 1ig ideas! Include an
image of the artwor> in your answer! This is a s>ill you need when you develo/ your art tal>
and your unit /lan!
'9! 6escri1e the three artistic /rocesses" creating, /erforming:e2hi1iting, and res/onding!
7hare s/ecific ideas a1out how you can engage your elementary students in these three
/rocesses in a visual art e2/erience that you design for them! Ce s/ecific! This is li>e writing
the instructional strategies in a lesson /lan that focuses on what the students will do and
what the teacher will do! This is a s>ill you need when you develo/ the lessons for your unit
/lan!
'*! An Essential Arts Toolit -&$$*. states, Ateachers should hel/ students move through a
series of ?uestions that hel/ them *escribe wor>s of art 1efore advancing to interpretation
and evaluationC and identifies ?uestions in each category to hel/ students loo> closely at a
wor> of art! 7elect a single wor> of art to share with your students and write o/en%ended
?uestions in each of these categories to engage your students in loo>ing closely and critically
at the wor> of art you selected! Include an image of the artwor> in your answer! This is a
s>ill you need when you develo/ your ,rt Tal>!
Ha,aii State Department of '*ucation 92003:. a!aii Content and $erformance
%tandards III: Fine Arts, &isual Arts' Honolulu. Ha,aii. 5etrieve* from
(ttp:AAstan*ar*stool-it.-12.(i.us 95e6uire* *o,nloa*:. 5ea* t(roug( t(e HC&S
III. for 4isual %rt. "+D. specificall. <ote t(at t(ere is one visual art stan*ar*.
1(ere are benc(mar-s for eac( gra*e level. %fter revie,ing all of t(e
benc(mar-s. focus on t(e benc(mar-s relate* to our gra*e level for our
Semester 2. Fiel* &lacement. C(ec- our o,n un*erstan*ing of t(ese
stan*ar*s.
&lease ans,er one of t(e follo,ing 6uestions after rea*ing t(e a!aii Content and
$erformance %tandards III: Fine Arts, &isual Arts %tandard and the (enchmarks for
gra*es "+D.
6evelo/ing and Using ,cademic =anguage in the +isual ,rts
'(! Identify and co/y selected 1enchmar>s in three different grade levels that are directly
related to using the voca1ulary of art! =ist some of the academic language with definitions
you thin> is im/ortant to hel/ your students develo/ and use as /art of your visual arts
curriculum as a 4%9 arts educator! This is a s>ill you need when you develo/ your unit /lan in
the visual arts! -@or a glossary of visual arts voca1ulary see the ,//endi2 in An Essential Arts
Toolit for the Grade !"# Classroom Teacher).
=earning a1out ,rt History in the Elementary Classroom
'#! Identify and co/y selected 1enchmar>s in three different grade levels that are directly
related to learning a1out art history in the elementary classroom! 7elect one image to share
and discuss the strategies you can use that will facilitate teaching art history in your
classroom! This is >nowledge and s>ills you will need for teaching art history as /art of your
visual art tal> and your visual art unit /lan!
Engaging Elementary 7tudents in ,rt Criticism
'8! Identify and co/y selected 1enchmar>s in three different grade levels that are directly
10
related to engaging students in art criticism in the elementary classroom! 7elect one image to
share and discuss the strategies you can use to engage your students in art criticism! Lou
may want to engage your students in art criticism as /art of your art tal> /resentation and
?uestioning strategies!
Creating 5riginal Kor>s of ,rt in the Elementary Classroom
&$! Identify and co/y selected 1enchmar>s in three different grade levels that are directly
related to engaging students in creating their own original artwor>! Krite a 1rief descri/tion
-suumary. of a lesson for each 1enchmar> selected that re?uires students to create their own
authentic artwor>! 6escri1e the media and techni?ues your students will learn to use and
how they will demonstrate they have met this standard in their artwor>! This is a s>ill you will
need to develo/ lessons for ma>ing art in your unit /lan!
Protocol
Ma>e sure you have com/leted all of the assessment tas>s
,ssess yourself using the ru1ric 1elow
Place your wor> in @orums for /eer review and feed1ac>
;es/ond to one /eer who does not have a res/onse!
Post finished wor> and com/leted ru1ric in ,ssignments for instructor review and
feed1ac>!
,ssessment Tool
3,ME"NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
Scoring 5ubric for Self+%ssessment For 5ea*ing 5esponses ! C(ec- our ,or-;
6oes 3ot Meet
E2/ectations
Meets E2/ectations E2ceeds E2/ectations
5nline /osting"
NN The assignment was not
com/leted and criteria were
not met for accom/lished
wor>!
5nline /osting in @orums and in
,ssignments
NN Inclu*e* our name on our
posting in a .*oc file in Forums
NN Proofreads wor> 1efore su1mitting
NN Co/ies the each ?uestion and
includes the num1er of the ?uestion!
NN ,nswers all com/onents of each
?uestion
NN ,nswers in detail the re?uired
num1er of ?uestions from each reading
NN Includes a total of si2 ?uestions and
answers!
NN ,nswers demonstrate evidence of
reading
NN,nswers indicate you were thin>ing
for yourself and are different from other
answers shared
NNCitations included in answers
NNUsed ru1ric to self%assess your wor>
NNPosted finished wor> in @orums for
/eer review!
NN;es/onded to one /eer and included
name hereNNNNNNNNNNNNN
In addition to meets e2/ectations,
/rovide evidence of how you thin>
you e2ceeded the e2/ectations for
this /roGect"
11
NNPosted ru1ric and finished wor> in
,ssignments for instructor review
2. %51 &5#D$C1I#< 'E&'5I'<C'S

Pur/ose
The /ur/ose of this assignment is to /rovide you the o//ortunity to document and reflect on
our art /roduction e2/eriences in class this semester so that you may include these
e2/eriences as /art of your art curriculum for your students! ,ll of our art /roGects in this
class are a//ro/riate for elementary students!
,ssessment Tas>s
Lou will reflect on each art e2/erience com/leted in class or at home 1y com/leting the ,rt
Production ;eflection Juide!
Lou will com/lete AI canB statements that indicate your a1ility to
Create a title for each art wor>
6escri1e the instructional strategies that were used as a motivation for creating your own
wor> of art
Cite the HCP7 III Cenchmar> in the +isual ,rts that you feel this lesson meets!
=ist the art materials used
;eflect on your /ersonal involvement in the creative /rocess and critical thin>ing during
each art e2/erience
Modify this e2/erience to /rovide art instruction for different grade levels and /rovide one
e2am/le that includes some details!
,ttach a /hotogra/h of the com/leted artwor>
Protocol
Lou will /rint out a co/y of each ,rt Production ;eflection Juide and /lace it in your
Portfolio or /lace it on your @ine ,rts Portfolio Ke1site!
Photogra/h your artwor> for each ,rt Production ;eflection to include in your /ortfolio, or
to /lace a digital /hotogra/h in your @ine ,rts Portfolio Ke1site!
12
,ssessment Tool
3,ME"NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
%rt &ro*uction 5eflection /ui*e
I can *ocument an* reflect upon t(e lessons an* art pro*uction e7periences I complete* t(is
semester in I1' 223. 4isual %rts. 'lementar.
I can create a title for t(is art e7perience:
I can *escribe t(e instructional strategies use* as a motivation for creating m o,n ,or- of art:
I can cite a HC&S III 4isual %rts )enc(mar- I feel t(is lesson meets:
I can list t(e materials I use*:
I can reflect on m personal involvement in t(e creative process an* critical t(in-ing *uring t(is
art e7perience:
I can mo*if t(is e7perience to provi*e art instruction for *ifferent gra*e levels an* provi*e an
e7ample:
I can attac( a p(otograp( of m complete* art,or-:
13
4. %51 1%B" 91H' %51 1%B" IS &%51 #F 1H' %51 $<I1 &B%<:

Pur/ose
1(e researc( ou *o for t(e art tal- is an opportunit for ou to engage in teac(er
researc( to prepare for *eveloping a visual arts unit plan. Fou ,ill ,ant to *iscuss
our i*eas for our visual arts unit plan ,it( our mentor teac(er before ou select t(e
content of our art tal-. If t(is is not possible. t(en *iscuss our i*eas ,it( our
instructor for t(e course. If ou are ta-ing t(is course *uring summer session an* *o
not -no, our placement for ne7t ear. ou ma ,ant to create a unit plan for a
specific range of gra*es suc( as &. "+2. 2+4 or 4+3. The first /ur/ose of this assignment is
to hel/ you 1ecome ac?uainted with well%>nown historical and contem/orary artists, /eriods
in art history, art techni?ues and the art of diverse cultures! This is accom/lished through the
research that you do and your review of the research of your /eers! The second /ur/ose is to
give you /ractice descri1ing art and develo/ing strategies that will motivate your students to
loo> closely at wor>s of art, thin> critically a1out what they see, and articulate what is seen!
The third /ur/ose is to create visuals that you can share with your students and colleagues!
The fourth /ur/ose is to use your research and images to develo/ a series of art e2/eriences
for elementary students that is related to either the conce/t, su1Gect matter, techni?ue, or
media, and to teach s>ill develo/ment while connecting the art e2/erience to the lives of
children and to a thematic unit of study! ,s> yourself, AKhat do I ho/e my students will learn
a1out art through these e2/eriencesPB
,ssessment Tas>s
7elect an artist, a /eriod in art history, an art techni?ue, or a culture to research! Create a
PowerPoint /resentation that contains the following com/onentsE
Title slide that descri1es your /resentation, includes your name and the target grade
level
Cac>ground information either a1out the artist, the /eriod in art history, the culture, or
the art techni?ue ->ee/ this /art 1rief.
Images of selected artwor> -five or more.
, series of o/en%ended ?uestions to get children and adults to loo> closely at the art
images you have selected! -7ee the Cornett -&$''. Inde2 -/!I$&. under ?uestions and
?uestioning, o/en:closed:fat, etc! to learn more a1out ?uestioning!.
Crief summary list of maGor conce/ts you want to share with elementary students in the
classroom -Conce/ts are 1ig ideas or maGor understandings.
=ist a series of art /roduction e2/eriences that will 1uild on the art tal>! -These
e2/eriences can actually 1ecome the art lessons that are /art of your ,rt Unit Plan!
Thin> of how you may need to 1uild or scaffold student >nowledge and s>ills to create
a final art /iece! It is fine for the art /rocess to hel/ students create one finished wor>
of art for e2hi1ition and reflection.!
Include citations for all sources and images!
,ssess yourself on your wor> using the teacher%created ru1ric and include your self%
assessment on your last slide!
Protocol
,ssess yourself on your wor> using the teacher%created ru1ric and /lace in the last slide of
your PowerPoint!
,ttach your PowerPoint /resentation and the com/leted ru1ric in the ,rt Tal> @orum To/ic for
/eer review and feed1ac>!
14
;e/ly to three /resentations /re/ared 1y your /eers!
,ttach your PowerPoint /resentation and the com/leted ru1ric to the ,ssignment =ist for
instructor review and feed1ac>!
Place a /rinted co/y of your PowerPoint in your /ortfolio or an electronic co/y on your fine arts
we1site -you may /ut si2 slides to a /age if desired 1y selecting /age layout 1efore /rinting.
Pre/are to share your PowerPoint with your classmates and your elementary students as /art
of your +isual ,rts Unit Plan!
15
,ssessment Tools
3,ME"NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
Scoring 5ubric for Self+%ssessment of %rt 1al- &o,er &oint ! C(ec- our ,or-;
6oes 3ot Meet
E2/ectations
Meets E2/ectations E2ceeds E2/ectations
5nline Posting
NN 3o assignment was
/osted or criteria were
not met for wor>
su1mitted
5nline Posting in @orums and in
,ssignments"
NN Includes a title /age that
descri1es the /resentation
NNTitle /age includes your name
NNCac>ground information a1out the
artist, /eriod in art history, culture,
5; techni?ue
NN @ive or more images of the
selected wor>s of art
NN, series of o/en%ended ?uestions
to get children and adults to loo>
closely at the art wor> -dou1le chec>
that all ?uestions are o/en%ended
and that all answers can 1e
acce/ted.
NN Crief summary list of maGor
conce/ts you want to share with
elementary students in the
classroom!
NN=ist a series of art /roduction
e2/eriences that will 1uild on the art
tal>! -<ote: 1(ese can become t(e
art lessons t(at are part of our
%rt $nit &lan.:
GGCitations for all sources for
information and images
NNPost wor> in @orums
NN;es/ond in writing to three ,rt
Tal>s!
NN3ameNNNNNNNNNNNNNN
NN3ameNNNNNNNNNNNNNN
NN3ameNNNNNNNNNNNNNN
NNPost PowerPoint and Com/leted
;u1ric in ,ssignments
In addition to meets
e2/ectations, /rovide
evidence of how you thin>
you e2ceeded the
e2/ectations for this
/roGect"
16
5. Visual ART UNIT PLAN
Purpose
The purpose of this assignment is to give you an opportunity to develop a Unit Plan in the visual arts for your elementary
students that includes the research and images from your Art Tal Po!erPoint Presentation. It is important to !rite the unit
plan in enough detail that someone else could follo! your plan. As part of the unit plan, you will describe four related visual art
experiences that guide students through an art process that you can implement in your elementary classroom. The outcome of the art
unit plan will be one finished work of art produced by your students in your elementary classroom in your field placement during Fall
2!". #ou will include the Art Talk PowerPoint in one of the lessons in your unit plan. #ou will try the art experiences yourself and will
engage in the entire art production process. "ou !ill try this unit plan this summer either !ith a !hole class# a single child# a small
group of children or !ith your family to see ho! you need to modify your plan for your elementary field placement students.
#ou will conceptuali$e a mini%exhibition for displaying the artwork in your classroom or in another location in your school. #ou may work
individually or choose to work with one other peer working at the same grade level. Think about how you can structure your unit to build
student skills and to engage students in the art process to create at least one finished work of art. &n essence ' (ow will you build on
your students) prior knowledge* +hat will your students learn through engaging in the art process* +hat new skills will they develop*
+hat media and techni,ues will they learn how to use* +hat are you teaching them about looking at art, making art, and talking about
art* +hat do you hope they will understand and will be able to do through their experiences in this process*
Assessment Tasks
#ou will-
.hare your ideas for your visual art unit plan with your mentor teacher, your peers and your instructor.
Plan an art talk PowerPoint that you can share with your peers and your elementary students as part of your unit plan /0ote that you
have already completed this task in the previous assignment called the Art Talk1
2esearch and plan four related visual arts lessons for your students, using the criteria in the checklist.
Try the entire art process yourself before submitting the unit plan for instructor and peer review.
3odify the unit plan based on what you learn from trying the art experiences yourself.
Implement the unit plan !ith a single child# a small group of children# your family# or in a classroom this summer.
3odify the unit plan based on what you learn from trying the art experience with a group or child.
4ollect student work samples completed during trying the unit.
$rite a reflection a%out implementing the unit !ith a group or child and the modifications needed to mae the plan more
successful.
.hare your finished unit plan, your own teacher created artwork, and the student artwork during our portfolio review in our last face%
to%face session together.
Implement your unit plan or the unit plan created %y one of your peers in your classroom during &all '()*.
5xhibit completed student work to share with others.
Please Note6 Art unit plans with student samples and photographs are something you will want to share with a principle in a 7ob
interview. This will serve as evidence of your performance as a teacher candidate that is knowledgeable, effective and caring with the
ability to plan and implement highly effective and engaging experiences for children, who can complete ,uality products.
P25P8A00&096 2eview :isual Arts .tandards for your 9rade 8evel and Talk with your mentor teacher to discuss ideas for the unit.
.T5P !6 !;
Post the Title Page and <verview of the =nit Plan in the designated Forum for peer review and in Assignments for &nstructor review
.T5P 26 2;
Follow the Art =nit Plan checklist provided
Try the entire art process yourself and think about what you are learning through this process
3ake modifications to your plan based on what you learned during the art process.
Post the Art =nit Plan on Forums for peer review and feedback.
Post the Art =nit Plan in Assignments for &nstructor review and feedback.
.T5P >6 !;
&mplement the Art =nit Plan with a single child, a small group of children, or your family this summer.
2eflect on your experience teaching the Art =nit Plan and discuss the modifications needed.
Post the entire unit plan with reflections, teacher%created artwork and student samples in Forums and in Assignments
2ead the 4ompleted =nit Plans with 2eflections and work samples submitted by one peer and provide feedback.
.T5P "6 2e,uired in Portfolio
Print out all materials related to your unit plan and place in your Fine Arts Portfolio or place the work in your electronic portfolio
?ring Portfolio and original works of art to our last face%to%face session or post the website for your electronic portfolio online
17
.hare your work with your peers during our last face%to%face session and plan to teach your unit in your field placement in fall.
18
Assessment Tool that .pecifies the 4riteria for #our =nit Plan in a 4hecklist Format
0A356@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
The +coring ,heclist for +elf-Assessment of the Unit Plan
/=se this as a guide for the formatting of your unit plan. =se my sample unit plan as an example.1
@@@Title Page for the =nit Plan / a photograph of an artwork created in your unit plan is nice to add later1
@@@the title of the =nit Plan written in a ,uestion format /5xample6 (ow does nature inspire us to create a work of art*1
@@@your name
@@@grade level the unit plan is developed for implementation
@@@ &. .vervie! of the =nit Plan that describes -
@@@who the unit is designed for and what the unit is about
@@@the essential understanding you !ant for your students
@@@a description of what the students will do in each of the four lessons that includes what will happen in the culminating event
@@@how you will assess student learning /formative and summative1
@@@how it is related to the curriculum goals and when it will be implemented
@@@&&. /a!aii Teacher Performance +tandards that you are meeting through your work with students as part of this unit plan that
includes the short definition of the (TP. selected A how you are meeting this standard through your work with students in this
unit specifically. .ee http6BBwww.htsb.orgBstandardsBteacherB
@@@&&&. 0eneral Learner .utcomes that are evident in student performance as part of this unit plan that includes the definition of the
98< and how students will demonstrate they are meeting this 98< through their work in this unit.
.ee http6BBwww.hawaiipublicschools.orgBTeachingAnd8earningB.tudent8earningB8earner<utcomesBPagesBhome.aspx
@@@&:. /a!aii ,ontent and Performance +tandard in the Visual Arts and +elected ,ontent
@@@1enchmars that students will meet through the experiences provided in this unit plan
.ee http6BBstandardstoolkit.k!2.hi.usB
@@@Performance Assessment Indicators that the student work will demonstrate that are directly related to the benchmarks
you have selected and to the experiences in your unit. This is what you will assess with the assessment tools you create.
@@@:. Additional .%2ectives of your unit that are clearly stated and include high level thinking
skills. These should be stated as the students will be able to- and then start each phrase with an active verb. This is often
used because the students will be doing more than 7ust meeting the (4P. &&& in the visual arts.
@@@:&. Assessment +trategies you will use during this unit to assess student learning in the visual
arts and other content identified. These are typically divided into two categories that include%
@@@@Assessment Tass that lists what students will do throughout the unit. 2emember that these are related to the benchmarks
and performance assessment indications that you have already identified above.
@@@@Assessment Tools such as a rubric to help students create a ,uality product by identifying
specific criteria you are looking for. This may also be in the form of a checklist. 2emember that these are related to the
benchmarks and performance assessment indicators that you have already identified in the assessment tasks.
@@@:&&. Individual Lessons that include active student learning and include enough details that others could implement your plan
@@@@Lesson .ne write an overview of the lesson and then use bullets that focus on what the students and teacher will do
@@@@Lesson T!o write an overview of the lesson and then use bullets that focus on what the students and teacher will do
3333Lesson Three write an overview of the lesson and then use bullets that focus on what the students and teacher will do
3333Lesson &our write an overview of the lesson and then use bullets that focus on what the students and teacher will do
@@@@Additional lessons /optional1
@@@:&&. 45hi%ition Idea for sharing elementary student work in an elementary classroom, school, or in the greater community
@@@&C. 6aterials you will need to implement this unit
@@@C. Resources you used to plan this unit. Please cite all of your reference materials and consultants.
@@@C&. Teacher-created art!or samples
@@@C&&. +tudent-created art!or samples
@@@C&&&. Reflection on teaching the unit plan to a small group, single child, or your family
@@@C&:. Place in Visual Arts Portfolio or in the electronic portfolio !e%site
@@@C:. Post in &orums and in Assignments
@@@C:&. Read T!o Unit Plans created %y a t!o peers and post a response in &orums and Included Names
NA6473333333333333333333333333333333333333 NA6473333333333333333333333333333333333333
19
,ssessment Tool" Jlo1al ,ssessment of ,rt Unit Plan and ;eflection Juide
Please write a reflection of your e2/erience teaching the unit that includes what you learned a1out
yourself, what learned a1out your students, what you thin> your students learned, what you learned
a1out teaching art, how you feel a1out the overall success of this unit including the students
outcomes, and how you would im/rove the unit the ne2t time you teach this lesson in your classroom!
,lso include /hotogra/hs of your teacher created sam/les and student wor> and add ca/tions to
e2/lain the images! 7u1mit in @orums and in ,ssignments under +isual ,rts Unit Plan with
;eflections! Include Teacher 7am/les and 7tudent Kor>!
3,ME"NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
Lou may write one reflection a1out teaching the entire unit and Gust refer to s/ecific lessons
as desired to include more details!
NNN;eflection addresses the following ?uestions
NNKhat I learned a1out myself through /lanning and teaching this unit!
NNKhat I learned a1out my students through teaching this unit!
NNKhat I thin> my students learned a1out art history, materials, techni?ues, etc!
NNKhat I learned a1out teaching art through this e2/erience!
NNHow I feel a1out the overall success of this unit and the student outcomes!
NNHow I /lan to im/rove this unit ne2t time I teach these lessons in my classroom!
NNNIncluded Photogra/hs of Teacher 7am/les with Ca/tions
NNNIncluded Photogra/hs of 7tudent Kor> with Ca/tions
NNNPosted Com/leted Chec>lists and 7elf%,ssessment ;u1ric -1elow. in ,ssignments for
instructor review and feed1ac>!
/lobal Self+%ssessment 5ubric 9select one to assess ourself:
3ame" NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN6ate"NNNNNNNNNNNNNNNNNNNNN
I am assessing myself on com/leting all com/onents of the unit /lanning and reflecting
/rocess as follows"
NNN6oes 3ot Meet E2/ectations
NNNMeets E2/ectations
NNNE2ceeds E2/ectations -If you select this one, /lease /rovide written evidence of how you
thin> you e2ceeded the e2/ectations for this /roGect!.
20
3. I<1'/5%1I</ 1H' 4IS$%B %51S I<1# HF ID'%B CB%SS5##H
Pur/ose
The first /ur/ose of writing the reading reflection is to document im/ortant visual arts conce/ts and
teaching strategies you have read a1out and e2/erienced during this class! Lou can refer 1ac> to
these when you have your own classroom to remem1er how you /lan to integrate the visual arts into
your ideal classroom and how you /lan to structure your classroom environment! The second
/ur/ose of this assignment is to share what you have learned with your /eers! The third /ur/ose is to
demonstrate to your instructor what you have learned and your >nowledge of s/ecific strategies you
/lan to try out either in the following year or when you are em/loyed as an elementary teacher!
,ssessment Tas>s
Use a title for your /a/er and ma>e sure you include your name on your /a/er
;eview your notes and reading res/onses
Create a one%/aragra/h introduction that includes what this /a/er is a1out
Use the 1ullets 1elow to create su1heading to organi0e your writing
Im/ortant conce/ts in the visual arts I /lan to teach my students
How I /lan to arrange my classroom environment to /romote arts integration
7/ecific teaching /ractices in the visual arts I /lan to use in my classroom
7/ecific critical thin>ing strategies I /lan to engage my students in through our wor> in the
visual arts!
6emonstrate evidence of reading in at least five different sources and use citations in the ,P,
style!
Create a 1i1liogra/hy that contains all of your reading resources with a minimum of five citations in
,P, style!
Protocol
Proofread your wor> for writing conventions and ,P, style for citations!
;eview your wor> to ma>e sure you have addressed all com/onents listed in the assessment
tas>s!
,ssess yourself 1y com/leting the ru1ric
7ave your document with your name and assignment title -HHerring,rtsIntegration!doc.!
Post your wor> in ,ssignments for Instructor ;eview!
Print out your wor> and /lace in your +isual ,rts Portfolio or on your @ine ,rts Ke1site!
21
,ssessment Tools
3,ME"NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
Scoring 5ubric for Self+%ssessment of Integrating t(e 4isual %rts Into H I*eal
Classroom ? &roofrea* our ,or-;
6oes 3ot Meet
E2/ectations
Meets E2/ectations E2ceeds E2/ectations
5nline Posting
NN 3o assignment was
/osted or criteria were
not met for wor>
su1mitted
NN 3o Citations
NN Kor> needs
/roofreading
5nline Posting in ,ssignments and
@orums"
NN3ame on document and saved
as a !doc file!
NNIntroduction that descri1es what
this /a/er is a1out
NNIm/ortant conce/ts in the visual
arts I /lan to teach my students
NNHow I /lan to arrange my
classroom environment to /romote
arts integration
NN7/ecific teaching /ractices in the
visual arts I /lan to use in my
classroom
NN7/ecific critical thin>ing strategies
I /lan to engage my students in
through our wor> in the visual arts
NNCitations used throughout
NNCom/lete 1i1liogra/hy that
includes at least five references
NNProofreading is evident
NNChec>ed for writing conventions
NNPost wor> and Com/leted ;u1ric
in ,ssignments for Instructor ;eview
In addition to meets
e2/ectations, /rovide
evidence of how you thin>
you e2ceeded the
e2/ectations for this
/roGect"

22
>. %51S %D4#C%CF &5'S'<1%1I#< %<D 5'FB'C1I#<
Pur/ose
The first /ur/ose of this /roGect is to /rovide you the o//ortunity to develo/ a /rofessional
/resentation that /re/ares you to advocate for the arts in education! The second /ur/ose of
this /roGect is to /rovide you e2/erience /resenting your ideas to audience in your school
community and to advocate for the arts! The third /ur/ose of this /roGect is to /re/are you to
share with /arents, colleagues and /rinci/als the reason for integrating the arts into the
elementary curriculum!
,ssessment Tas>s
Lou will create a visual /resentation using slideshow software such as PowerPoint or P;EQI!
The goal of the /resentation is to AconviceB or A/ersuadeB your audience to em1race the
im/ortance of the arts in elementary school curriculum! =imit the /resentation to '$%'9 slides
or visuals! Provide notes for your /resentation that you can use in actually /resenting your
tal>! Thin> of a way you can engage your audience with either an energi0er or a very short
activity that involves the audience in an e2/erience related to the arts! &lan to meet ,it(
our ne, mentor teac(er to e7plore a time an* a place for s(aring our presentation
*uring Fall 2014. Practice sharing your /resentation with a /eer and write a one%/age
reflection on the res/onse of your audience! Use the chec>list 1elow to hel/ you com/lete all
com/onents of this /roGect!
Chec>list for the ,rts ,dvocacy Presentation and ;eflection
NNNNTal> with your mentor teacher a1out a selecting an audience and a focus for your tal>
NNNN7chedule a time and date for your arts advocacy /resentation
NNNN7elect a focus for your /resentation
NNNN6evelo/ a strategy for engaging the audience 1riefly
NNNNCreate the /resentation -'$ O '9 slides.
NNNTitle Page -including name and date of the /resentation.
NNN,udience is indicated and the focus of the /resentation is clear
NNNCrief e2/erience is included to engage the audience
NNNCac>ground information or research in art education is /rovided
NNN,udio and:or visuals are included in the /resentation!
NNN5/en%ended ?uestions -many /ossi1le answers are correct. or references to
high%level critical thin>ing are /art of the /resentation!
NNN;elevance to literacy s>ills and elementary curriculum is included!
NNN;eference list is /rovided!
NNNEngaged in the writing /rocess to revise your /resentation and your tal>
NNN7hared with a /eer to /ractice /resenting and includes name of /eer 1elow
NNNProofread your /resentation again
NNNPost your /resentation in @orums and ,ssignments for /eer and instructor review
NNNNPractice setting u/ the digital /roGector you will use in the location of your /resentation
NNNN;eflect on the /racticing your /resentation and the res/onse of your audience
NNNNPost your reflection in ,ssignments for Instructor ;eview
NNNN3ame of Peer you /racticed with NNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
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Self+ %ssessment 5ubric for t(e %rts %*vocac &resentation an* &osting #nline
Does <ot Heet
'7pectations
Heets '7pectations '7cee*s '7pectations
NNNThe /resentation is
missing one of more re?uired
com/onents and must 1e
resu1mitted!
The /resentation includes E
NNNTitle Page -including
name and date of the
/resentation.
NNN,udience is indicated and
the focus of the /resentation
is clear
NNNCrief e2/erience is
included to engage the
audience
NNN Cac>ground information
or research in art education is
/rovided
NNN ,udio and:or visuals are
are included in the
/resentation!
NNN5/en%ended ?uestions
-many /ossi1le answers are
correct. or references to high%
level critical thin>ing are /art
of the /resentation!
NNN;elevance to literacy
s>ills and elementary
curriculum is included!
NNN;eference list is /rovided
NNN;eflected on the
e2/erience of /resenting and
the reactions of the audience
NNNPosted in =aulima in
@orums and ,ssignments!
NNNThe /resentation meets
e2/ectations
and
NNNThe teacher candidate
ela1orates on how they thin>
they e2ceeded e2/ectations
for this /roGect!
24
8. &5#F'SSI#<%B &#51F#BI# F#5 S1$DF %<D 1'%CHI</ I< 1H' 4IS$%B %51S
C#$5S' 5'I$I5'H'<1 1# FI<ISH
Pur/ose
The /ur/ose of this assignment is for you to com/ile the course /roGects into a teaching
/ortfolio that em/hasi0es your /re/aration for study and teaching in the visual arts! The
/ortfolio is re?uired for you to com/lete the course! Professional /resentation and
organi0ation of your wor> is im/ortant! Lou may com/lete either a /a/er /ortfolio or an
electronic /ortfolio of your wor>!
,ssessment Tas>s
The /a/er Professional Portfolio for 7tudy and Teaching in the +isual ,rts will include the
following com/onents"
=arge three ring 1inder! Plastic sheet covers are great 1ut not re?uired!
Cover sheet with title, name and date
Course sylla1us, standards, and handouts /rovided 1y the instructor
Individual ,ssessment Chec>list for Course ProGects
7ection dividers in the following categories
Professional 6is/ositions
;eading and ;eading ;es/onses
,rt Production E2/eriences -include /hotogra/hs of your artwor>.
+isual ,rt Tal>
+isual ,rt Unit Plan with Teacher and 7tudent Kor> 7am/les, and ;eflection
Integrating the +isual ,rts into my Ideal Curriculum
,rts ,dvocacy Presentation
,dditional resources that you thin> are im/ortant to include, such as notes, Gournal
articles, vendors, we1 sites, and good ideas!
Professional Portfolio ,ssessment Tool"
3,ME"NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
NNNNNPa/er Portfolio" Cover sheet with title, name and date! Ce CreativeR
NNNNNElectronic Portfolio" Home Page with title, name and date! Ce CreativeR
NNNNN7ection dividers in the following categories
NNNNCourse 7ylla1us, +isual ,rts 7tandards, and Handouts
NNNNProfessional 6is/ositions, '$M
NNNN;eading and ;eading ;es/onses, '$M
NNNN,rt Production E2/eriences and ;eflections -include /hotogra/hs or s>etches of your artwor>., '$M
NNNN+isual ,rt Tal>, '$M
NNNN+isual ,rt Title Page and 5verview of ,rt Unit Plan, '$M
NNNN+isual ,rt Unit Plan, &$M
NNNN+isual ,rt Unit Plan with Teacher and 7tudent 7am/les and ;eflections, '$M
NNNNIntegrating the +isual ,rts into my Ideal Classroom, '$M
NNNN,rts ,dvocacy Presentation, '$M
NNNN,dditional resources that you thin> are im/ortant to include, such as notes, Gournal articles,
vendors, we1 sites, and good ideas! SSSS
NNN6oes 3ot Meet E2/ectations -Portfolio is re?uired to com/lete the course.
NNNMeets E2/ectations
25
NNNE2ceeds E2/ectations
NNNCourse Jrade
26
IT4 8'9 +elf-Assessment
+coring Ru%ric for the Professional Portfolio in the Visual Art
0ame Date

Assignment :ue :ate :oes Not 6eet
45pectations ;:< 6eets 45pectations ;6<
45ceeds 45pectations ;4< 6y
$or7
:# 6# 4
!. Professional Dispositions

August E Accurate self%assessment Provides 5vidence !;
2. 2eading and
2eading 2esponses
Fune 22 Follows 9uidelines in .yllabus Provides 5vidence !;
>. Art Production
5xperiences
Fuly 2G Follows 9uidelines in .yllabus
&ncluded a complete reflection
for each art production
experience.
&ncluded a photograph of each
piece completed
Ten minimum
!,2,>,",G,H,I,J,E,!
Provides 5vidence !;
". :isual Art Talk Fune 22 Follows 9uidelines in .yllabus Provides 5vidence !;
". G. :isual Arts =nit
Plan
/!1 Fune 2E
/21 Fuly !>
/>1 Fuly 2>

Follows 9uidelines in .yllabus
/!1 Title Page and <verview
/!;1
/21 4omplete =nit Plan /2;1
/>1 2eflection with Teacher and
.tudent .amples /!;1
/"12esponded to two peers in
Forums /2e,uired1
Provides 5vidence ";
H. &ntegrating the :isual Arts
&nto 3y &deal 4lassroom
Follows 9uidelines in .yllabus Provides 5vidence !;
I. Arts Advocacy Presentation August > Follows 9uidelines in .yllabus Provides 5vidence !;
J. Professional Portfolio for
.tudy and Teaching in the
:isual Arts
Fuly 2G Follows 9uidelines in .yllabus Provides 5vidence 2e,uired
to
complete
course
4II. Course /ra*ing
6etailed instructions for all assignments are /rovided in this sylla1us!
% '$$M of wor> meets e2/ectations or e2ceeds e2/ectations
) '$$M of wor> com/leted 1ut '$M does not meet e2/ectations
C '$$M of wor> com/leted 1ut &$M does not meet e2/ectations
D ,ny wor> is missing!
F Kor> is not turned in as a com/lete /ortfolio!
4III. Sc(e*ule an* Sllabus C(anges
7ome changes in this sylla1us may 1e made in order to coordinate /roGects with those re?uired 1y
other instructors, or to coordinate activities with schoolsD schedules, or to ta>e advantage of
/rofessional o//ortunities as they emerge!
27
IE. Class Sc(e*ule an* Due Dates
Ke will 1egin each class with a community 1uilder e2/erience to /romote care and connecting with each other in a safe
learning environment! Modify these as needed and try these with your own students!
28
DateA1ime #utline of %gen*a or &ro0ects &ro0ects Due in Class an* #nline
7unday
Hune '
8"$$ am O '"$$ /m
UH7'%'$I T '$9
Kelcome
6istri1ute ,rt Materials 4its
,rt Production
Karm%u/s
Practice Elements of ,rt and 6esign
7ing Elements of ,rt and 6esign 7ong
,1stract ,rt with Colored Pencils on Clac>
Pa/er
,rt Production ;eflection Juide"
Elements of ,rt and 6esign
,1stract Piece with Colored Pencils
;eview Course ProGects
6is/ositions
;eadings and ;eading ;es/onses
,rt Production E2/erience ;eflection
,rt Tal>" Georgia *+!eeffe
+isual ,rt Unit Plan" Ho$ does nature ins,ire
us to create art-
Title Page and 5verview
Com/lete Unit Plan
Unit Plan ;eflection with Teacher and
7tudent 7am/les
Integrating the +isual ,rts Into My Ideal Classroom
,rts ,dvocacy Presentation
,rt Tal>" Jeorgia 5D4eeffe
,rt Production E2/erience" Jeorgia 5D4eefe
6emonstration
;e/roduction with Katercolor Pencils
Closure: '7it <otes an* Clean $p:
J(at I learne* to*a an* ,(at I ,ant to -no,
more about.
In class:
Media ;elease @orm
,rt Production and ;eflection
Elements of ,rt and 6esign
,1stract Piece with Colored Pencils
Jeorgia 5D4eefe ;e/roduction with
Katercolor Pencils
%t Home:
;ead Course 7ylla1us and as> ?uestions
online in @orums
Print out or download visual arts standard
and 1enchmar>s for Jrades 4%9
Print or download '$ 1lan> ,rt Production
;eflection Juides
Pre/are +isual ,rts Portfolio with section
dividers for finished /roGects or add to @ine
,rts Ke1site as a digital /ortfolio
5ea*ing an* 5ea*ing 5esponses
;ead Cornett -&$''. Cha/ters * T ( and
,//endi2 , O H!
;eview An Essential Fine Arts Toolit
and the section for your grade level!
;eview the +isual ,rt 7tandard and
Cenchmar>s with a focus on your grade
level
;eading ;es/onses due 1y Hune &&
online
%rt 1al- an* $nit &lan
;eview Jeorgia 5D4eefe PowerPoint
;ead +isual ,rt Unit Plan" How 6oes
3ature Ins/ire Us to Create ,rtP
Pre/are ,rt Tal> for +isual ,rts Unit Plan
,rt Tal> due 1y Hune && online
Creating %rt %t Home:
o If you did not finish in class
,rt Production" ;e/roduce an 5D4eeffe
image using watercolor /encils -Use
reflection guide.
o ,rt Production" Ta>e Photogra/hs from
3ature on your island and select one
/hotogra/h to s>etch and /aint with
watercolor! -Use reflection guide.
o ,rt Production" 7>etch on watercolor
/a/er from one of your 3ature
Photogra/hs -Use reflection guide.
o ,rt Production" Come to class /re/ared
to com/lete a watercolor /ainting 1ased
on your /hotogra/h and s>etch! -Use
reflection guide.
In Fiel* &lacement:
7hare letter with mentor teacher and discuss
ideas for unit /lan! If this is not /ossi1le
then
share your ideas with the course instructor
1RIN0 T. =UN4 '' &ace to &ace +ession
All of the original art!or you created at home
including nature photographs on computer. If
possi%le# place your nature photographs in a slide
sho!.
DateA1ime #utline of %gen*a or &ro0ects &ro0ects Due in Class an* #nline
Hune & O Hune # ;ead the Unit Plan" How does nature ins/ire us
to create artP
5ea*ing an* 5ea*ing 5esponses
;ead Cornett -&$''. Cha/ters * T ( and
,//endi2 , O H!
;eview An Essential Fine Arts Toolit
and the section for your grade level!
;eview the +isual ,rt 7tandard and
Cenchmar>s with a focus on your grade
level
Com/lete the Jeorgia 5D4eefe re/roduction
with watercolor /encils at home! Ta>e a
/hotogra/h of your image and write a
reflection using the guide! Print out for you
/a/er /ortfolio or /lace in electronic /ortfolio!
Lou will do this for all of the art e2/eriences
we engage in during the semester!
5ea*ing 5esponses *ue b June 22 online
29
30
University of Hawaii
College of Education, Institute for Teacher Education
Elementary and Early Childhood Education Program
H'H#5%<D$H
To" Mentor Teachers in Elementary Education
@rom" Hennifer Herring, Ed!6!
ITE )&*, +isual ,rts, Elementary
Sub0ect: 1eac(ing 4isual %rts $nit &lan in t(e 'lementar Classroom
Than> you for your wor> with our teacher candidates enrolled in the College of Education Teacher
Education Program! I a//reciate the maGor role our mentor teachers assume in the /re/aring
/rofessional educators for their wor> with children and their families!
,ll of our teacher candidates enroll in ITE )&*, +isual ,rts, Elementary, which focuses on the study
and teaching of the visual arts in the elementary curriculum! Most of our teacher candidates are
wor>ing in /u1lic school settings where the classroom teacher is re?uired to also /rovide consistent
se?uential instruction and e2/eriences in the visual arts! In some settings our candidates have the
o//ortunity to colla1orate with visual arts s/ecialists to develo/ art lessons that are lin>ed to content
across the curriculum!
5ne area that we focus on is integrating the arts across the curriculum to 1uild on and reinforce
conce/ts that are im/ortant in other disci/lines! Ke 1elieve that the visual arts /roduction
e2/eriences /rovide tangi1le evidence of student learning and achievement and also alternative forms
of student assessment that demonstrate what students >now, are a1le to do and care a1out!
Ke involve our teacher candidates in a /rocess a//roach to creating wor>s of art that includes
e2/eriences in art /roduction, art history, art criticism and aesthetics! Ke >now that having
e2/eriences in the arts also re?uires some time to reflect on these e2/eriences in order to create new
connections and new ways of >nowing!
1(e information printe* on t(e bac- of t(is page articulates t(e fiel* component of our course.
1(is assignment re6uires our teac(er can*i*ates to *evelop an* implement a unit plan in t(e
visual arts. Four teac(er can*i*ate create* a unit plan *uring summer 2014 t(at s(eA(e (opes
to implement in our classroom *uring fall 2014. If t(e sub0ect matter of t(is unit plan *oes
not fit ,it(in our curriculum. t(e teac(er can*i*ate ma c(oose to c(ange t(e sub0ect matter
an* use similar strategies. It is important to note t(at t(e can*i*ate (as access to ot(er unit
plans *evelope* b t(eir peers. ,(ic( t(e ma also c(oose to teac( ,it( our gui*ance an*
t(eir mo*ifications.
Ke also 1elieve that seeing what students are really ca/a1le of doing re?uires them to create all of
the artwor> themselves! This eliminates using any ty/e of adult created /attern and /rovides a more
authentic assessment tool that focuses on the child and his:her a1ility to communicate visually!
It is my e2/ectation that the teacher candidates will discuss their ideas with you and share their unit
/lans with you 1efore im/lementation of the lessons! Please contact me if you have any ?uestions or
concerns!
Dr. Jennifer Herring
(erringK(a,aii.e*u
221+>2@2
31
Summar of Fiel* '7perience %ssignment for I1' 223. 4isual %rts. 'lementar
#vervie, of 4isual %rt $nit &lan. 5eflection. Stu*ent Samples an* Stu*ent '7(ibition
The /ur/ose of this assignment is to give you an o//ortunity to colla1orate with your mentor teacher
to /lan, teach, and reflect u/on four related lessons in the visual arts you will im/lement in your
elementary classroom! Lou will create a student e2hi1ition of the artwor> to dis/lay in your classroom
or in another location in your school! Lou will /re/are a unit /lan, which will include the following"
Unit Plan Chec>list which includes the format of the Unit Plan in the Cac>ward 6esign
Title Page
5verview of the +isual ,rts Unit Plan
7tandards%1ased =earning and ,ssessment Plan
PowerPoint Presentation a1out an artist, an art form, a media, techni?ue or culture
@our related art lessons to 1uild student >nowledge and s>ills -PowerPoint is one lesson.
, 7tudent E2hi1ition -tal>ing a1out or writing a1out the finished wor> of art is one lesson.
;eflection of your e2/erience teaching the unit that includes what you learned a1out yourself,
what learned a1out your students, what you learned a1out teaching, and how you would
im/rove the lessons the ne2t time you teach this unit!
Teacher created sam/les of the art /rocess and a finished /roduct!
7tudent e2am/les of the com/leted art /rocess and finished artwor> that is /hotogra/hed or
/hotoco/ied or shared in class!
, /hotogra/h or a descri/tion of the e2hi1ition of the art wor> created 1y your students
This unit and the e2hi1ition may reinforce themes and o1Gectives that are already /art of the
curriculum and are develo/ed in colla1oration with your mentor teacher!
This unit may include tal>ing a1out the wor> of another artist -,rt History Com/onent. and creating art
-,rt Production Com/onent. and an o//ortunity for students to tal> a1out their own wor> or the wor>
of their /eers -,rt Criticism and ,esthetics.! The theme for the unit may also 1uild u/on a science,
social studies, health, math, or literacy conce/t taught for other courses this semester!
Lou will share your unit /lans and /hotogra/hs with your colleagues during the /resentation of your
Professional Portfolio for 7tudy and Teaching in the +isual ,rts!
Lou may choose to team with one other /eer wor>ing at the same grade level to develo/ the unit
together to create a rich art /rocess and high ?uality student /roducts!
32
33
Media Release Form for Teacher Candidates
To: Teacher Candidates
From: Jennifer errin!" #d.$.
% am as&in! 'o(r )ermission to share 'o(r *rt+or&" ,o+er,oint *rt Ta-&
,resentation and 'o(r .is(a- *rts /nit ,-an" and 'o(r *rts *d0ocac' ,resentation
in an e-ectronic format that ma' be co)ied b' the members of o(r cohort. % am
a-so as&in! )ermission to (se )hoto!ra)hs and +or& sam)-es as )art of a
research )ro1ect or in doc(mentation abo(t o(r teacher ed(cation )ro!ram.
,-ease si!n and ret(rn in the s)ace be-o+ to indicate 'o(r a))ro0a- or denia- of
this re2(est. Than& 'o( for 'o(r assistance.
%" 333333333333333333333333333333333333333333333334)rinted name5:
6i0e m' )ermission
$o not !i0e m' )ermission
,-ease chec& the items 'o( are +i--in! to share in this format.
333333 *rt Ta-&
333333 .is(a- *rts /nit ,-an
333333 *rt 7or&
333333 *rts *d0ocac' ,resentation
For me to be )hoto!ra)hed" 0ideota)ed" and8or a(dio recorded at +or& in his8her
c-assroom and for his8her e9am)-es of his8her +or& to be (sed as )art of a
research )ro1ect in teacher ed(cation or in doc(mentation abo(t o(r teacher
ed(cation )ro!ram and for those ima!es and recordin!s to be (sed on a co(rse or
)ro!ram +ebsite or )rofessiona- )resentation.

6i0e m' )ermission
$o not !i0e m' )ermission
:ame of Teacher Candidate333333333
4,rint5
;i!nat(re $ate33333333333333
4Teacher Candidate
34