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ART EDU

SECONDARY ART METHODS | SP 2018


MONDAY, WEDNESDAY
5 - 7:45
RUT 126
DR. MICHELLE LIVEK
OFFICE. MCL 212: P. 803-323-3237
ARTE 548

WINTHROP
UNIVERSITY 
Competencies
Competency 1: Winthrop
graduates think critically and
solve problems. 
Competency 2: Winthrop
graduates are personally and
socially responsible. 
Competency 3: Winthrop
graduates understand the
interconnected nature of the
world and the time in which they
live.
Competency 4: Winthrop
graduates communicate
effectively. .

Prerequisites
Permission of instructor.
Admission to Teacher Education
Program.  

Guiding
Questions:
Who are MS-HS learners?  COURSE
DESCRIPTION
How is human development
relative to lesson creation
and art teaching? 
What does it mean to
explore materials and This course reviews historical and
ideas? 
What does it mean to be a
contemporary curricula in art education,
professional secondary then focuses on issues in secondary art
artist teacher in the 21st
century?  teaching. Topics include adolescent
How do my past development, as well as multicultural and
experiences as an artist
and learner relate to my cross-disciplinary aspects of art. Students
emerging pedagogy? will continue to refine personal philosophies
How do the standards and
responsibilities of of art education as well as secondary units
secondary art teaching
relate to my beliefs about
of instruction. All post-baccalaureate
education?  students will have additional requirements.
Materials List

Digital: 
 USB drive, 8 GB or higher 
 Backup storage via a personal computer/external
hard drive, or Drop Box Access to a digital camera 
Weebly/Wix/Blogger account
Canva account

 Analog Required: 
Sketchbook/Artists Journal
Notebook
  Pens, pencils for note taking 
Drawing materials 
 Scissors 
Glues/Tapes 
Drawing paper 
Watercolor paper 
Watercolor set and Brushes
Small Art Tote

Purchase what you need


and use what you already
have.

Recommended Texts
Stewart, M., & Walker, S. (2005). Rethinking curriculum in art. Worchester, MA:
Davis. Fountain,

Heather L. R. (2014). Differentiated instruction in art. Worchester, MA: Davis.


(ISBN: 978-1-61528-121-3)  

Jensen, E. (2013). Engaging Students with Poverty in Mind. Alexandria, VA:ASCD


(ISBN: 978-1-4266-1572-9)

Beattie, D. (1997). Assessment in art education. Worchester, MA: Davis.

 Hume, H. D. (1998). The high school art teacher’s book of lists. Prentice-Hall.

 Barrett, T. Why is that Art? Worchester, MA: Davis. 

P.2
P.3 ART EDU *PROVISIONAL

Topics and
Activities*
NEW AND REVIEW

Middle School Special Topics • VTS

Teaching Intro Courses in HS • Differentiation in Art Education

Teaching Advanced Courses in HS • Aesthetic Inventory

Visual Culture Art Education  • SCVAS

Visual Literacy Semiotics and Art Education  • NCVAS

Scope and Sequence  • edTPA Standards

Publication of Big Idea Based Lesson Plan  • Lesson Plan Structures

Curation of Big Idea Book Display/Gallery • Modernist Elements and Principles

Show?  • DBAE

8 Net-Gen Norms  • How Pictures Work

Story, Empathy, Play, Meaning, Design - Daniel • Big Ideas/Enduring Understandings

Pink Five Minds for the Future – Howard • What is art FOR?

Gardner Assessments and Standards  • Postmodern Values and Art Education

International Baccalaureate  • Postmodern Principles and Art Education

Advanced Placement  • Integration

Personal Art History/Art Timeline  • STEAM

Artistic Development  • Website Creation and Management

iMovie  • Sub Plans • Logistics - POs, Classroom Layouts, etc.

Digital Curation  • Displays 

Facilitating Art Shows 


Secondary Art Room Classroom Management
Pinterest and Art Education Instagram and Art
Education 
One Page Portfolios 
STUDENT CONDUCT Responsibility for good conduct rests with

POLICIES
students as adult individuals. The policy on student academic
misconduct is outlined in the “Student Conduct Code Academic
Misconduct Policy” in the online Student
Handbookhttp://www.winthrop.edu/uploadedFiles/studentconduc
ATTENDANCE t/StudentHandboo k.pdf
 Spending time together is the heartbeat of community.
Your presence makes this community rich and lovely. If STUDENTS WITH DISABILITIES/NEED ACCOMMODATIONS
you are not in class, you will be missed! FOR ACCESS: Winthrop University is committed to providing
access to education. If you have a condition which may adversely
 Two (2) missed classes may result in a half grade impact your ability to access academics and/or campus life, and you
deduction to your grade. Five (5) missed classes will result require specific accommodations to complete this course, contact
the Office of Accessibility (OA) at 803-323-3290, or,
in an F grade.
accessibility@winthrop.edu. Please inform me as early as possible,
once you have your official notice of accommodations from the
 Attendance will be taken and repeated tardiness or early
Office of Accessibility, third floor Bancroft Annex.
departure 3 times will result in a half grade reduction. 
SAFE ZONE STATEMENT The professor considers this classroom
In the event of missing class: Call Dr. Liv, office phone to be a place where you will be treated with respect as a human
803-323-3234, or email Dr. Liv (livekma@winthrop.edu), being – regardless of gender, race, ethnicity, national origin,
tell a friend/accountability partner religious affiliation, sexual orientation, political beliefs, age, or
(Name, and Point of Contact Method) ability. Additionally, diversity of thought is appreciated and
___________________________________________________ encouraged provided all can agree to disagree. It is the professor’s
expectation that all students consider the classroom a safe
to take notes and help you with what you might miss,
environment.
and/or deeply consider the cost of non-attendance. If the
absence has proof of reason, i.e. a doctor’s note, the SYLLABUS CHANGE POLICY The syllabus can be changed by the
student and professor will have to schedule a meeting to professor throughout the semester. Students will be notified of
consider attendance policy and proceed with the changes to the calendar and any other changes.
student’s best interest in mind. Please do not discuss
attendance with the professor during class. It’s your GLOBAL LEARNING This course participates, by its very nature, in
personal business . A meeting or email, outside of class the Global Learning Initiative.
time is best. 
GRADING POLICY Work hard, and with an essence of bravery.
Invest yourself into the work on behalf of yourself as an Artist,
USE OF TECHNOLOGY
Teacher, and Researcher as well as the hundreds/thousands of
1. Is encouraged, within reason and standard social
future artist/students you will have the good fortune to work with!
constructs. When the professor asks for your attention, • A = SUPERIOR. Stand out. Awe inspiring. On time.
you should refrain from facing your devise or screen, and • B = Good Work! You did what was asked of you, and on time.
turn toward the professor or colleague. • C = Average. Competent but un-invested. *Edit work per personal
2. Should be used reflectively. The way that you interact goals and professor’s recommendations.
with technology is a part of the curriculum of the course. • D = Poor. Beneath your potential and talent. Timeliness a factor.
Be mindful of the way you interact and with what *Do a do-over with personally developed revisions and professor’s
technology. recommendations.
• F = Fail. *Mandatory do over, with robust revisions or a complete
3. Check your email. For all courses, and for your own
re-start.
success. Communication is key.
4. Cell phones or other devised are to be used daily, Timeliness will affect advancement in grade on a student to student
ethically. It is unethical and unacceptable to use recording basis. All revisions made upon assignments must be submitted to
devises in or outside of the classroom to film or the professor before the next class meeting. No Exceptions.
photograph faculty, staff or students without their Advancement in grade will be decided based on the amount of
 PAGE 4

permission. This policy will be considered as part of the revision, the depth of revision, and the outcome of the revision. If
curriculum of this course. revisions must be made, the highest grade to be achieved is a B.
READING,
WRITING, AND
ART MAKING
READINGS
It is expected that you will come to class fully prepared to discuss any
readings or visual interpretations. You should be able to contribute to
discussions, lead discussions, and think with fellow artist/teachers.
Study guides may be given occasionally, however, I offer you the
following guiding framework for you to consider as you read any form
of communication associated with your homework (It is a “liv-
version” of SQ3R):
1. SCAN – Look over the totality of the piece
2. QUESTION – As a question of the piece (i.e. What can this article
do for me as a digitally savvy artist/teacher?)
3. READ – Top to bottom, all the words
4. RECITE – Here is where you highlight stuff, and notes, and see
what questions it has answered and generated within your thinking.
5. REVIEW/(refresh) – Spend some time with your notes, highlights
and questions right before you come to class and or before you wish
to discuss it with another person.

WRITING
You will write, quite a lot, for this course. Much of the writing that you
will complete will be posted within your website. Please be savvy of
the audience to whom you are writing. All writing should be collegiate
in content, nature, grammar, and tone. Some writing will be
completed in class on notebook paper, some writing will be required
to be printed and brought with you to class. In the event of turning in
a piece of writing, be sure to put your name, date, course number and
instructor’s name.

STUDIO ASSIGNMENTS
Will be primarily completed as MS/HS  art exemplars, however, some
REISE | PAGE 4

will be for your own artistic development. These will be evaluated per
the objectives of the lesson, with special attention to content,
craftsmanship, design, execution, technique and/or experimentation.
*Assessment mechanisms for art and within art education will be under
discussion throughout the semester.
1. Art Field Experience Course
   A. Weebly Reflections: Secondary art and
classroom observations in assigned field experience
Expectations
location (outside of class)
   B. Gallery/ Museum Activity: Museum/Gallery field
trip during class time (TBD) 4. A Drawing Analysis Research
Paper: This is a research
2. Technology:  project on adolescent artistic
   A. iMovie Project: This activity will be an development. Please read
integrated project in Art, Music, and Literacy. Course Daily Agenda on
Explanations and some work time will be provided Weebly for further
during class. instructions, rubrics, and
   B. Weebly Portfolio: Students will use as personal readings.
portfolio to hold studio assignments as well as
additional assignments 5. Visual Verbal Journaling
(Artist Journal): Course
3. Studio Experiences: participants are expected to
   Throughout the semester students will participate utilize their artist journal as a
in studio art activities. Students will collect these place for thinking with and
creative expressions and reflections, and connect through art making materials
them to future teaching. At least 12 media entries to consider topics embedded
(visual examples from in-class studios) should be within the course. Some
made during this semester and can be completed prompts will be given, others
during class time. Works should express creative, will be self-generated.
thoughtful, wellcrafted adaptations as well as
problem solving techniques, concepts, and media 6. Integrated Lesson Plan:
presented by the instructor and classmates. The Students will create one lesson
personal digital portfolio is due by last class session. plan with secondary  learners
Intermittent assessments will take place following in mind that integrates art and
the successful completion of a unit. one additional content area.

EVERYONE 7. Peer Presentations: Students


will be expected to teach and
learn by creating presentations

WANTS TO LIVE about the content of the


course.

ON TOP OF 8. Active Membership in


Withrop NAEA pre-service
artist/teacher group
THE MOUNTAIN 9. Attendance, Class

BUT ALL THE
Participation, and
Professionalism: This course is
structured as an active

HAPPINESS AND
learning, hands-on class where
each student’s full engagement
is essential for success.

GROWTH OCCURS Therefore, students are


expected to complete all
REISE | PAGE 5

assigned readings and

WHILE YOU'RE activities before each class


period and to come to class
ready to participate fully,

CLIMBING IT. knowledgeably, and


insightfully.
ANDY ROONEY