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Course Description: |
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ARTE 290, Introduction to Art Education, (3 Credit
Hours). An integrated lecture and laboratory course
which introduces the fundamental, historical, and
philosophic components of art education with an
emphasis on discipline-based practices. Art
instruction is investigated as it relates to
national and state educational goals, the school and
community environment, and diverse student
populations. Various components of art education are
examined along with the expectations from licensing
and certifying agencies. |
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Curricular Relationship: |
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No prerequisite. Completion of this course would be
required prior to all other art education classes. |
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Goals and Objectives: |
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1. |
The student will gain a basic understanding of
the historical and philosophical developments
that have led to current art education
practices. |
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2. |
The student will gain an understanding of the
basic components of art instruction and how they
relate to local, state, and national curricular
goals. |
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3. |
The student will gain an understanding of the
various art educational environments and student
populations that typify public schools. |
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Text: |
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A course packet of selected readings. No
specific text will be required. |
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Topics Covered in a Semester: |
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1. |
Week 1-2 The history of art education.
Selected readings from:
Efland, A. D. (1990). A history of art education:
Intellectual and social currents in teaching the
visual arts. New York: Teacher's College Press.
Wygant, F. (1993). School art in American culture:
1820-1970. Cincinnati: Interwood Press.
Lowenfeld, V. (1975). Creative and mental growth.
New York: Macmillan Publishing. |
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2. |
Week 3-4 Understanding Discipline Based Art
Education (D.B.A.E.).
Selected readings from:
Clark, G., Day, M., & Greer, W. D. (1987).
Discipline-based art education: Becoming students of
art. Journal of Aesthetic Education,21(2), 129- 193.
Eisner, E. W. (1990). Discipline-Based Art
Education: Conceptions and Misconceptions.
Educational Theory 40(4).
Others: Steven Dobbs, Dwaine Greer, and The Getty
Center for Education in the Arts. |
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3. |
Week 5-6 Understanding the distinct
disciplines.
Selected readings from:
Dobbs, S. M. (1995). Learning in and through art: A
guide to discipline- based art. Santa Monica: The J.
Paul Getty Trust
Alexander, K. & Day, M. (Eds.) (). Discipline-based
art education: A curriculum sampler.
Parsons, M. J. & Blocker, (H. G. 1993). Aesthetics
and education. Urbana: University of Illinois Press.
Wolfe, T. F. & Geahigan, G. (1997). Art criticism
and education. Urbana: University of Illinois Press.
Brown, M. & Korzenik, D. (1993). Art making and
education. Urbana: University of Illinois Press.
Addiss, S. & Erickson, M. (1993). Art history and
education. Urbana: University of Illinois Press.
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4. |
Week 7-8 Developmental theories in art
education and psychology.
Selected readings from:
Gardner, H. (1983). Frames of mind: The theory of
multiple intelligences. New York: Harper Collins
Publishers.
Gardner, H. (?). The arts and human development: A
psychological study of the artistic process. New
York: Harper Collins Publishers.
Hurwitz, A. & Day, M. (2001). Children and their
art: Methods for the elementary school. (7th
edition). Fort Worth: Harcourt Press
Efland, A. D. (2002). Art and cognition: Integrating
the visual arts in the curriculum. New York:
Teachers College Press.
Parsons, M. J. (1987). How we understand art.
Cambridge: Cambridge University Press. |
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Week 9-10 Understanding the school
environment.
Selected readings from:
Goodlad, J. I. (1984). A place called school:
Prospects for the future. New York: Macgraw-Hill. |
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Week 11-12 Real-world experience - our local
schools.
Readings from:
Vigo County School Corporation. Vigo County School
Corporation Curriculum Guide for Visual Art.
Indiana Department of Education. Indiana's Academic
Standards (Visual Arts).
Federal Department of Education. National Standards
for Arts Education. What every young American should
know and be able to do in the arts.
Activities to include:
Onsite field observations.
Discussion and presentation from outside speakers. |
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7. |
Week 13-14 Multiculturalism and our diverse
student population.
Selected readings from:
Suzuki, B. H. (1984). Curriculum transformation for
multicultural education. Education and Urban Society
16(3).
Gollnick, D. M. & Chinn, P. C. (1983). Multicultural
education in a pluralistic society. St. Louis: Mosby
Publishers |
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8. |
Week 15-16 The basics of learning art: Lesson
construction.
Selected readings from:
Bates, J. K. (2000). On becoming an art teacher.
Stamford: Thomson Learning.
Activities to include:
Basic lesson plan construction.
Demonstrations. |
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Week 16 Expectations from the School of
Education and the State of Indiana.
Selected readings from:
Indiana State University Bulletin
Handouts/Forms/Syllabi from the School of Education
Licensing information from Indiana Department of
Education |
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Assessment of Student Performance: |
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1. |
Tests, quizzes, and written assignments covering
reading, discussions, research, and information
presented by speakers. |
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Participation with regards to classroom
discussion and attendance. |
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3. |
Observations of art classroom activities in the
community. |
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4. |
Projects and artwork. |
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