SYLLABUS and STUDY GUIDE

 Professor Dennis Navrat

Spring 2004

Classroom pictures and artwork

TABLE OF CONTENTS

SYLLABUS

Course:              K-8 ART METHODS

Number:             ARTE 310             2 semester hours credit

ARTE 310, Section 015 or 025, is required of all elementary education majors.  Art Education majors will

also enroll in ARTE 490 Special Problems: Curriculum Development, 3 credits, following completion of this course. 

Offered: Spring 2004:              CRN 20128 Section U025:  TTh 3:30-4:45pm; CFA 208

Instructor:        Dennis Navrat, Professor of Art

                        Office: CFA 208A; Telephone: 677-5732

                        Office Hours: MTWTh 1:15pm - 2:00pm, or by appointment

            Email: dnavrat@usd.edu My course syllabi may be viewed on the Internet at:

  http://www.usd.edu/~dnavrat/index.shtml

COURSE DESCRIPTION

This course emphasizes purposes, standards, and methods of instruction for K-8 teachers including

lesson planning and fundamental work in art projects.  It surveys the historical, philosophical, procedural,

and curricular processes involved in elementary classroom art in order to integrate visual art within the

teaching of other classroom disciplines.

SCOPE

For pre-service classroom teachers, the course involves connecting art activities with the teaching of 

classroom subject disciplines of math, science, social studies, language arts, and music. Through library

and Internet research, it includes preparation of instructional units for the teaching of elementary art with

emphasis on standards, grade appropriate subject matter, art media, and technology.  Students will

create teaching portfolios, and have opportunity for peer teaching.

TEXT

Arte310 Study Guide.  Elementary Education majors will use the Study Guide and the Internet.

Bringing Art into the Elementary Classroom.  Joan Bouza Koster, Wadsworth/Thompson Learning,

 Belmont, CA.

http://www.wadsworth.com/  2001 Edition  ISBN 0-7668-0541-7.   This is a required text for Art Education

majors.

This text is not required for Elementary Education majors, who will use the course study guide and

handout materials.

Recommended Reading (see Bibliography of texts and Websites)

COURSE GOALS and OBJECTIVES 

Goals:

1.        To understand mental and creative growth of the K-8 student in relation to art methodology.

2.        To understand purposes and applications of art in the elementary classroom allied with teaching of other subject disciplines, to create meaningful learning experiences.  This includes understanding of inclusive, multicultural curriculum development.

3.        To understand reading and research appropriate to K-8 art instruction.

4.        To understand fundamental art elements, principles, media, and processes as they apply to art

 projects  at various age levels.

5.        To understand integration of classroom technologies appropriate to K-8 art instruction.

6.        To understand formal and informal assessment strategies appropriate to K-12 art instruction, in order

to assess effectiveness of the art curriculum and facilitate student achievement and lifelong learning. 

Accrediting Agencies of the University of South Dakota:

DECA – Department of Education and Cultural Affairs of the State of South Dakota

INTASC – Interstate New Teacher Assessment and Support Consortium

NCATE – National Council for Accreditation of Teacher Education

SEQUENCE

The course surveys the purposes of art for elementary and middle school students, age-appropriate

subject matter, teaching standards, and the development of curriculum, especially linking art to the

teaching of other subject disciplines in elementary school.   The student will form a portfolio of teaching

examples by developing lesson plan outlines and completing two-dimensional and three-dimensional

classroom projects relating to grades K-8.  The student will understand art strategies, technology,

methods, processes, subject matter, motivations, subject area connections, and materials appropriate

to an elementary classroom.  There will be opportunity for peer teaching and assessment.

ARTE 310 students will create visual examples for seven lessons, and additional examples for peer-taught 

lessons.    Students will complete lesson plan outlines for at least four studio projects.  In addition, each

student will receive lesson outlines from class members, thus assembling approximately 14 complete

lessons.  In-class work will be on projects similar to the following:

1.        Collage: Pattern, Texture and Rubbings

2.    Creating a Children's Book:  Bookmaking, Transparent Watercolor Painting, Opaque Tempera Painting, 

Collage, Photocopying, Mixed Media, emphasizing storytelling, development of a storybook character from an object, shapes, light and form, color mixing and matching. 

3.   Watercolor Wax Resist - combining drawing and painting

4.   Mounting and Matting of Art Work

5.  Class Presentation Lesson - arts and crafts

    Other topics and art media appropriate to K-8, but not included within the time frame of this course

include:  Mask Making, Clay forming, Papermaking, Printmaking: Mono-prints and stamp prints, and

other types of Mixed Media Drawing/Painting/Collage

NOTE:  Supplies used in these problems are commonly found in any elementary school.

ACCESS TO CLASSROOM

CFA 208 is a controlled access classroom. It is accessible Monday through Friday from 8:00AM to

5:00PM. If the door is locked during these times, students may gain access from the Art Department

Secretary in CFA179. For homework, students may use an adjoining studio room, CFA209, at any

time. CFA209 is accessible 24 hours a day, 7 days a week.

ADA COMPLIANCE STATEMENT

If you have a documented disability as described by the Rehabilitation Act of 1973 (P.L. 933-112 Section 504) and “Americans With Disabilities Act (ADA)” that may require you to need assistance attaining accessibility to instructional content to meet course requirements, it is recommended that you contact Disability Services (677-6389) in the Service Center, Room 119B, as soon as possible.  It is then your responsibility to contact and meet with the instructor.  The Disability Services Office can assist you and the instructor in forming a reasonable accommodations plan and provide support in developing appropriate accommodations for your disability.  Course requirements will not be waived but accommodations may be made to assist you to meet the requirements.  Technical support may also be available to meet your specific need.

TESTING

No final exam will be given, although students are required to write on a daily basis.

IMPLEMENTATION

The class will meet twice a week on Tuesday and Thursday.

ATTENDANCE

Students are expected to attend all classes on time throughout the semester.  Excessive absences

may affect the final course grade.  Students should formally justify absences with the instructor.

METHOD OF ASSESSMENT and GRADING STANDARDS

Assigning a grade for art studio projects includes both objective and subjective considerations. Course

grades will be based on (1) the student's ability to demonstrate understanding and skill in K-8 lesson

planning, writing, and presentation, and (2) the quality and quantity of artworks using materials and

techniques related to the objectives of the assigned student projects.   While grading, an instructor

trusts judgment made over a period of time rather than first impressions.

  Incomplete learning occurs when classes are missed; therefore attendance is required.  An instructor is blameless when you miss class and miss the points of instruction during any class session.  I am very willing to clarify the points of instruction during and after class, but I cannot repeat entire classes or individually instruct any student beyond the classroom for excessive amounts of time.

6.  Willingness to accept and use constructive criticism.

  When written projects are reviewed, or artworks are displayed and discussed, a variety of observations and suggestions should be expected.  The qualities of the work are first observed and noted, then other possibilities are envisioned and suggested.  Be tolerant of the statements of others and open-minded to suggestions coming from the instructor or any class member.  Try the good suggestions next time you work.

7.  Willingness to challenge one’s concepts, abilities, or complacency.

  “To grow is to change - to change is to risk what is - a willingness to let go of the status quo.”  What you do well you should treasure, what you can do better you should try to improve eagerly.  When you are aware of your own prejudices and overcome them you will not only become more successful but also much happier.

8.  Performance on testing.

  The course may include objective testing relating to mixed media drawing and art terminology.

Portfolio Project Grading Criteria

1.       Participation in course activities and completion of all assignments and directives.

2.       Consideration and use of the elements of art structure and principles of design organization.

3.      Creativity involving a sense of order and beauty.

4.      Practice: quantity of examples of each portfolio project

5.      Organization and neatness: Legible notes and typed lesson plans in a 3-ring binder, and labeled artworks placed in proper sequence in the portfolio

Students may be asked to re-do a project to improve a grade.

CRITERIA FOR FINAL ASSESSMENT:

Portfolio  Project Grading Criteria

1.  CLASS PARTICIPATION – 33% of final course grade: Includes attendance record, positive learning attitude, participation in class discussions, written notes, class handouts, and written answers to 18 questions posed throughout the course

2.  NOTEBOOK – 57% of final course grade (includes Class Participation, above): Contains the Study Guide, class notes, answers to assigned questions, handouts, and written Lesson Plans completed according to the objectives of each project. Extra effort can amount to 7% of the final course grade.

3. PORTFOLIO – 43% of final course grade: Contains examples of required art projects completed during the course. Extra effort can amount to 10% of the final course grade.  Portfolios must be complete, with each example identified and in the required sequence. Both the Notebook and the Portfolio must be presented for final assessment, on time, at the end of the semester.

In consideration of the above requirements, the following criteria will affect the final course grade:

3. Quantity of creative examples in the Portfolio. Extra examples of each portfolio project are indicative of extra effort and practice, and are required for a course grade of A.  Extra effort may equal 17% of the final course grade.

4. Attendance record indicating a positive attitude, class participation, and consistent effort.

NOTEBOOK – 57% of final course grade

Class Participation Credit: Students will be required to take class notes, provide answers to essential questions, and write lesson plan outlines for each studio project assigned. The Notebook, a 3-ring binder, must include four sections, organized in the following order:

(1) The Syllabus and Study Guide, including, on the last two pages, answers to the page of questions, and on the final page, a quantitative accounting of all project examples to be found in your Portfolio.  Do not separate the pages of the Study Guide.

(2) Notes and Handouts, especially daily notes indicating your personal interpretation, planning, and diagramming of each required lesson.   All notes must be legible.  Do not place your pages within plastic pages in the 3-ring binder.

(3) Lesson Plans, in sequence, for required Lessons #1, 2, 4, and 5, including the peer evaluation forms for your own presentation lesson (Lesson #5).  Extra credit will be earned for any additional lessons you complete beyond the minimum of four.  Do not place your notebook pages within plastic pages in the 3-ring binder.

(4) Class Presentation Lesson Plans - peer lesson plans and project examples (Lesson #5).

(5) Miscellaneous: an optional section containing any other materials submitted for course credit.

PORTFOLIO - 43% of final course grade

Students will be required to assemble a portfolio containing artwork examples of each assigned lesson and each class presentation lesson.  The primary criteria for the grading of the portfolio are artistic quality and craft of the project examples.  Extra credit will be earned for the number of examples exceeding the minimum requirement for each lesson.  Additional practice with all art materials is encouraged and rewarded at the end of the course. Each artwork in the portfolio must be labeled and referenced to a specific Lesson Plan contained in the Notebook. Students may be asked to re-do a project to improve a grade.

COURSE GRADING SCALE:
Total Possible Course Points: 3000 (Refer to last page of Study Guide)
A = 2700 TO 3000 POINTS
B = 2400 TO 2699 POINTS
C = 2100 TO 2399 POINTS
D = 1800 TO 2099 POINTS
F = BELOW 1800 POINTS 

CLEAN-UP

It is important to teach students of any age respect for tools and materials in the classroom.  Students will be responsible for all clean up at the end of each studio class.  This includes wiping up your work area, cleaning and replacing all tools and materials to their respective storage place. 

MATERIALS FEE

The materials fee of $22.40 will cover the cost of the Study Guide and materials used during the semester.  The materials fee is paid at the Business Office in conjunction with payment of tuition and fees.

Each student will need to purchase a 3-Ring notebook, 2” wide. 

ARTE SUPPLY LISTS: Supplies for classroom use provided to students from the materials fee:

REQUIREMENTS FOR ART EDUCATION MAJORS ONLY!

A PERSONAL PHILOSOPHY OF ART EDUCATION
A one-page statement of your teaching philosophy based on historical art education, 

your experience, realizations, and future planning.  How will you teach Art in Grades K-8?

DEFINITION OF AN ART CURRICULUM
A 1-3 page statement outlining past and present strategies of lesson sequencing, 

and your own future strategies to maximize student learning, based on research of 

art education curricula. With South Dakota Art Standards in mind, how do you create

a logical and appropriate sequence of learning in Art in Grades K-8?

GOALS AND OBJECTIVES OF THE ART CURRICULUM
A 1-3 page outline of goals and objectives of learning for K-8 students, by grade level.

With national guidelines and state standards in mind, what should students learn about

Art in each grade, K-8?

www.usd.edu/~dnavrat/syllabi

TEACHING PHILOSOPHY, Professor Navrat

In any of my courses, I employ interactive, participatory, teaching/learning techniques dating back to

Socrates - learning through instruction, thinking, planning, questioning and doing. I promote a learning

environment in which students are rewarded for thinking and doing. Passivity is not rewarded.

I urge students to share their perceptions of the information and issues presented. I believe students

must actively participate in the learning process in order to more fully experience and comprehend their

own thought processes.

Thus, I encourage students to exercise a natural tendency to teach others. By encouraging student

participation, I believe both teacher and student learns even more about possibilities relating to the

subject/assignment, and, in effect, masters that subject through repetition. I repeatedly stress

important information, not because I'm kind to the least motivated class member, but because surveys

show that only about 10% of an audience are listening attentively at any one time. This process is

logical and valid when exploring subjective, imaginative concepts and issues that constitute the study

of art.

The learning environment is directed toward critical thinking relating to problem solving. Some rote

learning is required of the student in order to apply skills required for problem solving. Written testing

predominantly relates to art terminology (course glossary), and rote learning is necessary to master

definitions leading to the knowledge of the discipline.

By requiring students to study the good works of others, to conduct personal research, to critically

analyze issues and concepts, to think and create possibilities for themselves, and to critically evaluate

their own results and the results of others, I actively guide students to meaningful realizations, skills,

and abilities that may be successfully utilized in the future.

DEFINITIONS OF ART 

1. Art is uncommon, not common.
2. Art is not ordinary, but extraordinary.
3. Art appeals to the mind, the senses, and the spirit.
4. Art elevates the mind, the senses, and the spirit.
5. Art is easy for kids.
6. Art is joy made visible.
7. Art is hard for adults.
8. Art is pain made visible.
9. Art takes time and care.
10.  Art is a good idea made visible.
11.  Art is a sincere emotion made visible.
12.  Art is not artificial or phony.
13.  Art is human effort to imitate, supplement, alter, or counteract the work of Nature, including the Universe.
14.  Art is the unknown and previously unwitnessed.
15.  Art is the conscious production or arrangement of sounds, colors, forms, movements or other elements in a manner that affects the sense of beauty; specifically, the production of the Beautiful in a graphic (2D) or plastic (3D) medium.
16.  Art is the study of visual perception and activities.
17.  Art is the product of visual perception and activities.
18.  Art is the process of visual perception and activities directed toward the production of objects of art.
19.  Art is high quality of conception or execution, as found in works of beauty.
20.  Art is aesthetic value.
21.  Art is any field or category of art, such as visual art, theatre, music, dance, or literature.
22.  Art is a nonscientific branch of learning, one of the liberal arts.
23.  Art is a system of principles and methods employed in the performance of a set of activities, such as the art of building.
24.  Art is a trade or craft that applies a system of principles and methods, such as pursuing the baker’s art.
25.  Art is a specific skill in adept performance conceived as requiring the exercise of intuitive faculties that cannot be learned solely by study, such as the art of writing letters.
26.  Art employs artful devices, stratagems, and tricks.
27.  Art employs artfulness, contrivance, and cunning.
28.  Art is visually illustrative material.
29.  Art can be made from artifacts, including art history.
30.  Art is not crap.

Tentative SEQUENCE OF ACTIVITIES  

"Time Flies Like an Arrow.  Truth Flies Like a Banana."

This schedule is subject to change.

Instruction is designed to accomplish the course goals and objectives.

Instruction will outline the requirements and process of each lesson and portfolio project.

Students will take class notes and write a lesson plan for selected portfolio projects, as specified by the

instructor.  Notes, the lesson plan and a project example are required for each portfolio problem specified.

A notebook, lesson plans, and projects comprise the complete course portfolio for final grading.

By the end of semester, your portfolio may include projects appropriate to the developmental stages of

children -  Ages 2-4 (SCRIBBLING), Ages 4-8 (SYMBOL), Ages 9-12 (BEGINNING REALISM), and ages

beyond.  By adjusting the complexity of the lesson, learning objectives relating to most art mediums and

processes are adaptive to any age student.

 Class 1: Thursday, January 8

            Concept: INTRODUCTION TO THE COURSE AND TO THE PURPOSES OF ART IN THE

ELEMENTARY/MIDDLE SCHOOL CLASSROOM

Objective: To understand how art links students to broad human purpose.

Process: Explanation of Syllabus, Course requirements, Materials fee, Study Guide.

Introduction to classmates.          

Begin NOTEBOOK: The Notebook is required, and will be graded at the end of the semester.

It will contain: a record of your daily notes, especially answers to specific questions

asked throughout the Study Guide, interpretations and experiences during classes; class

handouts; diagrams; creative ideas; planning for your lesson plans; a lesson plan for each

project, as required; and sequential planning of each portfolio project.  The Notebook will reflect

your understanding of course concepts, goals and objectives.  The note-taking section should

be a personal interpretation and sequencing of daily instruction, not a mere copy of this outline

of daily class activity.  The Notebook is an important indicator of the interest, seriousness, and

effort you put into the course throughout the semester, and will be an important resource for your

future classroom. 

Lecture and Discussion: HOW ART LINKS STUDENTS TO BROAD HUMAN PURPOSE: The

Purposes of Teaching Art.

ASSIGNMENTS. Visit my Website, read the course syllabus, and peruse the Study Guide.

To prepare for each class, students are expected to read relevant information provided in the

Study Guide before the class meets. In your Notebook answer the following question: 1. Why

should children learn about Art?

 Class 2: Tuesday, January 13

Concept: MENTAL AND CREATIVE GROWTH OF CHILDREN IN RELATION TO ART METHODOLOGY.

            Objective: To understand mental and creative growth of PreK-8 students in relation to art methodology.

Process: Refer to Study Guide pages

Lecture and discussion.  Instruction relating to Child Art Development. 

In-class Procedures: Demonstration of portfolio construction made from two sheets of white

drawing paper, 18" x 24."  Make your portfolio for semester projects and your nametag.

NOTEBOOK ASSIGNMENT: In your Notebook outline answers to the following

questions: 2. How do children learn? 3. What are children capable of doing and learning

by age and grade level?

Class 3: Thursday, January 15

Concept: MENTAL AND CREATIVE GROWTH OF CHILDREN IN RELATION TO ART METHODOLOGY.

            Objective: To understand mental and creative growth of PreK-8 students in relation to art methodology.

Process: Refer to Study Guide pages 

Lecture and discussion.  Instruction relating to SOME STRATEGIES FOR THE TEACHING OF ART

NOTEBOOK ASSIGNMENT. In your Notebook answer the following question: 4. To maximize student learning what teaching methods are best?

Class 4: Tuesday, January 20

Concept: INTRODUCTION TO NATIONAL STANDARDS FOR K-12 ART EDUCATION and

SOUTH DAKOTA STANDARDS.

broad human purpose.  To design instructional strategies and lessons based on knowledge of art,

including the South Dakota K-12 Visual Art Content Standards.  To understand reading and research

appropriate to K-8 art instruction.  To understand integration of classroom disciplines and technologies

appropriate to K-8 instruction.  To understand formal and informal assessment strategies appropriate to

K-12 art instruction in order to gauge effectiveness of the art curriculum and facilitate student achievement

and lifelong learning.

Process: Refer to Study Guide.  Lecture and discussion of national standards and state standards,

K-12 Visual Art, and appropriate subject matter for art activities.           

Lecture and discussion: Instruction relating to National teaching standards, K-8; Outlines for the

Art Curriculum and the Lesson Plan.

NOTEBOOK ASSIGNMENT. In your Notebook answer the following question: 5. What content standards

apply to teaching K-8 Art in South Dakota?

Class 5: Thursday, January 22

Concept: K-12 TEACHING STANDARDS (continuation) and

AGE and GRADE SPECIFIC CONCEPTS and ART ACTIVITIES

Objectives: To understand purposes and applications of art in the elementary classroom to

create meaningful learning experiences.  To design instructional strategies and lessons based

on knowledge of art, including the South Dakota K-12 content standards.

Process: (Refer to Study Guide) Lecture and discussion: Revisiting the Purposes of Art.

Personalized subjects for art activities that easily connect with multidisciplinary learning:

People, Places, Things, Pets, Love/Caring/Respect, Experiences, Animals/Birds/Fishes,

Environment, Imagination.  Some Strategies for the Teaching of Art: Child Art Development

and Evaluation. 

Concept: PLANNING AN ART LESSON: CURRICULUM PLANNING AND THE K-12

LESSON PLAN OUTLINE

Objectives: To understand purposes and applications of art in the elementary classroom in order

to create meaningful learning experiences. To instruct in the elements and principles of art as

they apply to chronological age capability.  How to develop a lesson plan.

Process: Visual lecture on curriculum and lesson plan outlining, with examples.  Refer to

Study Guide.

NOTEBOOK ASSIGNMENT. In your notebook outline answers to the following questions:

6. What subject content is appropriate according to age and grade level, K - 8?  7. According to age and grade level, what art activities, mediums, and processes are appropriate to teach?  

 Class 6: Tuesday, January 27

Concept: PLANNING AN ART LESSON: CURRICULUM PLANNING AND THE K-12 LESSON

PLAN OUTLINE: LINKING ART TO OTHER SUBJECTS

Objectives: To understand purposes and applications of art in the elementary classroom in order

to create meaningful learning experiences. To instruct in the elements and principles of art as

they apply to chronological age capability.  To instruct in the fundamentals of Pattern, Movement,

Repetition, Proportion, Shape, Color, Value, Emphasis.  To link Art with Math/Geometric Shapes.

Artist to research: Victor Vasarely

Process: Presentation and demonstration of classroom art activity, with visual examples: Slides

of historic quilting patterns.

Begin PORTFOLIO 1: TEXTURE AND  PATTERN COLLAGE.

Note: This project involves links between math and art.  It will be completed over several days

in the classroom.  Each day, in your Notebook, take notes on the steps of this process as they

are covered in class.  Your notes will form the section of the lesson plan labeled “Process.”

Course Requirement for Portfolio 1: one example and one lesson plan

Using an Element of Art: Texture, (and Pattern) in the classroom for lesson planning.

  (Appropriate to Grades 3-12) PERCEPTUAL APPROACH STRATEGY.

Lecture/demo/exercise on Texture Rubbings and Collage.  On 8-1/2" x 11" copy paper, using

an Ebony pencil, make a rubbing from at least three different, hard, rigid, textured surfaces.

Take notes on the step-by-step process that follows.

NOTEBOOK ASSIGNMENT: In your notebook, answer the following question:  8.  What art terms 

and definitions are commonly used in schools and provide an example of simplifying a definition

found in the Study Guide for students in Grades K-2?  9.  To maximize student learning how do I, as a 

teacher, plan a logical sequence of learning - a curriculum?  

Class 7: Thursday, January 29

Objectives: To understand purposes and applications of art in the elementary classroom in order

to create meaningful learning experiences. To instruct in the elements and principles of art as

they apply to chronological age capability.  To link Art with Math/Geometric Shapes, through

Pattern, Texture, Color, and Collage.

Process: (Refer to Study Guide for term definitions and information on Patterning.)  Continue

Portfolio 1 in class.

Presentation and demonstration with visual examples.  PORTFOLIO 1, continued.  Network

structuring.  Steps in the process of creating a pattern collage:

1. Pattern drawing with shapes/Collage of rubbings.  Prior to patterning, instruct on shape

analysis, major axis, minor axis, sketching, harmony, variety, proportioning, color fundamentals,

Law of Backgrounds.  Begin by creating a grid network of 2” squares.  Cut your three rubbings

into geometric shapes.  On a sheet of white drawing paper, 16" x 20," proportion the three

shapes on the page to create a pleasing composition.  Compose the rubbings on the paper to

form the beginning of a rhythmic pattern, and glue them down.  Then draw with pencil more

geometric shapes to continue the patterning.  Keep it rather simple.

Think about the importance of repeating similar shapes to promote visual movement and implied

direction when creating a pattern.  Leave some spaces for your art partner to continue further repeats.

2. Brush and ink drawing.  To form darker, background contrast areas within the pattern

network you create, add ink, drawing with a brush.  Using further collage shapes and drawing

media, including India ink, imitate the texture of the rubbings to connect and blend one glued

shape to the next, thus forming a patterned mass of texture.

3. Colored geometric shapes.  By collage, add more geometric shapes with colored

construction papers.  By using warm and/or cool colors, enhance and repeat the existing

pattern.  Repeat colors in the patterning.  Think about repeating either warm colors or cool

colors to create a color mood.  Complete the collage of colored papers within the pattern network.

4. Further patterning and texturing.  Add further textures with crayon, ink, paint, or collage,

to finish the image.

ASSIGNMENT: Select an art partner and write a lesson plan outline for PORTFOLIO 1: Texture

 and  Pattern Collage, appropriate to your choice of grade level, Grade 6, 7, or 8.  Due Date:

Class 10 for discussion.  See lesson writing examples in this study guide.  You must link Art

with Math in the lesson.  Take notes on the art and math terminology you hear in class.  You

must write a definition for each term used in the lesson (and all other lesson plans you will write

in this course).  For Grades 6-8, you will use 10-15 terms and definitions.  Note: A guideline for

assessment is to use 3-5 terms and definitions for PreK-Grade 2, 5-10 terms and definitions

for Grades 3-5, and 10-15+ terms and definitions for Grades 6-8.

 Class 8: Tuesday, February 3

Concept: PLANNING AN ART LESSON: CURRICULUM PLANNING AND THE K-12 LESSON

PLAN OUTLINE

Objectives: To understand purposes and applications of art in the elementary classroom in order

to create meaningful learning experiences. To instruct in the elements and principles of art as

they apply to chronological age capability.  To instruct in geometric shapes and pattern. To link

Art with Math/Geometric Shapes.

Process: (Refer to Study Guide for term definitions and information on Patterning.) 

Continue Portfolio 1 art activity in class.  Course Requirement: one example for Portfolio.  With

your partner, discuss and write the lesson plan for Portfolio 1.  For your lesson plan create a more

kid-friendly title that relates to both art and geometry.

Class 9: Thursday, February 5

Objectives: To understand purposes and applications of art in the elementary classroom in order

to create meaningful learning experiences. To instruct in the elements and principles of art as

they apply to chronological age capability.  To instruct in geometric shapes and pattern.

To link Art with Math/Geometric Shapes.

Process: (Refer to Study Guide for term definitions and information on Patterning.) 

Continue Portfolio 1 art activity in class.

Process: Questions and answers relating to the lesson plan outline for PORTFOLIO 1: Texture

 and Pattern Collage.  Afterwards, work on your lesson plan and/or your Portfolio 1 example.

NOTEBOOK ASSIGNMENT. In your Notebook outline answers to the following questions:

10.  How do I emphasize safe use of tools and materials in my classroom?

ASSIGNMENT:  Walk through downtown alleys or gravel parking lots, and find three, small,

"found objects," each possessing visual character caused by breaking, aging, weathering,

abrasion, or alteration from an original shape or form.  For our purposes, the objects should be

lightweight, and less than 1/4" thick.  One of the objects you find will be morphed into a character

you will use in a children’s book you will write and illustrate. Note: Distinguish between common

trash and a magical “talisman.”  SEEK AND YE SHALL FIND!  Remember that the PLEASURES

OF LIFE ARE HUMBLY SET BEFORE YOU AS RATHER SMALL OBJECTS.  YOU MUST LOOK

CLOSELY TO FIND MEANING AND PLEASURE IN LIFE, since meaning and pleasure will not

seek you.  You will be using these objects in Class 12, so bring them.  In your Notebook,

describe the objects you found and why you selected them for Portfolio 3 (Creating a

children's book).

Optional Long-Range Assignment:  PORTFOLIO 6: OUTDOOR PROJECT.  (Appropriate to Grades

5-adult)  Purposes: ART AS DISCOVERY/ART AS A CELEBRATION/ART AS FUN.

PERCEPTUAL APPROACH STRATEGY (watercolor media).

This project involves links between art and science/nature studies.

watercolor paints, brush, and paper will be distributed to you.  An outdoor painting must occur on a

pleasant, warmish day, so scheduling it is your call.

For college-age students, select a quiet visually interesting location (examples: in a park or by

a river).  Avoid non-visual or uninteresting areas (like looking out your dorm window).  Get to an

aesthetic environment, relax, and first listen to the natural surroundings.  Challenge yourself to

try something you think is beyond your capability as an "artist."  Remember, as a "non-art

student," your desire to just have fun, and your passion for expressing the action on location,

is much more important than your technical skill.  Don't listen to your left-brain telling you that

you will fail at what you try artistically!  Tell that doubt to bugger off!  RELAX and sketch and

paint what you observe on location. 

Make this a totally sensuous experience.  Engage your sight, your touch, your hearing, your

smell, and your taste.  Take with you a friend, your beret, a loaf of French bread, farmer's

cheese, and a bottle of Chardonnay (substitute a non-alcoholic beverage if you're under 21).

Can you think of a way to use this "food for the soul" in your image?  Can you imagine a way

that you could actually use the physical substances (bread, cheese, and wine) to make your

image?  Is bread an eraser?  Is cheese a blender?  Can your beverage be used as paint?

Relax before you begin to lightly draw with pencil, the outlines of the shapes in your scene.

Use very light pressure on the pencil. 

Combine what you see with what you can imagine, as if you are in a fine dream, wherein the

wind in the clouds in the sky may gently speak to you.  What can you say about that private,

significant moment of pleasure by painting what you see?  Use your imagination to add your

own objects or shapes in your composition.  You do not have to draw and paint ONLY what

you see.  Use your imagination to exaggerate.  Finish your artwork on location, or put finishing

touches on it back at home.  Course Requirement: one example for Portfolio.

Process Steps: 

1. Assemble supplies: pencil, watercolor paper taped to cardboard, watercolor set and brushes, water container, water

2. On location, with pencil lightly sketch the major shapes of the landscape you are viewing on the watercolor paper. Do not make a detailed drawing; make only a brief sketch.

3. Plan to work with watercolors from the background shapes to the foreground shapes.

4. Pre-moisten the sky area shapes with clear water. When the paper has a moist sheen on it (not sopping wet), add a bluish color to the top of the shape, then dilute the color with water as you near the horizon to create a graded wash.  Continue to adjust the color and blot up excess color with a tissue to lighten the value of the color.  Remember that watercolor should remain transparent (not opaque).  While the sky area is still moist intermix other colors into the cloud shapes - add violets and greens, or reds and yellows to create wet-in-wet colorful effects.  You have freedom to alter the colors any way you want.

5. When the sky area down to the horizon has been painted, wait for it to dry before painting an adjacent shape.

6. Continue painting the shapes toward the foreground with various colors you see. 

7. Rework the shapes by adding additional colors and contrast representing the light and shadow you see.

8. Continue to add foreground details until you are satisfied with the result.

9. You can remove excess dry paint in any area by re-moistening the area with clear water, then blotting up pigment with a tissue.  The result should be many colored and yet transparent.

OPTIONAL ASSIGNMENT: Write a lesson plan for PORTFOLIO 6: OUTDOOR PROJECT,

appropriate to the grade level of your choice, Grade 5 or 6.  Relate the lesson to a study of

nature or of the seasons.  Besides a panoramic landscape, elementary students could study

a single plant, or one square foot of ground, the texture of tree bark, cloud formations that

stimulate the imagination, etc.  For Grade 5, use 7-10 terms and definitions.  For Grade 6,

use 10-15 terms and definitions.  Due by the end of semester.

 Class 10: Tuesday, February 10 - CLASS DID NOT MEET - INSTRUCTOR AT JSU, ALABAMA

ASSESSMENT OF ART ACTIVITY.

Objectives: To understand formal and informal assessment strategies appropriate to K-12 art

instruction.  To understand purposes and applications of art in the K-8 classroom in order to

create meaningful learning experiences. To instruct in the elements and principles of art as they

apply to chronological age capability. To link Art with Math/Geometric Shapes.

Process: Work in class on Portfolio 1.  Course Requirement: one example for Portfolio.

Process: Group display of Portfolio 1: Texture and Pattern Collage examples.  Discussion of

types of assessment. 

Formal Assessment = an oral or written test on vocabulary terms relating to the lesson.  Oral

and written testing stresses memory development and Cognitive Learning.  For assessment

purposes, for PreK- Grade 2, use 3-5 terms and definitions.  For Grades 3-5, use 5-10

terms and definitions.  For Grades 6- 8, use 10-15+ terms and definitions.

Informal Assessment = group discussion and "Show and Tell," with a response from each

student.  Most suitable for PreK-3.  Group discussion and student response stresses

Affective Learning.

NOTEBOOK ASSIGNMENT:  In your Notebook, answer the following question:  

11. How do I measure student learning?

Class 11: Thursday, February 12 - SCHEDULE CHANGE - CONTINUE PROBLEM 1

Transparent Watercolor Painting - NOTE - PROBLEM 2 IS OMITTED AND WILL BE INCORPORATED

 INTO A NEW PROBLEM 2 - BOOKMAKING 

Objectives: To understand purposes and applications of art in the elementary classroom in order

to create meaningful learning experiences.  To instruct in the elements and principles of art as they

apply to chronological age capability.  To instruct in painting technique, color theory, color mixing,

planes, and shapes.  To link Art with Social Studies.

Process:  Begin PORTFOLIO 2: BOOKMAKING  (Appropriate to Grades K-12).  PERCEPTUAL APPROACH

STRATEGY.

This project links art with social studies.  Presentation and demonstration of painting, with visual

examples of materials and techniques for TRANSPARENT WATERCOLOR PAINTING.

  On a sheet of white watercolor paper, 12" x 18," using transparent watercolor pigments and a magazine

photo as a guide, complete a Landscape Theme painting using any of the following process techniques:

Wet-in-wet (atmospheric).  Wet-in-dry.  Dry-in-wet.  Dry-on-dry (precise).  Instruction on shape analysis,

major axis, minor axis, proportioning the page.  Analyze the photograph in terms of planes and shapes,

rather than volume illusions.  Paint so that most of the shapes in the painting are flat colors, with minimal

illusion of volume.

Course Requirement: one example for Portfolio.

NOTEBOOK ASSIGNMENT. In your Notebook outline answers to the following questions: 12. To help me do

my best work what do I need to know about art fundamentals, composing, and structuring artworks?

Concept:

Objectives: To understand purposes and applications of art in the elementary classroom in order

to create meaningful learning experiences.  To instruct in the elements and principles of art as

they apply to chronological age capability. To link Art with Social Studies.

Process: Continue Problem 1

Optional Assignment: Write a lesson plan outline for PORTFOLIO 2: Transparent Watercolor

 Painting:The Element of Art: Color (Painting Shape), appropriate to the grade level of your

choice, Grades 4-6.  For grades 4-5, use 5-10 terms and definitions.  Link art and social

studies in your objectives.

Class 13: Thursday, February 19

Concept: ART FUNDAMENTALS in the K-8 ART CURRICULUM and INSTRUCTIONAL UNITS: BOOKMAKING and MIXED MEDIA COMPOSITION

Students will create a children’s book, display and discuss their work, and write a lesson plan linking Art and Language Arts.

Objectives: To understand purposes and applications of art in the elementary classroom in order to create meaningful learning experiences.  To instruct in the elements and principles of art as they apply to chronological age capability. To instruct in handmade books, visual perception, painting techniques, color theory, color mixing, volume illusion, light and shadow.  To link Art with Language Arts, Science, and Social Studies.

Process: Begin PORTFOLIO 2: Bookmaking and Mixed Media Composition: The Element of Art: Color (Painting Volume Illusion).

Process: This project involves creating a children’s book in mixed media, including instruction in painting basic forms to create the illusion of volume, using the elements of Light.

Art media included in this problem will include: transparent watercolor painting, opaque tempera painting, collage, photocopying, mixed media, and layering of processes

In this project you will be creating a children’s book in mixed media. You will morph an heirloom object, or a found object, into a storybook character, and write a story involving the character. On at least one page, paint the character in a manner that creates an illusion of volume.

Steps in the process:

1.  Develop a storybook character derived from an object and write a story line for a six-page book.

View found objects and discuss character development.  Consider topics for the story such as Safety, or any topic from the “Grade Appropriate Subject Matter” suggestions, or a topic of your choosing.  Discussion, questions and answers.

2.      Create a storyboard (text and visuals) for each page of the book.  Instruction in creating a Story Board for visuals and the story line of each page.

3.  Paper folding instructions for creating a short book.  Instruction in folding paper to create a book.  Demonstration of folding a sheet of 12" x 24" paper to create a 6 page book, each page 6” x 6.”  Glue the edges to create six pages.  Create a book cover.  Consider binding such as punching holes for lacing.  After completing the book, consider binding it with string, yarn, shoestring, or leather lacing. 

4.  Instruction in transparent watercolor processes and opaque tempera processes.  Instruction in painting the elements of Light.  Instruction in painting, with visual examples of materials and techniques for OPAQUE TEMPERA PAINTING.  Take notes on the step-by-step sequence of the painting lessons.  Presentation and demonstration of Visual Perception and the Six Elements of Light and Shadow. 

5.  Use mixed media (drawing, collage, photomontage, painting, photocopying) to create each page of the book, including the painting of the main character with tempera paint.  Continue development of each page of the book using mixed media processes.

Class 14: Tuesday, February 24

Concept: ART FUNDAMENTALS in the K-8 ART CURRICULUM and INSTRUCTIONAL UNITS: BOOKMAKING and MIXED MEDIA COMPOSITION

Objectives: To understand purposes and applications of art in the elementary classroom in order to create meaningful learning experiences.  To instruct in the elements and principles of art as they apply to chronological age capability. To link Art with Language Arts, Science and Social Studies.

Process: Continue PORTFOLIO 2: Bookmaking and Mixed Media Composition.  Students work on project in class.

Class 15: Thursday, February 26

Concept: ART FUNDAMENTALS in the K-8 ART CURRICULUM and INSTRUCTIONAL UNITS: BOOKMAKING and MIXED MEDIA COMPOSITION

Objectives: To understand purposes and applications of art in the elementary classroom in order to create meaningful learning experiences.  To instruct in the elements and principles of art as they apply to chronological age capability. To link Art with Language Arts, Science and Social Studies.

Process: Continue PORTFOLIO 2: Bookmaking and Mixed Media Composition  Students work on project in class. 

Create a background for each page with collage and mixed media.  Consider the appropriate design structures to be used on each page.  With tempera paint, create a painting of the “object character” you have created. 

Carefully mix and match the colors you see in the object you have selected.  On at least one page, you are to paint your object as a volume illusion according to concepts of direct lighting striking planes in Space, using the Elements of Light, including cast shadow.  You may then choose to photocopy the “character” as many times as you will use it on the pages of your book. The “character” can be enlarged, reduced, or segmented through photocopying, and altered on each page with mixed media. 

Tip: Add a small amount of Dishwashing Detergent when mixing tempera paints.  The detergent promotes better adherence of the pigment to painting surfaces and, for lower grades, assists removal of paint during clothes washing. 

Course Requirement: one example of a completed book for Portfolio.

Class 16: Tuesday, March 2 - MIDTERM GRADING

Concept: ART FUNDAMENTALS in the K-8 ART CURRICULUM and INSTRUCTIONAL UNITS: BOOKMAKING and MIXED MEDIA COMPOSITION

Objectives: To understand purposes and applications of art in the elementary classroom in order to create meaningful learning experiences.  To instruct in the elements and principles of art as they apply to chronological age capability. To link Art with Language Arts, Science and Social Studies.

Process: Continue PORTFOLIO 2: Bookmaking and Mixed Media Composition  Students work on project in class.

Assignment: Write a lesson plan outline for PORTFOLIO 2: BOOKMAKING and Mixed Media Composition, appropriate to the grade level of your choice, Grades 4-8.  Link art and social studies in your objectives.  Use an appropriate number of terms and definitions for the grade level you select.

(See Book Project pics on link to student projects at beginning of syllabus)

When the art activity has been completed in the classroom, you must lead a formal or informal

method of assessment. 

It is essential that you search the Internet in preparation for this project.  You must link Art with

another subject discipline. 

For your presentation you must provide a copy of your lesson plan to each of your classmates

and the instructor (approximately 25 copies).  You will have about four weeks to prepare for this

lesson.  Discussion.

1.   Search "KeeperTeachers," Websites listed in the Study Guide, and books in I.D. Weeks Library

for sample lessons appropriate to the grade level you choose (preK-8).  Connect the lesson with the

teaching of another subject discipline, such as Math, Science, Social Studies, Language Arts, or Music.

Look for lesson examples that are creative and DO NOT PROMOTE CONFORMITY of result.  Lessons

that promote conformity to a specific pattern, or uniform solution, should be avoided.  Example of a linked

lesson: Read a book (Language Arts, Grades K-3), and have the class create a picture based upon the

story.  In this manner, children will learn through art and language arts.  You must document the source

of the lesson you develop by listing the Website URL on your lesson plan. Two things you MUST

AVOID as a teacher are (1) promoting conformity of result and (2) promoting a single

religion or religious celebration. If you prepare a holiday lesson it must explore

or advocate all major world religions equally; otherwise the lesson may be

offensive or an insult to minority students in your classroom. 

2.   In order to schedule two lessons per class period available, the majority of lessons should be planned

for thirty minutes duration, including assessment.

Talk to the instructor if you need a whole hour.  Maybe it’s possible. 

3.   With your partner, WRITE THE LESSON PLAN outline for distribution to your class members.

You must apply a DBAE STRATEGY (using components of art production, history, aesthetics, criticism). 

It is mandatory that you connect the “Art” of your lesson to additional learning in any one of the

standard elementary classroom disciplines (Math, Science, Social Studies, Language Arts, Music,

Art).  Example: Science and Art, Language Arts and Art, etc.).  Hint: A link of Art with another

subject may become an energetic title for your lesson, such as “My Mama’s Geometric Art,”

which links Math and Art into one lesson.

In stating Objectives in your lesson plan, think of the Purposes of Art that apply to your lesson.

When you link art to the teaching of another subject discipline, as you state the objectives of the

lesson, include both “Non-Art” and “Art” objectives in your lesson plan. Learning objectives

begin as a statement, such as "To instruct in...."  

For your Presentation you must show visual examples from art history, as well as an example

of the project that you have created for your portfolio.  Each partner must create an example

for his/her portfolio. 

In your lesson plan, you must include a definition of each term used during Assessment.

If you give the instructor your lesson plan two days before your presentation, the copies are free.

If you don’t make that time deadline, you must provide copies at your own expense.

4.          Determine the variety and quantity of materials needed for the entire class to complete the lesson.

Anything we commonly use during classes will be provided for the entire class.  Anything we do not

commonly use must be provided at your own expense; however, talk to the instructor at least one week

in advance to determine whether the materials are available locally, and may be acquired with no

additional charge to you.  If you miss this deadline, the instructor will not provide additional supplies

to you.  You may or may not have to pay yourself.  It depends on what you want.

6.       Your presentation will be evaluated by the instructor and by each class member.  You and your

partner will each receive a completed evaluation form from the instructor and each class member.

As you prepare your Notebook for final grading, you must place these evaluation forms in your Notebook.

NOTEBOOK ASSIGNMENT: In your Notebook, answer the following question: 13. Where do I find

Class 16: Tuesday, March 2 - CONTINUED

Objectives: To understand formal assessment strategies appropriate to K-12 art instruction, in

order to assess effectiveness of the art curriculum and facilitate student achievement and lifelong

learning.  To review student progress at midterm.

Process: Individual, brief, portfolio progress review with instructor.  Work on project examples. 

Assessment of notes, project examples, and writing of a lesson plan outline for Portfolio Project 1.

The lesson plan should be completed at this time.  In your mid-semester Notebook, you should have

written class notes, answers to the assigned questions, and in your mid-semester Portfolio,

you should have at least one visual example of portfolio project, #1 and a beginning on #2. 

Class 17: Thursday, March 4 - CLASS WILL NOT MEET

ASSIGNMENT: Work on Project 2: BOOKMAKING.  Complete 2 pages of design and text by March 16.

Class 18: Tuesday, March 16

            Objective: To understand purposes and applications of art in the elementary classroom to create

meaningful learning experiences.  To find Internet lesson planning sources helpful to linking Art with other

subjects.

Process: Computer demonstration of “Keeper Teachers,” quality Websites of assistance to

teachers.  In-classroom student Web searches.  Look for lesson plan ideas at the grade level you prefer

for PORTFOLIO 5: Peer Teaching Experience.  Develop a multidisciplinary lesson linking art with another

subject.  You cannot use the format in which you find the lesson on the Internet, but must, instead, alter

and develop it further.  Use your imagination and develop the lesson plan in detail, step-by-step.  Be

thorough in your writing.  You must document the source of the lesson you develop by listing the

Website URL.

Process: CONTINUE PROBLEM 2 - BOOKMAKING 

ASSIGNMENT: Consult the Study Guide to learn more about lesson planning and how to present a thorough, 

effective lesson.

NOTEBOOK ASSIGNMENT: In your Notebook, answer the following questions:  14. How do I find information on lesson planning?  15. What must I do to present an effective lesson? 16. To maximize student learning how do I plan

a thorough lesson?  

Class 19: Thursday, March 18 - CONTINUE PROBLEM 2 - BOOKMAKING

Process: CONTINUE PROBLEM 2 - BOOKMAKING: Complete 2 pages of processes and text.

OPAQUE TEMPERA PAINTING instruction.  Tempera paint is also known as Poster Paint or Gouache paint

Tips:   1.  Add a small amount of dishwashing detergent to tempera paint that children will use.  The detergent aids

in removal of paint from clothes.

2.  Tempera is water-soluble, so it may be used layer upon layer upon layer to develop color intricacy.

3.   To remove a hard edge between colors, moisten the brush with clear water and scrub the edge in a circular motion.  This creates a smooth blending of colors or a soft-edge transition between one color and the next.

4.  Use knowledge of the six Elements of Light as well as perception to achieve realistic results.  Be patient.

 A good painting takes time.     

Class 20: Tuesday, March 23 - CONTINUE PROBLEM 2 - BOOKMAKING

Process:   Last workday on Project 2.  Complete book by March 25.

Class 21: Thursday, March 25

Class 22: Tuesday, March 30 

Concept: THE K-8 ART CURRICULUM and INSTRUCTIONAL UNITS:

WATERCOLOR WAX RESIST.

Objectives:  To understand purposes and applications of art in the K-8 classroom in order

to create meaningful learning experiences. To understand fundamental art elements, principles,

media and processes as they apply to art projects at various age levels. To instruct in

watercolor-wax resist techniques. To link Art with Science or Social Studies.

Process: Begin PORTFOLIO 3: WATERCOLOR WAX RESIST.  (Appropriate to Grades K-12).

EXPERIMENTAL ART PROGRAM and THEMATIC STRATEGIES, such as "YOUR FAVORITE PET,"

or any grade appropriate subject matter.

This lessons links art with science and social studies.  Presentation and demonstration with

visual examples.  

On a sheet of white drawing paper, 16" x 20," using white crayon, make a drawing of your subject.

Then use some colored crayons to elaborate shapes and textures within the outline of the

drawing, and around the drawing.  Do not create solid areas of crayon colors.  Use a variety of 

warm and cool colors.  With crayon colors, draw over one or more textured surfaces to create

a rubbing within the background areas of your image.

Using watercolor washes of opposite color temperature to the colors of your drawing, paint over

the wax crayon drawing.  Use warm colors over areas of cool colors of crayon.  Use cool color

watercolor washes over areas of warm colors of crayon.  Use a variety of watercolor hues.  Play

with the potential of the medium on several sheets of paper to find a purposeful technique involving

warm and cool color strategies, then create your masterpiece.

Course Requirement for Portfolio 3: one example for Portfolio and one lesson plan .

 Class 23 – Thursday, April 1

Objectives:  To understand purposes and applications of art in the K-8 classroom in order

to create meaningful learning experiences. To understand fundamental art elements, principles,

media and processes as they apply to art projects at various age levels. To instruct in

watercolor-wax resist techniques. To link Art with Science or Social Studies.

Process: Continue Project 3: Watercolor Wax Resist

PEER TEACHING REQUIREMENT: Last Chance for Partners to Sign-up for In-Class

Presentation Lessons which begin on April 6 and end on April 15.  

Class 28 - Tuesday, April 20

          Concept: THE K-8 ART CURRICULUM and INSTRUCTIONAL UNITS: WORK DAY FOR COMPLETION OF PROJECTS

          Objective: To complete Projects 2, 3, 4, Lesson Plans 2 and 3, or create extra examples for extra credit.

          Process: Students work on projects of their choice.

Student Example: Watercolor Wax Resist

Student Example: Watercolor Wax Resist

Class 29 - Thursday, April 22

          Concept: THE K-8 ART CURRICULUM and INSTRUCTIONAL UNITS: DIGITAL PHOTOGRAPHY 

          Objective: To understand purposes and applications of art in the elementary classroom in

 order to create meaningful learning experiences. To understand fundamental art elements,

principles, media and processes as they apply to art projects at various age levels.  To

instruct in digital photography for classroom use.  To complete Projects 2, 3, 4, Lesson Plans 2 and 3,

or create extra examples for extra credit.  To record student projects by digital photography.          

          Process: Students work on projects of their choice.

 

WEEK 16

 

Class 30 - Tuesday, April 27

Concept: THE K-8 ART CURRICULUM and INSTRUCTIONAL UNITS: DIGITAL PHOTOGRAPHY

Objectives:  To understand purposes and applications of art in the elementary classroom in

 order to create meaningful learning experiences. To understand fundamental art elements,

principles, media and processes as they apply to art projects at various age levels.  To

instruct in digital photography for classroom use.

            Process: Continue WORK ON PROJECTS 1 - 5 to create the required examples for your portfolio,

 including the writing of lesson plans. 

Process: In-class workday on Portfolio Projects 1 through 5, as needed.

Digital photography: Begin photographing projects for present or future student Websites.

Class 31 - Thursday, April 29 - LAST DAY OF CLASS

Concepts: LAST DAY OF CLASS. SUMMARY OF COURSE AND FINAL ASSESSMENT.

Objectives: To understand formal and informal assessment strategies appropriate to K-12 art

 instruction, in order to determine the effectiveness of the art curriculum, and to facilitate

 student achievement and lifelong learning. To develop a portfolio of notes, lesson plans,

and examples appropriate to K-8 art education to assist the classroom teacher.

Process: Discussion of course goals and objectives and course summary.

Assessment: Show and Tell Session

Workday for assembling notebook and portfolio projects for final grading.

Digital photography: Continue photographing projects for present or future student Websites. 

TURN IN ALL COURSE REQUIREMENTS:

TURN IN NOTEBOOK/LESSON PLANS and PORTFOLIO. All work is DUE FOR GRADING.

PORTFOLIO REVIEW CONFERENCES (optional)

 

FINAL TESTING WEEK - NO CLASSES: ARTE 310 IS COMPLETE AND FINISHED.  

            Final grading will take place during this week and students may pick up their notebooks and portfolios

according to a pre-arranged timetable. 

ARTE 310 

K-8 ART METHODS 

TEACHING ART K-8

TEACHING ART K-8

  TEACHING ART K-8 

STUDY GUIDE

Professor Dennis Navrat

The study guide is organized to facilitate learning in the course, K-8 Art Methods.

Material is presented here in a sequence that relates to course presentations and projects

 as outlined in the Sequence of Activities.

INTRODUCTION.  Teaching is a logical process, but students learn in different ways that are

 intellectual, emotional, and physical.  Manners of learning are affected by the six senses:

 HEARING, SIGHT, TOUCH, SMELL, TASTE, and TIME, and by the complementary languages

 of learning: VERBAL, VISUAL, MATHEMATICAL, and MUSICAL.  Effective teaching methods

 allow parallel ways of learning.  When logically introduced to students, activities in Art allow

 multiple ways of learning in relation to the duality of human nature.  Sometimes teachers may 

seem illogical but still be effective by applying mysterious and surprising approaches to teaching.  Creative

 people may process information in a manner other than “normal” because they are experienced in

 both linear and non-linear thought processes.  Creative thinking results from uncommon connections.

If we think of Art as both a process and a product, we can introduce Art in a logical process, but

 we cannot interpret the products of Art by intellect alone.  Therein lie the joy of discovery and the

 mystery of imagination and creativity for both children and adults.

Over time, the course explores important questions about teaching and learning.  Classroom time will

 introduce you to fact, theory, and activity.  As homework you will consider the course information,

 and as required in your NOTEBOOK, in your own words, write answers to the following questions:

The Study Guide will assist students in answering the following questions:

1. Why should children learn about Art? (Week 1 assignment)
2. How do children learn? (Week 2)
3. What are children capable of doing and learning by age and grade level? (Week 2)
4. To maximize student learning what teaching methods are best? (Week 2)
5. What content standards apply to teaching? (Week 3)
6. What subject content is appropriate according to age and grade level? (Week 3)
7. According to age and grade level, what art activities, mediums, and processes are appropriate to teach? (Week 3)
8. What art terms and definitions are commonly used in schools? (Week 3)    
9. To maximize student learning how do I plan a curriculum (a logical sequence of learning)? (Week 3)
10. How do I emphasize safe use of tools and materials in my classroom? (Week 5)
11. How do I measure student learning? (Week 5)
12. What do I need to know about art fundamentals, composing and structuring artworks? (Week 6)
13. Where do I find information on Art that I may use in the classroom? (Week 9)
14. How do I find information on lesson planning? (Week 11)
15. What must I do to present an effective lesson? (Week 11)
16. To maximize student learning how do I plan a thorough lesson? (Week 11)
17. Why and how do I prepare artworks for school exhibits? (Week 12)    
18. What personal qualities should a teacher possess? (Week 13)

1.  WHY SHOULD CHILDREN LEARN ABOUT ART?

Art and Design serves such broad-ranging purposes in all societies on earth that it is the ideal vehicle for connecting knowledge and learning among all school disciplines.  Any lesson that links a hands-on art activity with fact or theory reinforces learning through demonstration and discovery, thus reinforcing imagination.    

PURPOSES OF ART

A study of ART has many purposes, among them these:

  1.  ART AS A GROWTH PROCESS.  In its simplest form, visual art is a natural process of

 movement and intuitive thought that develops eye and hand coordination, motor skills, and

 contributes to a sense of well-being.

2.  ART AS DISCOVERY.  Art is a means to discover an inner world of emotion, insights,

 imagination and fantasy, and an outer world of real people, animals, plants, places,

 experiences, things, and everything interesting and curious.   Art develops, fosters,

 and integrates Intuition (right-brain functions) with Intellect (left-brain functions).

  Intuition and intellect are parallel pathways that equally lead to Knowledge.

3.  ART AS A RECORD OF EXPERIENCE.  All Art, past and present, records human

 experience in tangible forms in order to express religious values, to immortalize, and

 to stimulate the intellect and fire the emotions.  We have knowledge of past civilizations

 because of their Art forms.  We have records of the ideas, imagination, and values of each

 civilization because of the Art they practiced with care.

4.  ART AS CRITICAL THINKING.  Developing artistic skills contributes to an awareness

 of Life and Nature as a consequence of Experience, often as "a problem to be solved."

  Art may express social and cultural chaos, protest injustice and raise social

 consciousness.  The significant result of Art, beyond the Processes of Art and the

 Products of Art, is a subjective/objective learning process that is forever internalized as Truth.

5.  ART AS A CELEBRATION.  Art often celebrates spirituality and expresses the joy,

 wonder, and mystery of Life and the beauty of all things and ideas.  When we affirm Life

 beyond ourselves, we make meaningful art of value to others.

6.  ART AS A LOVE OF NATURE.  Order, Harmony, and Beauty are consequences of

 our best experiences in Life and in Nature.  The changing Seasons are symbolic of the

 process of Life: fertilization, birth, growth, maturity, aging, death, and rebirth.  Making

 Art reconnects us with Nature.  Not only is it natural to love Nature, it is an essential

 human need which contributes to mental, physical, and emotional health.  We nurture

 ourselves when we nurture all species on Earth, and as we record natural peculiarities

 through Art.

7.  ART AS A TESTIMONY.  When we express our joys and sorrows through Art, we

 show in time and space how we process the immensity of the world.  When we

 communicate to others the meaning of our personal world, we more fully recognize

 who we are.  When we recognize our selves, we recognize our interdependence with

 others.  When we recognize the interdependence of all forms of Life, we are in touch

 with all of the Earth, with all of Humanity, and with all of Eternity.

8.  ART AS DECORATION.  When artistic skill is used to adorn and embellish objects,

 articles, and images, such decorative art elevates the commonplace to the extraordinary,

 thus making the commonplace more precious.

9.  ART AS A GIFT.  When we make art to give to those we love, we hope and trust in

 their love and devotion in return.  In this way, Art is a respectful gift of our self, motivated

 by love and the intensity of our feelings for others.

10.  ART AS FUN.  When an art activity stimulates the senses, it meets personal needs

 and promotes a feeling of well being simply because of the activity itself.  Art is fun,

 pleasurable, wholesome, and meaningful.

2.  How do children learn?

How is learning achieved in a classroom?

  Parents and educators agree that Art activity promotes learning in three developmental ways – 

psychomotor learning (coordinating mind, body, and movement), intellectual learning (coordinating

 thought and memory processes), and affective learning (describing how one feels or thinks).  When children

are taught in these three ways they effectively learn.  

     Beyond conscious learning, humans are assisted by subconscious learning.  Intuitive learning takes place

in the subconscious, and while asleep, as in dreams.  A comprehension or perception of reality by means of a 

sudden intuitive realization is known as epiphany.  Significant Art activity always involves intellect and intuition, 

thinking and feeling, thought and emotion.

     Art activity can strengthen learning in other classroom subjects, as well.  Integrating Art into a classroom

with regularity begins with a teacher knowing what is worthwhile  to teach, having confidence to teach Art along

with any other appropriate subject (Language Arts, Math, Science, Social Studies, or Music), and understanding

effective methods of teaching.

    What art activities are appropriate for children?  What art mediums are appropriate?  What content

 is meaningful to young children?  How are activities, mediums, and content applied to maximize

 learning in the classroom?  Answers to these questions are found through knowledge, ability, and

 experience, and have been discussed and organized by parents, teachers, and administrators at

 the national level.  Course content in Art begins with setting standards for teaching and learning.   

 The Getty Center for the Arts in Los Angeles, California is a foundation that enables national

 leaders in the arts to determine standards for art teaching and learning.  Each state like South

 Dakota determines what standards are attainable in relation to its educational resources.

 As a classroom teacher who is not a trained art teacher, you will use content standards as a

 guide to adding more meaning to any art activity in your classroom.  It is not difficult to integrate

 art examples and art activities into the daily teaching of all your subjects.  Remember that a little

 extra research and preparation for your daily lessons go a long way with your students. 

 Also remember that visual Art (with a capital A) has been used as a standard of learning and

 culture by all civilizations in every place in the world since the beginning of recorded human

 history.  Visual Art universally completes the link between intellect and emotion, between

 thinking and feeling.  It is easy to find and use a visual example of Art, Design, or Architecture

 whenever you teach any subject in your classroom.

 Most of all, it is important to make art more than fun, without taking the fun out of art.

3.  What are children capable of doing and learning by age and grade level?

5.  What content standards apply to teaching?

HISTORICAL DEVELOPMENT OF ART EDUCATION IN PUBLIC SCHOOLS 

Major Theme: Freedom and Democracy 

Societal Influences: Business, Politics, Culture, Taxation, Taste, Style, Beauty 

Circa              Societal Needs and Values            Emphasis            Education Pioneer 

1871                              Skilled Designers to compete            Required            Walter Smith in Massachusetts

In world markets                            DRAWING

“The laying of a good foundation for more advanced art training.”

Methods: freehand, model, memory, geometric and perspective drawing, rote learning, copying, and repetition. 

1904               Experimentation                   EXPRESSIONISM            Franz Cizek in Vienna, Austria 

Children encouraged to present, in visual form, their personal reactions to happenings in their lives.  Goal: development of creative power in accordance with “natural laws.” 

1920s             Other Pioneers: Arthur Wesley Dow, Columbia University (Goal: to develop a system to analyze the structure of art, resulting in the study of the Elements and Principles of design – a formalist view to achieve symmetry, repetition, unity, transition and subordination, controlled to achieve harmonious relationships); Walter Sargent, University of Chicago (Goal: to focus on the process by which children learn to draw, resulting in three factors: children must want to say something, children must work from perceived objects, children often learn to draw one thing well, but not others, so that skill is specific to memory); Royal B. Farnum, Rhode Island School of Design (promoted the viewing of art by professional artists through the “Picture Study” Movement made possible by inexpensive color reproductions of fine art paintings, many on comforting or religious themes); John Dewey (wrote Art as Experience - began progressive education movement); Margaret Mathias (wrote of the natural growth of children’s expression through art, and promoted art appreciation); Belle Boas (wrote to develop “good taste” and aesthetic judgment in children through their study of design principles). 

1930s             Federal Works Progress Administration (WPA) Projects enacted by President Franklin D. Roosevelt introduced architecture, murals, and culture into rural areas and employed destitute artists and artisans throughout the USA.  The Owatonna Art Project in Minnesota is an example of   Community-centered art projects, funded by the federal government, based on the aesthetic interests of community members.  It promoted “home decoration, school and public park plantings, and visually interesting window displays in commercial areas.”  Goal: to apply principles of art in everyday life for a richer experience. 

1937                              The New Bauhaus moves to Chicago from Nazi Germany.  The Bauhaus emphasized concern for the elements of design and an adventurous attitude toward new materials, committed to integrating cutting-edge technology into artist’s and designer’s work.  Results were an introduction of modern art materials, photography, and visual investigation involving sensory awareness introduced into secondary school art programs, especially in communications media. 

1940s             Development of Creativity                    Psychology, APA            Victor D’Amico, Creative Teaching in Art; Manuel Barkan, Through Art to Creativity 

1950s             Art education began moving from a reflection of lay artistic tastes to concern with leading public tastes through contemporary art and artistic frontiers. 

1950s-1980s Viktor Lowenfeld, Pennsylvania State University, Creative and Mental Growth, the classic work in art education; his students spread the word; Lowenfeld emphasized the development of creativity with his theory of personality integration through art activities – physical, social, creative, and mental growth through art production activities 

1960s             Scientific Inquiry                                       Psychology 

1960s             International Politics, Social Reaction        Art for Arts Sake            Art as a body of knowledge that could be learned by children.  Goals: art’s value to other areas of concern, such as the development of competent industrial designers, the development of perception, achievement of general educational goals, or cultural literacy – contributions to human experience and understanding that only art can provide – a study of all that is inherent and unique to Art. 

1980s             Social Concern                     Encouraging the relationship of art, ecology, and community; an interdisciplinary, action-oriented curriculum, based on social values 

1994               Public Schools Reform            Goals 2000: Educate America – Voluntary National Standards for the Arts guidelines accomplished and legislated 

2000s             State Teaching and Content Standards adopted throughout the USA for art, music, theatre, and dance education.  The 

         underfunded  "No Child Left Behind" Act is the current focus and controversy in public education.

TEACHING STANDARDS

Development of content standards came about by asking the question: How much learning is achieved in a classroom?  The 1994 Federal legislation Goals 2000: Educate America Act began serious educational reform throughout the United States.  The National Endowment for the Arts initiated dialogue to art professionals in each state to begin the reform process.  The Getty Center for the Arts, Los Angeles, CA, identified six common standards for visual art.  The National Art Education Association then interpreted its standards according to grade level.  State Arts Councils worked with Arts leaders in each state to determine appropriate standards in relation to the state’s educational resources.  Recommendations by Arts leaders in each state led to state legislation fulfilling the intentions of the Goals 2000 legislation by the year 2000.

The following information outlines the results of the process from the Getty Center and the national level, to South Dakota.

PREPARATORY CONTENT STANDARDS IN LEARNING: THE ARTS

Elementary Grades K-4

1. STANDARD: Understanding and applying media, techniques, and processes

1. Students understand there are various purposes for creating works of visual art
2. Students describe how people’s experiences influence the development of specific artworks
3. Students understand there are different responses to specific artworks

Source: Getty Center for the Arts

http://www.artsednet.getty.edu/

PREPARATORY CONTENT STANDARDS IN LEARNING: THE ARTS

Elementary Grades 5-8

 communication of their ideas

 values, and aesthetics that communicate intended meaning in artworks

 meaning and value to a work of art

 artworks and to artworks from various eras and cultures

 similar subject matter, historical periods, or cultural context

 disciplines taught in the school are interrelated with the visual arts

Source: Getty Center for the Arts www.artsednet.getty.edu

(b) Students initiate, define, and solve challenging visual art problems independently

 using intellectual skills such as analysis, synthesis, and evaluation

(b) Students compare characteristics of visual arts within a particular historical period

or style with ideas, issues, or themes in the humanities or sciences

ACHIEVEMENT STANDARD, Advanced:

(a) Students synthesize the creative and analytical principles and techniques of the

visual arts and selected other arts disciplines, the humanities, or the sciences

As a classroom teacher who is not a trained art teacher, remember that visual Art (with a capital A) has been used as a standard of learning and culture by all civilizations in every place in the world since the beginning of recorded human history.  Visual Art universally completes the link between intellect and emotion, between thinking and feeling.

Plan to use the following South Dakota Content Standards as a guide to adding more meaning to any art activity in your classroom.  Remember, just a little extra research and preparation for your daily lessons go a long way with your students.  Integrate art examples and art activities into the teaching of all your subject areas.  It is easy to use art as an example when you teach anything.

SOUTH DAKOTA CONTENT STANDARDS

www.state.sd.us/deca/OCTA/contentstandards/index.htm

 VISUAL ARTS

INTRODUCTION

The visual arts are an integral part of the human experience and have roots in every culture

and historical period throughout the world. Visual art provides students an immediate picture

of an era and its people. Knowledge of the cultural and historical context of visual art helps

students recognize connections among all aspects of living and learning. Through the visual

arts students are provided an opportunity to discover, develop, and actualize their unique

potential. The visual arts assist students in developing the many facets of multiple

intelligences while providing meaningful learning opportunities and the development of

critical and creative thinking.

Visual art is holistic in nature and visual arts education is fundamental if students are to

become informed and contributing members of the world community. Engagement in the

visual arts permits students to become active initiators rather than passive receivers of

information and fosters creative self-expression and aesthetic awareness. Students must

be granted opportunities to use the visual arts standards as targets that provide a

foundation for setting goals and achieving personal fulfillment.

*All asterisked words and phrases appear in the Glossary at the end of this section. 

STANDARD ONE:

Students will understand and use visual arts as means for creative self-expression and

interpersonal communication. 

RATIONALE: Visual arts production provides a means for creativity and self-expression. 

Creating visual art provides a way for students to actively use traditional materials and

contemporary techniques to demonstrate personal interpretations of feelings, thoughts,

and ideas. Integration of visual art with other disciplines helps students see relevance and

connections among all curricular areas and increases their knowledge base, self-esteem,

and personal confidence. 

BENCHMARKS:

K-2 Students will:

1. Understand that art tells stories, expresses moods, or conveys ideas.
2. Explore a variety of media to create artwork to reflect personal ideas, objects or events.
3. Explore how art is used in other activities and events.

1. Describe how visual arts tell stories or express moods or ideas*.
2. Use selected media* and processes* to express ideas or personal topics of interest.
3. Describe how visual arts media and processes can be used in other disciplines.

5-8 Students will:

1. Interpret the concepts, stories, moods, or ideas in various works of art.

2. Express personal ideas, experiences, or emotions through various media, processes,

and techniques.

9-12 Students will:

1. Analyze how visual arts may express concepts, tell stories, evoke moods or emotions, and

symbolize ideas.

processes and techniques.

STANDARD TWO:

Students will understand the media, techniques and processes used in the production of visual arts. 

RATIONALE: Understanding various media and a variety of production techniques and processes

provides students with knowledge of how to use a diversity of appropriate elements and principles

to solve visual arts problems. This knowledge-base provides students the background to effectively

interpret and portray emotions and ideas. A well-grounded understanding of its many components

builds a foundation for life-long engagement in and enjoyment of visual arts. 

BENCHMARKS:

1. Recognize various media* and materials* which may be used in artwork.
2. Experiment with selected techniques' to improve the presentation of artwork.
3. Understand various art elements* can produce different visual effects.

3-4 Students will:

1. Explore various media and processes* used in the production of visual arts.
2. Understand selected techniques which give artwork detail.
3. Choose appropriate elements and principles* to solve visual arts problems.*

1. Describe the various media and processes used to create a variety of art forms.
2. Describe various techniques which give artwork definition and detail.
3. Apply appropriate compositional elements and organizational principles* to solve specific
4. visual arts problems.

1. Analyze the various media and processes used in creating a variety of art forms.
2. Analyze a variety of techniques which give artwork definition and detail.
3. Determine and apply the appropriate compositional elements and organizational principles
4. to solve specific visual art problems.

STANDARD THREE:

Students will understand the relationship between visual arts and history, culture, and society. 

RATIONALE: When students are given the opportunity to study and experience visual arts which

represent other cultures and time periods, they gain a deeper understanding of their own as well

as other cultures. Knowledge of the interrelationships between people and their art, and the influence

one has on the other, helps students develop an appreciation for and tolerance of differences.

The visual arts provide a better understanding of and a common bridge among cultures throughout

the world. 

BENCHMARKS:

1. Understand that history has been recorded through the arts.
2. Explore ways art reflects culture and society.
3. Understand that different artists create different forms and types of art.

1. Describe how selected works of art have recorded and preserved history.
2. Describe the functions and uses of visual arts in a variety of cultures and societies.
3. Explain how different artists have influenced or contributed to the world of visual art.

5-8 Students will:

1. Investigate how the visual arts record, preserve and highlight history.
2. Investigate ways the visual arts reflect and influence the culture and societies in which they
3. were created.
4. Describe the influence of selected artists on the evolution of various forms of visual art.

1. Analyze how the visual arts record, preserve, highlight and symbolize the history of humanity.
2. Analyze the role of visual arts in reflecting and influencing the culture and societies in which they
3. are created.
4. Analyze the influence of significant artists on the evolution of the various forms of visual arts.

STANDARD FOUR:

Students will demonstrate a capacity for critical and sensitive response to various visual arts experiences. 

RATIONALE: By describing, analyzing, and evaluating various processes, production techniques, and

media used, students develop the ability to more fully appreciate the visual arts. Students develop the

capacity for critical and sensitive response to the effort of others by using appropriate criteria to

evaluate various forms of art work. Students must establish criteria to assess their own art work and

view self-evaluation as an opportunity for personal improvement. 

BENCHMARKS:

1. Recognize various artworks which express similar artistic concepts and ideas.
2. Express personal likes and dislikes of various works of art.
3. Describe the quality of personal artwork.

1. Compare various art works in terms of artistic concepts, ideas, or intentions using criteria
2. appropriate for the style or form.
3. Explain likes and dislike for various works of art.
4. Describe the quality of personal artwork using specific criteria.

1. Analyze various artworks in terms of artistic concepts or ideas using criteria appropriate for the
2. style or form.
3. Defend visual art preferences using personal aesthetic* criteria.
4. Determine the quality and effectiveness of personal artwork using specific criteria.

1. Evaluate works of art in terms of artistic concepts, ideas, or intentions using criteria appropriate
2. for the style or form.
3. Justify visual art preferences using personal aesthetic criteria.*
4. Evaluate the quality and effectiveness of personal artwork using specific criteria.