Art Education Program Courses
Alternative Settings for Art Education
In this course students will use the museum, contemporary art collections and alternative settings as a resource for informing classroom practice and will explore, develop, and participate in engaging intergenerational and multicultural community field and group activities on site in various venues in the Portland area. Under the guidance of the instructor students will collaborate with local schools and teachers to conduct classroom visits, develop and lead gallery tours, and teach integrated workshops in a museum setting. Students will engage young children by extending and integrating their academic knowledge through interdisciplinary and integrated lesson plans. Students will learn how to work collaboratively with their communities to create artwork that has a social impact. In addition to class time, a minimum of 25 hours of assigned fieldwork is required for successful completion of this course.
Students will explore the diverse roles of the artist/educator to engage student learning through the arts. Individual studio practices will be translated into teaching expertise to inform curriculum design and development. Understanding how individual identities and dispositions shape one’s practice will be a key focus of this course. Through readings, cooperative learning strategies, on-site observations, presentations and research a collaborative circle of learning will set the stage for inquiry and improvement of pedagogy throughout students’ professional careers. In addition to class time, a minimum of 10 hours of assigned fieldwork is required for successful completion of this course.
Creativity and Cognition in the Arts
Students will study multiple perspectives of educational theory and their relationship to the cognitive, creative and psychosocial development of children and adolescents. Students will examine the role of creativity and cognition in the arts, developing strategies to engage critical and creative thinking to foster learning across the curriculum. Students will envision and invent new learning strategies that will meet the needs of student learning and thinking in an ever-changing context. In addition to class time a minimum of 10 hours of assigned fieldwork is required for students for successful completion of this course.
Exceptionality in the Art Classroom
Course will provide students with a framework for understanding the concept of exceptionality and an overview of the characteristics of students with disabilities. Strategies for how to effectively instruct, modify, adapt and differentiate instruction as well as how to provide educational services and resources for students who need additional support to learn, as well as for gifted children, particularly in an inclusive art classroom, will be explored. Students will gain a basic understanding of the identification of exceptional children, processes and procedures that determine student eligibility for special services, and current legislation as it relates to individuals with exceptionalities. In addition to class time, a minimum of 15 hours of assigned fieldwork is required for successful completion of this course.
Frameworks for Teaching and Learning in Multicultural Environments
Students will study and critically examine theories and practices in teaching, and the ethical and legal responsibilities of an educator teaching art to children and adolescents within various learning contexts and environments. Students will explore a range of approaches to teaching art in public and private school classrooms, from highly structured to experimental. Course content focuses on the history of art education within the larger educational framework. Contemporary methods of art education such as Reggio Emilia, Discipline Based Art Education (DBAE), and Teaching for Artistic Behaviors (TAB), and multicultural studies will be investigated. Students will develop curricula that incorporates relevant theory, produce documentation, and assess learning outcomes in a variety of settings. Through on-site observations and experiences, students will examine questions and issues exploring the diverse perspectives of the visual arts education classroom. In addition to class time, a minimum of 25 hours of assigned fieldwork is required for successful completion of this course.
K-12 Curriculum Design, Development and Assessment
Course introduces students to instructional design through themes, media and concepts culminating in a series of unit plans that meet the cognitive, social and personal interests of youth. Under the guidance of the instructor, students will explore materials and develop comprehensive lesson plans and assessment tools that integrate personal artistic expertise with research. Through guided practice, students will gain confidence in teaching children in preparation for the student teaching experience. Lesson planning, unit planning, integration of technology, teaching methods and other relevant topics will be discussed. In addition to class time, a minimum of 25 hours of pre-practicum experiences is required for successful completion of this course.
Professional Practices Seminar
This seminar will provide a forum to support students during their student teaching experiences, exploring the day-to-day issues encountered in the classroom. The course will focus on making connections with theory and pedagogy, meeting state and national standards, and on facilitating reflection on one’s identity as a teacher and on the overall goals of the program. Developing the teaching portfolio occurs in conjunction with understanding the requirements for entry into the field and professional responsibilities of an art teacher. Issues relevant to student teaching experiences and career preparation will be investigated through readings and discussions.
Registration by permission of the program director. Students will be placed in the elementary and high school art classroom of a local school, where they will work under the supervision of a faculty member and a cooperating teacher. Throughout their student teaching placements, they will reflect on their own teaching practice and develop their teaching portfolio. The seminar will provide a forum to support students while they are teaching in the schools. Issues relevant to student teaching experiences and career preparation will be investigated through readings and discussions.