Art Education Program Courses
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Alternative Settings for Art Education
Alternative Settings for Art Education (3 credits)
Community placements will serve as a resource for informing classroom practice while candidates explore, develop, and participate in engaging intergenerational and multicultural community sites in various venues in the Portland area. Under the guidance of the instructor, candidates will collaborate with local schools and teachers to conduct classroom visits, develop and lead gallery tours, and teach workshops. Candidates will engage young children by extending and integrating their academic knowledge through interdisciplinary and integrated lesson plans. Candidates will learn how to work collaboratively within their communities to create artwork that has a social impact. A minimum of 25 hours of assigned fieldwork is required for successful completion of this course.
The Artist as Educator Experience Experience (2 credits)
Candidates will explore key personal dispositions of the artist as educator experience and learn how these qualities will shape their lives as artists and future teachers. To set the stage for collaboration and to create an awareness of student learning needs and interests, candidates visit community-based educational sites. Upon completion of a site visit, candidates select and implement relevant mini-lessons. A brief overview of the recent history of arts education, current education policy, and the standards-based education movement establishes a context for understanding the wider professional landscape. Candidates will use a collaborative cycle of inquiry and sourcing of information to improve all aspects of their coursework. A minimum of 10 hours of assigned fieldwork is required for successful completion of this course.
Creativity and Cognition in the Arts
Creativity and Cognition (3 credits)
Candidates will examine theories of human development, learning, and creativity and how they influence teaching and learning in the arts. They will consider how to design learning experiences that are developmentally appropriate, inclusive, and culturally responsive. Students will gain an overview of instructional strategies that facilitate critical and creative thinking in the visual arts classroom. A minimum of 10 hours of assigned fieldwork is required for students.
Exceptionality in the Art Classroom
Exceptionality in the Art Classroom (3 credits)
Through learning about the concept of exceptionality and the characteristics of students with disabilities, candidates will develop strategies for how to effectively instruct, modify, adapt, and differentiate instruction. They will learn how to provide educational services and resources for students in an art inclusive classroom who need additional support to learn, including those recognized as gifted and talented. Candidates will also 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. A minimum of 15 hours of assigned fieldwork is required for successful completion of this course.
Frameworks for Teaching and Learning in Multicultural Environments
Frameworks for Teaching and Learning in Multicultural Environments (3 credits)
Candidates study and critically examine theories and practices in teaching, along with the ethical and legal responsibilities of an educator teaching art to children and adolescents within various learning contexts and environments. They explore a range of approaches to teaching art in public and private school classrooms, from highly structured to experimental and apply and refine the concepts learned in class to various field placements. Course content focuses on the history of art education within the larger educational framework and the diverse perspectives of the visual arts education classroom. Contemporary methods of art education such as Reggio Emilia,Discipline Based Art Education (DBAE), and multicultural studies will be investigated. A minimum of 25 hours of assigned fieldwork is required for successful completion of this course.
K-12 Curriculum Design, Development and Assessment
K-12 Curriculum Design, Development, and Assessment (6 credits)
Candidates learn to apply standards-based and research-informed methods of instructional design through the use of themes, media, and concepts to develop a series of unit plans that meet the cognitive, social and personal interests of children and youth. Through guided practice, candidates gain confidence in preparation for the student teaching experience. Lesson planning, unit planning, assessment, integration of technology, application of effective teaching methods, and other relevant topics will be discussed. Candidates are encouraged to develop innovative approaches to the content so that student learning needs and interests are met. A minimum of 25 hours of field experience is required for successful completion of this course.
Professional Practices Seminar
Professional Practices Seminar (3 credits)
Taken concurrently with Student Teaching, candidates use this seminar to connect theory to practice and to demonstrate attainment of the Art Ed Outcomes. Taught as a hybrid course, candidates will upload video clips for discussion. The first half of the term will focus on questions that candidates raise about their own practice, using collaborative learning circles to offer useful steps for positive action. Current education theory and critical issues in education will be discussed as candidates prepare their online Professional Artist-Educator Portfolios and gather the necessary requisites for certification.
Student Teaching (12 credits)
After registration by permission of the Director of Art Ed Outreach, candidates will be placed in local elementary and high school art classrooms where they will work under the supervision of a faculty member and a cooperating teacher. Throughout their student teaching placements, candidates will assess their own teaching practice and develop a student teaching portfolio to demonstrate attainment of Maine’s Initial Teacher Certification Objectives. Frequent feedback from cooperating teachers and faculty supervisors, both formal and informal, will aid in the professional growth necessary to begin a successful career as an artist- educator.