Course Title: ART 316: Art for the Secondary
Term: Fall
Course Description:
ART 316. ART FOR THE SECONDARY SCHOOL/THREE CREDITS. Major credit. This course provides an in-depth study of the concepts and principles of art education related to the secondary level art classroom. Topics include materials and methods for grades 7 - 12 art classroom, secondary classroom management, assessment, and teacher evaluation. The Artist/Researcher/Teacher framework is employed to promote positive action and reflection in teaching and learning. Students in initial certification must register for the co-curricular ART 316L Art for the Secondary School Clinical and the EDU 425: Reading in the Content Area. Program requirement for BA Art Education. Lab fee.
Context: Preservice BA Art Education students
​
Course Objectives
-
The student will develop a broad knowledge and understanding of teaching art in the secondary art classroom.
-
The student will develop projects and plans for teaching art in the secondary art classroom.
-
The student will develop knowledge of art materials, skills in instruction, and an understanding of strategies necessary to teach in the secondary public school program.
-
The student will develop an understanding of the Artist/Researcher/Teacher model and the impact of personal art making on his/her teaching.
​
Course Outcomes
-
Construct a student profile list to compare and contrast characteristics of the adolescent age student to other age groups and list of strategies to assist in teaching diverse student populations.
-
Construct SLOs and Lesson Plans to develop planning skills from the study of various media, content, and issues appropriate for the adolescent student.
-
Create projects and artworks using a variety of art materials suitable for the adolescent student and gain knowledge in production, criticism, aesthetics, and art history through the creation of artworks and gallery attendance and reflection. Construct resources for studying for Praxis 2 testing. Generate a budget and supply list for the classroom.
-
Create a series of related studio projects at the master’s level to simulate a mini-Advanced Placement Studio Art concentration, which will provide substantive works to their portfolio for Graduate Exhibition. A written artist statement and reflexive journal will be required demonstrating the connection between teaching and art-making.
​
Major Assignments
Requirements;
-
Curriculum planning: Two original lesson plan using strategies for teaching students in art in Converse or School District Template. Lists of student characteristics and strategies for effective teaching. *One lesson is completed on short lesson plan template, and the final lesson is submitted on SCTS 4.0 lesson plan template
-
Craftsmanship, research, and creativity in art production for all art projects as well as class participation as well (Virtual Portfolio with projects)
-
Power point presentation for 1 lesson
-
Budget/class management plan for secondary classroom. (Counts as Mid-term)
-
Gallery attendance – 1 review.
-
Praxis 2 study materials.
-
Final Exam: Based on Studio Thinking book
​
Projects
Styrofoam Cup inspired by Jason Rogenes
Students create small sculptures out of basic styrofoam cups in the style of artist Jason Rogenes to enhance critica thinking skills along with design basics and sculptural knowledge.
​
​
​
Mounds
This project is based on the work of Trenton Doyle Hancock and his rendition of “mounds” within his work. The basis of the project allows the students to explore their own personal narratives and how those stories along with their identities form “mounds” that reveal many things about their past, present, and future.
Color Theory Shoe Painting
This project incorporates knowledge of color theory and observational drawing skills as students draw their own shoes and utilize color theory of their choice.
What Inspires You
This project is based on a random square containing an interesting segment of a photograph. The student then uses the square as a point of inspiration to ask themselves the question, “What inspires you?” The square then is reproduced using stippling/cross hatching/hatching techniques, and the surrounding areas are left open for interpretation and media exploration.
Aluminum Bird Sculptures
This assignment helps build sculptural knowledge while using a material that is readily available. Note: safety measures must be in place as the aluminum can be sharp
Zines
After a discussion on the history of Zines, students will create their own personal Zines that serve to educate others about a topic of their choice (It does not have to be political or even complex in nature. It can be as simple as educating someone about how to ride a bike). They must employ artful measures to the Zine and must be aesthetically pleasing.
Pop Culture/Visual Culture Project
After Watching Art 21 video about artist, Minerva Cuevas, students explore various ways visual and pop culture surfaces through commercialism, and how misappropriation is also utilized within capitalistic societies. The goal of the project is for the students to take a well known commercial image in our culture, and alter it to reflect a social justice/diversity theme.
Game Design
After a discussion on Gamified Pedagogy, students will create their own game designs that will be used to teach certain concepts, vocabulary, and techniques in the art classroom with students to enhance learning.
Responses
Response #1: Ch. 1 Studio Thinking (book)
While studies fail to prove a relationship between studying arts and non-arts, it still provides proof of more casual relations. The chapter is very honest that arts have no apparent benefit for test scores, as studies seem inconsistent and irrelevant. Using only instrumental grounds proves to truly be just a double-edged sword, considering said results and the ever-changing variables of who, how, and what is being taught. Passion is also a variable; one student is very inspired to transfer knowledge while another is uninterested, and another is so art-focused that all other matters fall away. Upon constructing their own studies of teachers, they noticed a pattern of studio habits, albeit varied from class to class, and broke it down. They first establish the four studio structures for learning, and eight studio habits of the mind. In teaching one, they’d also subtly be teaching the others. These also were not limited to studio art classes, and these patterns are the easiest to track in a transfer of skills.
In my experience, arts tend to be less supported in general because school’s tend to focus more on the aspects that bring in more funding, such as test scores or sports, but I had failed to consider the benefits art had when doing that mental calculation. It’s important to me that they provided arguments as to why, albeit valuable, the studies were still flawed, such as including the researchers not including documentation on what they were trying to teach, thought-process-wise. Before reaching that part, however, I thought these folks were very bad at writing argumentative things. It could’ve been written differently, but it still got the point across. I did enjoy the establishment of a pattern, though. It simplifies the process to make it more digestible.
​
Response #2: List Characteristics of middle school/high school students
Characteristics of Adolescents
-
Self-searching
-
Self-conscious
-
Longer attention span than elementary
-
Knows likes and dislikes
-
Able to handle certain responsibilities
-
More independent
-
Looking for fun
-
Wants new experiences
-
Romantically interested
-
School Is more challenging
-
Preparing to be an adult
-
Not a child but not quite and adult
-
More expressive in self expression
-
A lot of options
-
Steady gaining more freedom
-
Established social group
-
Learning where they fit in
-
Planning for the future
-
Value social acceptance
-
Deciding if school is for them
​
Gallery Review
​
Lesson Plan
​
Power Point
​
Budget/Class Management
​
Final Exam
