Child Art and Teaching

Student Learning Outcomes, Goals, Objectives:

Students completing this course will be able to:

• Identify contemporary art education theories and practices related to elementary school classrooms (child development in art, multiculturalism, interdisciplinary arts education, etc.)

• Understand the value of art and experience its power through creating and viewing.

• Demonstrate awareness of the connectedness between art, life, social, cultural, and global environments.

• Develop strategies and methodologies using the arts to empower knowledge in other subjects at the elementary & middle school level.

Learning Goals and Objectives

• Role of art in schools and society.

• Art teaching strategies, student motivation, and all-inclusive art education perspectives.

• Interdisciplinary Art Education: Relating art with science, math, reading, and social studies.

• Art-integrated lesson planning and writing: Assessment strategies, instructional objectives, etc.

• Art materials and safety recommendations for public school settings throughout the semester.

• Making art: individual and collaborative projects. Includes the basics in art (elements and principles of design), manipulation of materials, and research for content.

• Exposure to visual art and artists through art exhibitions at the Weatherspoon Art Museum, other art museums, and venues when desired.

Teachers Academy Conceptual Framework Mission Statement

The mission of professional education at The University of North Carolina at Greensboro is to ensure “Access to Opportunities through Teaching, Learning, and Caring.” This requires excellence in all our programs through alignment to state and national standards; explicit connections among research, theory, and practice; candidates’ acquisition of the knowledge, skills, and dispositions of their disciplines; detailed evaluation of our candidates’ continual professional growth; collaboration among stakeholders; ongoing self-study; and an overriding commitment to fostering beliefs and actions that promote education for all. Toward these ends, our Unit and programs focus on six areas: leadership, professional knowledge, professional practice, educational environments, data-informed decision-making, and professional growth to support the learning of all children in the context of 21st-century complexity and dynamic change.

Professional education programs at UNCG emphasize dispositions that drive the application of the knowledge base. We believe that we must model and monitor these dispositions as conscientiously as we provide opportunities for building the knowledge base. Teachers should show evidence of these dispositions in class: reflective, ethical, inclusive, engaged in and committed to professional practice, dedicated to lifelong learning, self-efficacious, receptive to feedback, affirming diversity, professionally responsible, collaborative.

Course Grading Information:

Activity/Performance Measure	Percentage/Points
Class Discussions & Teacher Candidate Dispositions	10%
Five Readings & Reflection Papers	10%
Two art exhibition response papers	10%
Midterm Project: Visual Teaching Resources for Culturally Responsive Pedagogy	20%
Final Project: Art Integrated Lesson Plan Draft	30%
Five Art-Making Projects: Submit high-quality images (72 dpi) of all your artwork, reflections on art-making experiences, and ideas for K-8 classroom teaching applications.	20%

Grading Scale:

Percentage	Letter Grade
95 – 100%	A
90 – 94%	A-
87 – 89%	B+
83 – 86%	B
80 – 82%	B-
77 – 79%	C+
73 – 76%	C
70 – 72%	C-
67 – 69%	D+
63 – 66%	D
60 – 62%	D-
59% and below	F

Attendance/Participation:

No Class Meetings: Online Asynchronous

Course Materials Purchased by the Students:

Required Textbook: Integrating the Visual Arts Across the Curriculum: An Elementary and Middle School Guide by Julia Marshall (2019). New York: Teachers College Press. ISBN-13: 978-0807761908 / ISBN-10: 0807761907. The textbook can be purchased at the UNCG Bookstore.