ART 8651 Contemporary Issues in Art Education

This is a graduate level seminar, which focuses on theoretical perspectives in the area of art education and the relevance of theory to the practice of curriculum development and implementation, and scholarly writing in art education. Students will explore and engage with selected theories of the 20th and 21st century's that hold a place of prominence in current research, curriculum, and pedagogical dialogues in the field of art education. This course will involve careful reading of the work of key theorist through both primary sources and secondary sources that exemplify putting theory to work in art education and related fields. This course is not intended to promote particular theories or theorists, but rather to assist graduate students in their development as researchers and scholars who persist in the difficult work of challenging the limitations of personal experience, understanding, and ways of knowing through engagement with theories that can offer alternative perspectives.

Credits

3

Student Learning Outcomes

Upon the completion of this course, students will be able to demonstrate the following outcome-based learning skills:

1. Upon the completion of this course, students will be able to demonstrate the following outcome-based learning skills:
2. To be able to explain emerging and current trends and their implications to art education
3. To demonstrate an understanding of emerging and current trends in art education to improve teaching practice
4. To be able to synthesize recent research relative to teacher and student learning in diverse school settings and communities
5. To develop curricula based on emerging and contemporary issues in art education which includes differentiated instruction for all learners
6. To demonstrate the ability to make educational decisions which are supported by data rather than only on personal opinions.
7. To evaluate emerging and contemporary issues as they relate to educational policy
8. To develop an individualized plan of action to explore current trends and new ways of reaching students in and through the visual arts
9. To interpret a contemporary issue in art education that has personal meaning within a work of art
10. To design curriculum to be implemented within a class or community setting including a developed rubric to evaluate the curriculum
11. To continue development as a scholarly researcher and writer in art education, learning skills and concepts relevant to writing in the field

TEACHER CORE CANDIDATE LEARNING OUTCOMES (CCLO’S):

The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2009, are addressed in this course. The ten outcomes are correlated to the 2013 InTasc Model Core Teaching Standards and Learning Progressions for Teachers 1.0.

1. Specialist Candidates will demonstrate advanced ability to plan, implement, and evaluate instruction to facilitate student learning. Standard 2 (INTASC 1,2,7,8)
2. Specialist Candidates will demonstrate advanced knowledge of the student as influenced by cognitive, physical, emotional, social, cultural, environmental, and economic factors. Standard 4 (INTASC 1.2)
3. Specialist Candidates will demonstrate advanced ability to design, implement, and evaluate curriculum that promotes student learning including knowledge of resources, technology and best teaching practices. Standard 1 (INTASC 1, 3, 7, 8)
4. Specialist Candidates will demonstrate advanced depth and breadth of knowledge and skills in academic discipline and pedagogy. Standard 3 (INTASC 4, 5)
5. Specialist Candidates will demonstrate the ability to use research to promote student learning and to contribute to the teaching profession. Standard 5(INTASC 9)
6. Specialist Candidates will demonstrate the ability to create learning communities that incorporate advanced knowledge and understanding of cultural and linguistic contexts of learning. Standard 4         (INTASC 2. 10)
7. Specialist Candidates will demonstrate advanced ability to differentiate instruction through the use of best practices in a democratic learning environment. Standard 2 (INTASC 1, 2)
8. Specialist Candidates will demonstrate high standards for academic rigor, intellectual inquiry, and professional integrity. Standard 7 (INTASC 4, 5, 9, 10)