AR470: METHODOLOGY & MATERIALS IN ART
 Course Syllabus, Fall, 2015

AR 470 Methodology and Materials in Art (3 credit hrs.)	
 Dr. Suzanne Duvall Zurinsky	

Classes will meet on Fridays in the Visual Arts  
Building, Room 120, 10:00 am-11:30 	
 Office: Visual Arts # 120
 Telephone: 1-256-765-4384
 E-mail: sszurinsky@una.edu	
		
Course Description
This course focuses on the practical aspects of teaching art education in pre-kindergarten, primary, middle and secondary levels.  Topics covered include current methodology in art education, art education curricula, the preparation and presentation of lesson material, classroom management, professional organizations, discovery and use of resources, technology, professional preparation and behaviors.  Coursework includes on-site observations, practice exercises, and integration of art into the total school curriculum with exhibition of student artwork whenever possible.  Prerequisites: ED292 and ED481. 
COE CF1, 2, 3, & 6; Alabama Standard/Rule 290-3-3-.31 Visual Arts
Standard	Assessment	
290-3-3-.31(2)(a)2. Ability to analyze works of art/design perceptively and to evaluate them critically.	Students already possess knowledge (from studio art courses) of how to analyze and evaluate works of art and design.  In AR470, they will extend this learning to children’s art through school and gallery visits.  Knowledge will be assessed through oral and/or written responses to questions posed during a class critique of selected art works.    	
290-3-3-.31(2)(b)1.(iii) Knowledge of the health and safety regulations related to art materials and facilities.	Students will be asked to correctly answer a series of written questions pertaining to health and safety regulations in the art room after this topic has been covered through assigned reading in the textbook, lecture, and in-class discussion. 	
290-3-3-.31(2)(c)1.(i) Knowledge of teaching and learning theories related to art education, as well as current issues and trends; professional literature (such as curriculum guides), and methods and materials of contemporary art education, including the use of technology.	Student knowledge of teaching and learning theories, outside reading topics, and materials and methods in art education will be assessed by a series of essay questions exploring these topics.  Students will utilize technology to prepare professional portfolios, lesson plans using Live Text, and PowerPoint presentations that will be evaluated by the instructor.	
290-3-3-.31(2)(c)1.(ii) The fiscal management of an art program.	Each student is required to create an art budget (based on $500.00 per year) for basic supplies with attached order forms (from school art supply companies) to be graded.  Students are also required to include individual plans for fund-raising to supplement the school-provided budget.	
290-3-3-.31(2)(c)1.(iii) Knowledge of the roles, responsibilities, and impact of various educational and community agencies on P-12 art education.	Students are familiarized with local art museums, organizations, and events, as well as the national (NAEA) and state (AAEA) professional art education associations.  AR470 students create a written plan for utilizing these agencies to support their art education programs within the schools.  These essay entries in their art journals are evaluated by the instructor.	
290-3-3-.31(2)(c)1.(iv) Knowledge of typical school health and safety practices and procedures, ethics policies, and the importance of adhering to them at all times.	Students interview art teachers as to specific school health and safety practices and procedures and turn in the answers for assessment via art journal entries and clinical reflections.  The instructor also quizzes students on professional ethics and students are evaluated on their responses to questions describing situations that are may be ethical or unethical practice. 	
290-3-3-.31(2)(c)2.(i) Ability to develop and implement the scope and sequence of an art program which includes art history, art criticism, art production, and aesthetics.	Students are required to create a basic school curriculum utilizing the national and state curricular standards for assessment.  Students will then select one or more units of study and create original lesson plans that incorporate history, criticism, production, and aesthetics.  One of these plans will be submitted and graded via Live Text.  Additional plans may be included in the AR470 Professional Portfolio which is evaluated by the instructor.	
290-3-3-.31(2)(c)2.(ii)  Ability to integrate art into the total school curriculum and exhibit student artwork.		
290-3-3-.31(2)(c)2.(iii) Ability to evaluate techniques and apply them in assessing both the progress of students and the objectives and procedures of the curriculum.		
290-3-3-.03(1)(c)2.(i) Knowledge of the content standards and of the scope and sequence of the subject areas of one’s teaching field(s) as defined in the Alabama Course of Study for those teaching fields.		

Text and References
Emphasis Art: A Qualitative Art Program for Elementary and Middle Schools, 9th Edition (with software) by R.D. Clements & F. Wachowiak.
Selected readings in current art education methodology and theory.
Alabama Course of Study in Arts Education
Justification
To meet No Child Left Behind and State guidelines for P-12 art education programs.
Outline of Course Topics
•	•	Expectations of Art Education teachers.
•	•	Teaching and learning theories related to art education, including current issues and trends.
•	•	Exploration of professional literature (e.g. curriculum guides).
•	•	Methods and materials of contemporary art education.
•	•	Develop the scope and sequence of an art program that includes art history, art criticism, art production, and aesthetics.
•	•	The fiscal management of an art program, including identification of alternative funding sources.

•	•	The roles, responsibilities, and impact of various educational and community agencies on P-12 art education.
•	•	The creation of expressive forms in crafts.
•	•	Integrating art into the total school curriculum and the exhibition of student artwork.
•	•	Use of technology in the art classroom.
•	•	Creating a professional teaching portfolio and interview skills.
Activities Required of Students
•	•	Participate in class discussions.
•	•	Read assigned topics and write reflections on assigned discussion questions.
•	•	Complete 15 hours of assigned clinical experiences and write reflections on each experience.
•	•	Design one or more units of study using the Alabama Course of Study.  A budget and list of materials is required in each unit.  Design a rubric to assess student work.
•	•	Interview an art teacher to gather information concerning lesson plans, budgets, classroom management, and evaluation of student work and write a reflection on the information gathered.
•	•	Complete a professional teaching portfolio.
•	•	Take any exams and quizzes that are given.
•	•	Complete all classroom assignments in a timely fashion.
•	•	Complete and present studio projects in a professional manner.
•	•	Teach one or more art lessons to P-12 students if classroom teacher permits.
•	•	Participate in or plan an exhibition of student artwork and write a reflection on how they would integrate art into the total school curriculum.
•	•	Interview a member of the arts community.
•	•	Participate in the evaluation of student artwork.
•	•	Demonstrate knowledge of scope and sequence of P-12 Art Education.
Course Objectives
•	•	Apply teaching and learning theories related to art education, as well as current issues and trends; professional literature (e.g. curriculum guides), methods, and materials of contemporary art education, including the use of technology.
•	•	Be able to fiscally manage an art program.
•	•	Understand the roles, responsibilities, and impact of various educational and community agencies on P-12 art education.
•	•	Develop the scope and sequence of an art program which includes art history, art criticism, art production, and aesthetics.
•	•	Understand how to integrate art into the total school curriculum and exhibit student art work when possible.
•	•	Acquire knowledge of the content standards and of the scope and sequence of the subject areas of one’s teaching fields as defined in the Alabama courses of study for those teaching fields.
Attendance
You are expected to attend class and be punctual.  Students with more than 6 absences will receive an overall course grade no higher than a “C.”  Absences should be legitimately documented when possible.  Late students will be counted as tardy and 4 tardies will equal one course absence.  
Evaluation
Your final grade for the course depends on your completion of the following assignments:
Portfolios	20%	
Attendance 	20%	
Participation in studio activities and other assignments and experiences
Completion of LiveText lesson plan
Clinical Experiences (*required)	20%

20%
20%
	
Requirements for Clinical Experiences
The AR470 instructor will shadow a highly effective P-12 practitioner in the area of art for at least 10 hours per semester.  AR170 students will engage in 15 hours per semester of observation (co-teaching or assisting when permitted) in the P-12 setting.  The instructor reserves the right to teach a portion of the course in a P-12 setting to include model and demonstration lessons with P-12 students.  If the instructor teaches a portion of AR470 in the P-12 setting, these hours will count toward the 15 hours of clinical observation required of AR470 students and the 10 semester hours of clinical observation required of the AR470 instructor.

General Administrative Guidelines

University of North Alabama Bulletin
Academic Procedures and Requirements
General Regulations
Class Attendance:  Regular and punctual attendance at all scheduled classes and activities is expected of all students. It is regarded as integral to course credit.  Each student is directly responsible to the individual professor for absences and for making up work missed. Particular policies and procedures on absences and makeup work are established for each class, are announced by the professor at the beginning of the term, and for excessive absences, may provide for appropriate penalties including reduction in grades or ultimate dismissal from class with a failing grade.  Official written excuses for absences are issued only for group absences incurred in connection with required regularly scheduled university-sponsored activities such as intercollegiate athletics and special performances.  
For all other types of group or individual absences, including illness, authorization or excuse is the province of the individual professor.
Student Disability Statement
It is the policy of the University to afford equal opportunity in education to qualified students.  If you have a disability that will prevent you from meeting the course requirements without modifications, please see the instructor within the first 3 class sessions to go over your UNA learning modification plan.  Course requirements will not be waived but accommodation will be made to allow you to meet the requirements provided that you are timely in working with the instructor to fulfill alternative course requirements. 

AR 470 Assessment Rubric

Course Objective	Methodology	Assessment	
To gain familiarity with teaching and learning theories related to art education, as well as current issues or trends; professional literature, methods, and materials of contemporary art education, including the use of technology in the art classroom.	Outside readings of professional literature that include the objectives stated.  Introduction to LiveText, readings in course textbook and from other sources about the incorporation of technology into the art classroom.  Students will complete 15 hours of assigned clinical experiences.  Students will interview and observe a classroom teacher to gather information concerning teaching methodologies, classroom management, and the evaluation of student work.
	Group discussions and instructor inquiry to determine student knowledge and understanding of stated objectives.  Students will use LiveText to submit completed lesson plans that utilize stated objectives to be reviewed and graded by the instructor.  Students will write reflections in their professional journals on the information gained from 15 hours of assigned clinical experiences.
	
Be able to fiscally manage an art program, including identification of alternative funding sources.	Classroom discussion of outside funding sources, fiscal management, and selection of art materials to meet yearly curriculum objectives.  Students will interview a classroom art education teacher to gather information concerning purchase of art materials, recommendations for the practical selection of materials, and safe usage and storage of materials. 	Students will select art materials and plan a sample budget to be reviewed and assessed by the instructor.
	
Understand the roles, responsibilities, and impact of various educational and community agencies on P-12 art education.	Outside readings in professional literature and class discussion of the roles, responsibilities, and impact of various educational and community agencies on P-12 education.

	Students will plan one sample lesson plan that partners with an educational or community agency in a cooperative project that promotes student learning.  Students will present their project ideas for group critique and suggestions.  The instructor will evaluate projects and provide suggestions and critique.	
Develop the scope and sequence of an art program which includes art history, art criticism, art production, and aesthetics.	Text and outside readings in professional literature pertaining to Discipline-Based Art Education (DBAE) and group discussion of material covered. 
	Students will incorporate art history, art criticism, art production, and aesthetics into a sample lesson plan or unit of study that will be reviewed and assessed by the instructor.  Students will be able to answer test questions pertaining to the classroom application of DBAE and each of the component areas.	
Understand how to integrate art into the total school curriculum and to exhibit student art work.   
	Assigned readings in the textbook and current professional literature regarding the integration of art into the total school curriculum and current trends pertaining to the exhibition of student art work.  Group discussion of material in class.  Observation of classroom teachers and student art exhibitions.
	Students will design one integrated lesson plan and will incorporate ideas and knowledge into their professional teaching journal, along with specific ideas for the exhibition of student work.  Students will be able to answer test questions and successfully solve problems pertaining to the integration of art within the total school curriculum.  	

AR470 Assessment Rubric con’t
Course Objective	Methodology	Assessment	
Acquire knowledge of the content standards and of the scope and sequence of the subject areas of one’s teaching fields as defined in the Alabama courses of study for those teaching fields.	Class discussion of the Alabama Course of Study and ways to apply these standards within the art education curriculum.	Students will design two units of study using the Alabama Course of Study.  A budget and list of materials is required in each unit. Students will demonstrate knowledge of scope and sequence in art education through correctly answering test questions.

Students will become familiar with and understand the expectations of art teachers.  	Instructor lecture, class discussion, and outside readings concerning  expectations of art teachers (professionalism, teacher preparation, job duties, collegiality, behavior management, assessment standards of successful teachers, safe use and storage of materials, professional ethics and liability, time management, etc…).  Students will interview one or more classroom teachers to gain information about the expectations of their job positions.  	Instructor inquiry, ability to successfully answer test questions pertaining to expectations of art teachers, and written reflections on specified topics (such as a Statement of Teaching Philosophy, My Ideal Classroom, etc…) in student journals that will be handed in to the instructor for assessment.
	
Exploration of current professional literature (e.g. textbooks and curriculum guides).  	Class examination and evaluation of different textbooks and curriculum guides that are currently being used in P-12 classrooms.  Outside readings in supportive texts recommended by the National Art Education Association.	Students will demonstrate knowledge of material examined through verbal presentations or written assessments that demonstrate their ability to determine the strengths and weaknesses of comparison texts.   	

UNA Required Syllabi Statements:

As per the UNA Faculty Handbook, by the first day of the semester, faculty members must make a course syllabus available that includes information about the nature of class assignments, evaluations, attendance policy, office hours, and grading system.  As outlined in the Faculty Handbook, and approved by the Faculty Senate and Shared Governance process, the following statements are required to be included in their entirety in any and all syllabi at the University of North Alabama: 

Academic Honesty: Students of the university academic community are expected to adhere to commonly accepted standards of academic honesty. Allegations of academic dishonesty can reflect poorly on the scholarly reputation of the University including students, faculty and graduates. Individuals who elect to commit acts of academic dishonesty such as cheating, plagiarism, or misrepresentation will be subject to appropriate disciplinary action in accordance with university policy.

Incidents of possible student academic dishonesty will be addressed in accordance with the following guidelines:
1.	The instructor is responsible for investigating and documenting any incident of alleged academic dishonesty that occurs under the instructor's purview.
2.	If the instructor finds the allegation of academic dishonesty to have merit, then the instructor, after a documented conference with the student, will develop a plan for disciplinary action. If the student agrees to this plan, then both instructor and student will sign the agreement. The faculty member will forward a copy of the signed agreement to the Office of Student Conduct for record-keeping purposes.
3.	If the student disagrees with the instructor's proposed plan for disciplinary action and wishes to take further action, he/she is responsible for scheduling a meeting with the chair of the department where the course is housed to appeal the proposed disciplinary plan. The department chair shall mediate the matter and seek a satisfactory judgment acceptable to the faculty member based on meetings with all parties. If a resolution is reached, the disposition of the case will be forwarded to the Office of Student Conduct. If a resolution at the departmental level is not reached and the student wishes to take further action, he/she is responsible for scheduling a meeting with the dean of the college where the course is housed to appeal the proposed disciplinary plan. The college dean shall mediate the matter and seek a satisfactory judgment acceptable to the faculty member based on meetings with all parties. If a resolution is reached, the disposition of the case will be forwarded to the Office of Student Conduct. If a resolution at the college level is not reached and the student wishes to take further action, he/she is responsible for scheduling a meeting with the Vice President for Academic Affairs and Provost (VPAA/P) to appeal the proposed disciplinary plan. The VPAA/P shall mediate the matter and seek a satisfactory judgment acceptable to the faculty member based on meetings with all parties. After reviewing all documentation, the VPAA/P may, at his/her discretion, choose either to affirm the proposed action, to refer the case to the Office of Student Conduct for further review, or to dismiss the matter depending on the merits of the case. The final disposition of the case will be disseminated to appropriate parties, including the Office of Student Conduct.
4.	If a student is allowed academic progression but demonstrates a repeated pattern of academic dishonesty, the VPAA/P may, after consultation with the Office of Student Conduct, assign additional penalties to the student, including removal from the University.

Communication: 

The official method of communication at UNA is UNA portal, with emphasis placed on University email.

Disability Accommodations: 

In accordance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, the University offers reasonable accommodations to students with eligible documented learning, physical and/or psychological disabilities. Under Title II of the Americans with Disabilities Act (ADA) of 1990, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Amendment Act of 2008, a disability is defined as a physical or mental impairment that substantially limits one or more major life activities as compared to an average person in the population. It is the responsibility of the student to contact Disability Support Services to initiate the process to develop an accommodation plan. This accommodation plan will not be applied retroactively. Appropriate, reasonable accommodations will be made to allow each student to meet course requirements, but no fundamental or substantial alteration of academic standards will be made. Students needing assistance should contact Disability Support Services (256-765-4214). 

Title IX:

The University of North Alabama has an expectation of mutual respect.  Students, staff, administrators, and faculty are entitled to a working environment and educational environment free of discriminatory harassment. Both the Equal Employment Opportunity Commission and the State of Alabama regard sexual harassment as a form of sex/gender discrimination and, therefore, as an unlawful discriminatory practice.  This includes sexual violence, sexual harassment, domestic and intimate partner violence, stalking, gender-based discrimination, discrimination against pregnant and parenting students, and gender-based bullying and hazing.

Faculty and staff are required by federal law to report any observations of harassment (including online harassment) as well as any notice given by students or colleagues of any of the behaviors noted above. Retaliation against any person who reports discrimination or harassment is also prohibited. UNA’s policies and regulations covering discrimination and harassment may be accessed at www.una.edu/titleix.  If you have experienced or observed discrimination or harassment, confidential reporting resources can be found on the website or you may make a formal complaint by contacting the Title IX Coordinator at 256-765-4223.  

Confidential Reporting:
If a reporting party would like the details of an incident to be kept confidential, the reporting party may speak with:
Student Counseling Services 		256-765-5215
University Health Services 		256-765-4328
Women’s Center  			256-765-4380
Rape Response   			256-767-1100 (hotline)/256-765-0025 (office)
Safe Place (domestic violence)		256-767-6210 (hotline)/256-767-3076 (office)

Formal Reporting: 
If a reporting party would like the University to investigate an incident, the reporting party may speak with:
UNA Police				256-765-4357
Title IX Coordinator			256-765-4223