Art for Teachers of Children—AR272—Spring 2014
Mondays; 2:10 p.m. – 5:50 p.m.; Building C
Office Hour: Mondays, 1 p.m. – 2 p.m.
Professor Julia Schmitt Healy
Provides art experiences for teachers of children using materials and techniques that are easily translatable to art experiences for children. Class work will include paint, clay, collage, plaster craft, fabric pillow dolls and model magic puppets. There will be class discussion and keeping of a log (sketchbook/journal). This course is also recommended for students interested in Art Therapy and Occupational Therapy.
Introduction: This hands-on course will explore art materials and techniques for K-6 teachers. Students will learn how to develop age-appropriate lessons using collage, drawing, painting, printmaking and sculpture. Both stand-alone art projects and projects that integrate art with other subjects will be emphasized. Students will create a portfolio of their work and keep sketchbook/journals during the semester.
At the end of the course, students will:
· Be comfortable with a variety of art materials and techniques
· Understand how art lessons can drive academic learning
· Be able to analyze their own work and the work of others
· Have a broad understanding of art education concepts
· Know what is age-appropriate for the various elementary grades
· Have knowledge of the art elements and principles of design
Attendance and Lateness: Attendance is mandatory. If you will not be available to attend this class every week, please consider taking it at another time. No make-up work will be allowed in class, as there is no time. Projects for each week are posted on the blog with lesson plan. You are responsible for the materials necessary to complete missed at-home work. Three absences (excused or not) are grounds for a failing grade or automatic withdrawal.
Since this is a hands-on class, demonstrations are important, so please be on time. Often we will be sharing and grading work at the beginning of class. Two tardies will be counted as one absence. If you will have an ongoing scheduling conflict, please discuss it with me at the beginning of the semester.
Leaving early without permission from the professor will be counted as a tardy.
Late work will not be accepted. If you are ill, bring a doctor’s note to excuse the absence.
Each week there will be a brief discussion at the beginning of the class with both sections on an educational topic. The information presented in these segments will help you in designing your Museum Lesson Plan and make your creative work more appropriate for the elementary classroom.
“Do-Nows”: There will be occasional warm-up assignments given as a way to help you ready your ideas for the upcoming project. These will be graded and count towards your sketchbook/journal grade.
Grading: Individual grades will be given for projects and your sketchbook/journal and averaged together to make up 50% of your grade. Your written work will count for 10%. Your museum lesson plan and presentation will count as 25%, and class participation will count as 5%, and your final exam will count 10% to total 100%.
Supplies: Materials and supplies for this class are extensive but there is no overpriced textbook to buy! We will discuss how to approach buying the materials the first class, as some classes have preferred to buy the supplies as a group. You must come prepared to work every week. Do not expect other students to supply you with materials and tools! I will let you know each week what you need to bring and I will post it on our blog.
Writing Help: You may want to refer to a very helpful website operated by Purdue University: http://owl.english.edu
The format to use is the MLA one and they have many resources available to help you make your writing better. I will hand out certain applicable guides, as well.
Introduction & Syllabus
Group Lesson. Materials: Oil Pastels.
Writing Assignment #1: Is art important to teach to elementary students and why? Write an Op Ed as for the New York Times. Due next week.
Together: What art the art elements?
Drawing with Glue
Self-Portraits with a Twist.
Writing Assignment #2: Make a 5/7/5 Haiku to
Illustrate in an ink drawing scroll. Due next week.
What does a Lesson Plan for Art look like? What use is it?
Haiku Poems in Ink
Pastels on Glue Drawings
What are Visual Arts Standards?
Writing Assignment #3: Write/Draw a Visual Poem. Due Next Week.
What does a Unit Look Like?
Facebooks Finished; Collagraphic Plates Made
No Class October 13—Columbus Day; School Closed
What are rubrics and how do I grade and assess art?
Discussion of Lesson Plan and Presentation (Original for Grades 4-6)
Transfer Plate Prints
Creativity and teaching for artistic behavior
Clay Projects--Slab Technique Tile & Storyteller Dolls or Portrait Busts
Writing Assignment #4, Write a Teaching Philosophy
Murals (Group Projects)
Lesson Plan Drafts Due
Product Versus Product
Printmaking and Murals (Part Two, if time needed)
Talking about art, sharing and self-reflection
Glazing Clay and Model Magic
Original Lesson Plans/Presentations Due Today
Safety in the Classroom
Collaborative Learning and Group Projects
Painting Plastercraft Portraits
Presentations (if extra time needed)
3 Reflections Due Today
Dec. 15 Final Exam Day
"ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
As stated in the current college catalog, any student who needs specific accommodations based on the impact of a disability should register with the office of Services for Students with Disabilities (SSD) to be eligible for accommodations, which are determined on an individual basis. The SSD office is located in the Science Building, room S-132 (718-631-6257). Students should also contact their instructor privately to discuss their specific needs."