2. Dan Collins artCORE Coordinator Professor of Intermedia School of Art Arizona State University Principles of Core Art Instruction (ARA 598) August 23, 2013 So You Wanna Be an Art Teacher…?!

3. Introduction Since 1988, I have had the pleasure of supervising graduate teaching assistants in our foundation program in studio art at Arizona State University. These GTAs—many of whom are first time teachers— are “instructors of record” who help to create original curricula and teach undergraduate students enrolled in our first year art and design courses. There are from 24 - 28 of them per semester…most of them MFA candidates in our Studio program. I asked them for some pictures of themselves. This is what they sent…

4. Some are quite young.

5. And some are fugitives from the law.

6. Some are endearing…

7. Some are driven by curiosity.

8. Program Description Despite our unique GTAs, ASU is pretty typical: Large state university with over 1200 majors. (Now the “biggest” University in the U.S.A.) 36 individual 100 level classes in Drawing, 2D Design, 3D Design, Color, and Intro to Digital Media every semester. Almost all of these courses are taught by GTAs. We are proud of our program but…

9. The Dark Side of GTA Instruction They work with little or no supervision by senior faculty. They are paid at a wage substantially lower than market value. They are seldom given the opportunity to develop a personal teaching philosophy. FACT: Much of foundation teaching is being performed by graduate students without adequate preparation for the studio or classroom.

10. The Dynamic of GTA Instruction Typical Undergraduate Task of Teaching Teaching Assistant Perceived Curriculum Path to Full-time Teaching Job

11. What’s Your Teaching Philosophy?

12. John Dewey X X X bell hooks Elliot Eisner

13. What we CAN do. Most of us are not positioned to address the administrative, economic, or broader ethical dimensions of the problem. But…we CAN ensure that our Foundation Programs provide the GTA with: studio practiceteaching a way to connect studio practice and teaching. new perspectives an opportunity to explore new perspectives on art. interdisciplinary bridge an interdisciplinary bridge between art education, art history, and other fields of inquiry. personal teaching philosophy an opportunity to develop a personal teaching philosophy. learning community entrée into a learning community for interaction and support. teaching portfolio teaching job the opportunity to build a teaching portfolio and gain the experience needed to secure a teaching job.

14. Principles of Core Art Instruction (ARA 598) Several years ago, I received approvals to formalize the materials provide to TAs as a new 3 credit class— Principles of Core Art Instruction. This course provides: · resources for teaching foundation level art and design courses. · an overview of issues germane to University level art instruction. · an opportunity to build a “teaching portfolio.”

15. Outcomes for ARA 598 Students will: develop course materials for a practicum in teaching art at the introductory University level (any art course in the School of Art is an acceptable target). modify existing curricular models provided by the instructor and create at least one original project that includes objectives, resources, processes, and assessment strategies. demonstrate knowledge of different philosophical orientations with respect to art instruction and develop a personal “teaching philosophy.” produce a “teaching portfolio” that includes samples of curriculum design for art as well as examples of their students’ work produced during the practicum.

16. Sample Teaching Portfolio

17. Contact Info: Dan Collins, Professor School of Art, Arizona State University Tempe, AZ 85287-1505 dan.collins@asu.edu artCORE wiki: artCORE wiki: http://http://artcore.pbworks.com http://