Fall 2011 AE610: Survey of Art Education

Agenda Announcements 5:00-5:05 Review of Pedagogies 5:05-5:30 Action Planning 5:30-6:00 Upcoming Assignments 6:00-6:15 Break 6:15-6:30 Action Plan work session 6:30-8:00

Pedagogies/ Practices Discipline Based Art Education (DBAE) Comprehensive Art Education (CAE) Teaching for Artistic Behavior (TAB) or Choice Based Art Education Studio Thinking Visual Culture Visual Thinking Strategies 21 st Century Skills Critical Pedagogy/ Dialogical Thinking Skill Based Art Education Arts Integration/Arts Infusion Community Based Art Education Collaborative/Cooperative Art Education

Discipline Based Art Education (DBAE) Four Disciplines: Art Making Art Criticism Art History Aesthetics Classroom Application: Lesson plans written, teacher has freedom to choose how much time is devoted to each of the four areas Assessment: Formative and summative individual assessment

Comprehensive Art Education (CAE) Expands the model of DBAE Classroom Application More emphasis on including multicultural topics than it’s predecessor Assessment Incorporates assessment as the fifth discipline (NTIEVA, n.d.) Offers two types of portfolios: Holistic, which includes learning in other academic subjects and Specific, which includes learning in the arts including sketches, final compositions, and written assessments

Teaching for Artistic Behavior (TAB- Choice) Provides “authentic learning opportunities by allowing students real choices while regarding them as artists and experiencing the work of artists.” Classroom Application/Assessment Four Practices Personal Context-Personal work and deep learning Pedagogical Context-Multiple modes of learning Classroom Context-Opportunities to construct knowledge Assessment-Multiple forms of assessment

What are Artistic Behaviors ? Risk-taking Following a line of thought over time Going deep with a preferred medium or technique Playing/experimenting Bringing aspects of their life into their art

Studio Thinking Framework that allows researchers to test which kinds of instruction lead to various outcomes Provides teachers with a research-based language for describing what they intend to teach Provides the “Eight Habits of Mind” (Teachers College Press, 2007) Develop Craft Engage & Persist Envision Express Observe Reflect Stretch and Explore Understanding Art World

Visual Culture A practice that incorporates many fields and investigates the intersection of culture and visual imagery and objects This includes fine art, craft, fashion, furniture design, mass media, movies, etc. Classroom Application-goals Interdisciplinary focus Connections to students’ lives Exploration of the diversity of materials Expand knowledge and understanding of the visual world Assessment Various (written and/ or visual journals, photographs, completed work)

Visual Thinking Strategies Uses art to develop critical thinking, communication and visual literacy skills Learner-centered discussions of visual art Uses facilitated discussion to enable students to practice respectful, democratic, collaborative problem solving skills that over time transfer to other classroom interactions, and beyond Identifies 5 stages Accountive, Constructive, Classifying, Interpretive, and Re-Creative Standard Guiding Questions What's going on in this picture? What do you see that makes you say that? What more can you find?

21 st Century Skills

Critical Pedagogy/ Dialogical Thinking A teaching approach that attempts to help students question and challenge domination, and the beliefs and practices that dominate. Goal to help students achieve critical consciousness. Accomplished through: Unlearning Learning and relearning Reflection Evaluation

Skill Based Art Education Looks at the discrete skills needed to make art Utilizes standards of art education Less formally defined

Arts Integration/ Arts Infusion Integrating the arts (not limited to Visual Arts) and two or more other academic subjects. Learning in one supports the other. Real life applications are made. Equal emphasis is placed on the standards of each of the subjects being integrated. Arts teachers become resources and collaborators. Both subjects are assessed evenly

Community Based Art Education School is the base for the education Utilizes the community as Motivation Research Subject Matter Resources

Collaborative/Cooperative Art Education Groups work together as artists on art projects All members are involved in the process throughout All members are assessed individually and/or as a group Cooperative Learning Strategies are used to help students have a voice