Are You suprised€¦ · Web viewlaulima.hawaii.edu. ITE 326 Visual Arts, Elementary. Elementary...

laulima.hawaii.eduITE 326 Visual Arts, Elementary

Elementary and Early Childhood Education Program, Institute for Teacher Education, UHMSpring 2012

Instructor: Dr. Jennifer Herring [email protected]

Cell Phone: 808-221-7283

I. Descriptive Information

a. Course Description: ITE 326 Visual Arts, Elementary (3) includes the scope and organization of art education in elementary school curriculum and includes the creative use of art media through laboratory experiences.

b. Focus Designation: None

c. Disability Statement—KOKUA Program If you have a disability and related access needs, please contact the KOKUA program (UH Disabled Student Services Office) at 956-7511 v/text, [email protected], or go to Room 013 in the Queen Lili‘uokalani Center for Student Services. Please know that I will work with you and KOKUA to meet your access needs based on disability documentation.

d. Professional Dispositions StatementThe professional dispositions shared in this course reflect the standards and expectations of the College of Education, the Institute for Teacher Education, and the Elementary and Early Childhood Education Program. Teacher candidates must meet professional dispositions during all program-related activities (i.e., coursework, field experiences, meetings, and conferences). Any category marked with a does not meet requires a conference, plan of assistance for improvement, or dismissal. Professional dispositions for the program can be found on the EECE website and professional dispositions for this course follow in this syllabus.

e. Ethical BehaviorAll work you submit as yours must include proper documentation and crediting of sources. Failure to properly introduce and document paraphrased material or borrowed ideas is plagiarism. Plagiarism carries serious consequences and possible dismissal from the program. See the UH General and Graduate Information Catalogue under “Student Regulations” and the UH Student Conduct Code for specific guidelines related to plagiarism.

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mailto:[email protected]


II. Standards-Based Education and the College of Education Conceptual Framework

During your teacher education program, you will find yourself immersed in standards-based education. The College of Education (COE) and the Institute for Teacher Education (ITE) set standards for teacher candidates. The Hawai‘i Teacher Standards Board (HTSB) sets standards for Hawai‘i teachers. The Hawai‘i Content and Performance Standards (HCPS III) for K-12 students and the Common Core State Standards are set by the Hawai‘i Department of Education. The Association for Childhood Education International sets standards for teacher education programs throughout the nation. In addition, many of your teacher education courses will integrate standards from professional organizations. (i.e. Consortium National Arts Educators, National Standards for Arts Education)

Standards describe what teachers and students at all levels should know, be able to do, and care about. The College of Education Conceptual Framework and the Institute for Teacher Education require teacher candidates to be knowledgeable, effective, and caring. These three standards are a part of all learning experiences in your teacher education program. Here’s an overview —

a. KnowledgeableTeacher candidates are knowledgeable about content, pedagogy, and professionalism; human growth and development; and the physical, mental, emotional, and social needs of students with diverse backgrounds and learning needs.

b. EffectiveTeacher candidates have the professional experience and skills to teach so that all children can learn.

c. Caring Teacher candidates care about students and their families and communities, teaching

and learning, and their own professional development.

III. Goals, Content, and Objectives of ITE 326

a. Goal—The goal of this course is to assist PK-6 teacher candidates in learning to plan, teach, assess, and reflect on visual arts content through the integration of visual arts content across the PK-6 curriculum. The experiences in this course are designed to prepare the teacher candidate to develop a quality art education program for PK-6 students that will—

Contribute to lifelong learning and participation in the visual arts Promote the art work of young people as a reflection of their experiences and

values Reinforce personal worth and encourage individual achievement Include distant and local artistic forms, styles, themes, and subjects as visual

expressions of culture, time and place Develop critical thinking skills about the visual arts.

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b. Content—The content focuses on the integration of the Hawai‘i Content and Performance Standards in the Visual Arts that encompass three major topics — How the Arts Are Organized, How the Arts Communicate and How the Arts Shape and Reflect Culture.

. Art Education Objectives for Early Childhood and Elementary Teacher Candidates

Advocate for the arts as an essential component of the preschool and elementary curriculum

Honor inclusion through an art education program for all students that values diversity, individuality, special needs and various learning styles

Recognize the developmental stages of children’s art and apply this understanding to art instruction for elementary students

Demonstrate literacy in the four related disciplines that comprise art education — art production, art history, aesthetics and art criticism Identify the elements and principles of design found in the natural environment and in the

art work of others and apply these expressive qualities to your own art work and your curriculum and instruction

Appreciate multicultural art forms and share this appreciation with children Integrate study and teaching in the visual arts to content in literacy and language arts,

mathematics, science, social studies, health, music, dance, and drama Implement a variety of instructional strategies for teaching art Reinforce the National Standards for Visual Arts Education (Goals 2000: Educate

America Act), and The Hawaii Content and Performance Standards III, Fine Arts, Visual Arts

Locate art supplies, resources and materials for the study and teaching of art in the elementary classroom

Utilize community and global resources (human, cultural, institutional, material, and electronic) for the study and teaching of art in the elementary classroom

Demonstrate safe and responsible use of visual arts media, tools, techniques and processes

Practice classroom management strategies for safe and productive art experiences Create, implement, evaluate and reflect upon developmentally appropriate and sequential

art curriculum and instruction for elementary students Present a professional portfolio for study and teaching in the visual arts.

IV. Required Text and Reading Resources

Claudia E. Cornett (2011). Creating Meaning through Literature and the Arts: Arts Integration for Classroom Teachers, Fourth Edition. Pearson Education, Inc. (required purchase)

Hawaii Alliance for Arts Education (2006). An Essential Fine Arts Toolkit for the K-5 Classroom Teacher, Hawaii Fine Arts Grade Level Guide. Honolulu, Hawaii. Retrieved from http://arts.k12.hi.us/ (required download, free)

Hawaii Content and Performance Standards III: Fine Arts. Honolulu: Hawaii State Department of Education. Retrieved from http://wetserver.net/hcpsv3/index.jsp January 2006. (Required download)

Consortium of National Arts Educators (1994). National Standards for Arts Education: What Every Young American Should Know and Be Able to Do in the Arts. Reston, Virginia: Music Educators

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http://wetserver.net/hcpsv3/index.jsp

http://arts.k12.hi.us/

National Conference. Retrieved from http://artsedge.kennedy-center.org/educators/standards.aspx

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http://artsedge.kennedy-center.org/educators/standards.aspx

V. Course Requirements and Instructional Procedures

ITE 326 meets during assigned class times. Class sessions will include inquiry, analysis, discussion, research, collaboration, lectures, mini-lessons, demonstrations, art production, student presentations, sharing and self-reflection.

Administrative Requirements—On-time attendance, participation, and on-time completion of assignments are required. Attendance counts—be in class every session. Absence will result in the lowering of the course grade. Do not schedule trips, medical or dental appointments, teacher conferences, airport pick-ups, airline flights, or other meetings during class time. If you have an illness or family emergency, notify the instructor in advance if you will be late to class or will miss class, just as you would as a teacher on the job.

Academic Requirements—We work as individuals and in groups to complete academic requirements in and out of class. Detailed assignment descriptions and assessment criteria are shown for each assignment in this syllabus. Participate actively in class discussions, art experiences and in laulima.hawaii.edu online postings. Participation in class and in Forums on laulima.hawaii.edu will affect your grade.

Come to class prepared. Refer to the course calendar for assignments and due dates. Complete the assigned readings before class. You are responsible for the information in the readings even if it is not covered in class. The purpose of the readings is to promote shared information and understanding for preparing curriculum and instruction in the visual arts.

Ask for clarification of art experiences, projects and lectures as needed. It is your responsibility to know when you need help and to let me know how I can assist you. Please feel free to contact me by phone, email, or laulima.hawaii.edu as needed.

Make sure you collaborate with your mentor teacher to plan an art mini-unit that is based on the objectives and content of the curriculum in your classroom.

Each teacher candidate will compile a Professional Portfolio for Study and Teaching in Art, which will include the Course Projects as follows:

Course Requirements % of Grade

1. Dispositions: Attendance, on-time to class, use of time, on-time with assignments 52. Who am I as a Visual Artist? How are the Visual Arts a Part of My Life? 103. Reading Reflection: Integrating the Arts Into My Ideal Classroom 104. Visual Arts Talk (The Art Talk is Part of the Unit Plan) 155. Visual Arts Unit Plan

a. Title Page and Overview (10%)b. Unit Plan (20%)c. Reflection on Teaching the Unit, Teacher Samples and Student Work (10%)

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6. Art Production Experience Reflections 107. Summary Reflection of the Course 108. Professional Portfolio for Study and Teaching in the Visual Arts Required to

complete course

Instructions and scoring rubrics for each project are included in this syllabus. Additional clarification will also be given in class.

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VI. Assignments and Assessment—Course Projects

The scoring system for this course is as follows:

D Does Not Meet Expectations

M Meets Expectations

E Exceeds Expectations

1. Dispositions: Attendance, on time to class, on time with assignments (individual)

Your full participation is important to the success of our class. Consider this class as important a responsibility as having your own classroom. Use this rubric to score your attendance, timeliness, attitude and participation. It is important to assess yourself honestly and accurately. It is your responsibility to sign in each session.

Protocol:At the end of the semester you will complete this rubric and post it in the Assignments section in laulima.hawaii.edu

Scoring Rubric for Self Assessment of Dispositions—Check your work!Does Not Meet Expectations

Meets Expectations Exceeds Expectations

__ One or more absences__ Late to class or left early __ Late with one or more assignments__Did not use class time wisely__Did not complete all course projects__Did not turn in portfolio

__Attended all classes __On-time to all classes and stayed the entire time__Active and engaged participant in class and online__On-time with all assignments__Proofread all assignments for standard conventions__Used class time wisely__Completed all course projects__Submitted professional portfolio for the portfolio experience

In addition to meets expectations, provide evidence of how you think you exceeded the expectations for this project:

The following course projects will become part of your Professional Portfolio for Study and Teaching in Art. The instructor will model the course projects to provide visual, written and/or spoken examples.

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2. WHO AM I AS A VISUAL ARTIST AND HOW ARE THE ARTS A PART OF MY LIFE?

Purpose

The purpose of this project is to help you understand the role of the visual arts in your life, identify your strengths as a visual artist and arts educator, set goals for yourself as a visual artist and visual arts educator, and to select three artifacts that reflect your engagement in the visual arts. This is also a great way to get to know more about each other. This project, like all other projects in our course, can be modified for your elementary students and will help your students begin to view themselves as artists too!

Assessment Tasks

You will create a word document (.doc) that contains the following components—

Your name in the file name (JHerringWhoAmI.doc)

A one-page self-analysis that lists your strengths as an artist three goals you are setting for yourself as an artist and an arts educator steps you can take to achieve the goals you are setting for yourself.

You will also describe a minimum of three artifacts in the pages that follow. Choose each artifact to show something important about the visual arts in your life.

Each artifact description will be a written reflection of about ¼ to ½ page. The reflection should indicate—

A description of the item Why you chose the item What the item tells about the arts in your life or about you as an artist. Share a small image of each artifact on the page where you describe the artifact

Protocol Assess yourself on your work using the teacher-created rubric that you will paste into

your document (.doc) that includes your name. Post your word document (.doc) in Forums under Who Am I as an attachment for peer

review. Reply to three presentations prepared by your peers in Forums. Add to the rubric the names of the three peers you provided feedback on their work. Post your word document (.doc) in the Assignment area under Who Am I as an

attachment for instructor review. Place a printed copy of your document and the completed rubric in your portfolio.

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Assessment Tool

NAME:__________________________________________________________________

Scoring Rubric for Self-Assessment For Who Am I As An Artist? — Check your work!

Does Not Meet Expectations


Online posting:__ The assignment was not completed and criteria were not met for accomplished work.

Online posting in Forums and in Assignments__ Include your name on your posting in a .doc file in Forums__ Proofread your work before submittingA one page analysis that lists __Your strengths as a visual artist and visual arts educator__Three goals you are setting for yourself as a visual artist and arts educator__ Steps to meet the goals you have established.__ Three artifacts__ A description of each artifact that includes__ Why you chose the item__ What the item tells about the visual arts in your life or about you as a visual artist.__ Assess yourself using this rubric__ Post on Forums for peer review__ Share a statement of validation to three or more of your peers that indicates that you have read his/her entire posting and that you appreciate something specific about his/her work. Provide substantial feedback.__Name________________

__Name________________

__Name__________________Add the names of the three peers to the rubric__Post your work and the rubric in Assignments for instructor review.


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3. READING REFLECTION: INTEGRATING THE VISUAL ARTS INTO MY IDEAL CLASSROOM

PurposeThe first purpose of writing the reading reflection is to document important visual arts concepts and teaching strategies you have read about and experienced during this class. You can refer back to these when you have your own classroom to remember how you plan to integrate the visual arts into your ideal classroom and how you plan to structure your classroom environment. The second purpose of this assignment is to share what you have learned with your peers. The third purpose is to demonstrate to your instructor what you have learned and your knowledge of specific strategies you plan to try out either in the following year or when you are employed as an elementary teacher.

Assessment Tasks

Read the chapters in Cornett (2011) about the visual arts, integrating the arts into other content areas and planning arts-based learning trips. Also read the other resources made available for this course and resources you located on your own. Create a bibliography of your readings.

Take notes and cite sources while you are reading that you can write about later under the following subheadings:

Important concepts in the visual arts I plan to teach my students How I plan to arrange my classroom environment to promote arts integration Specific teaching practices in the visual arts I plan to use in my classroom Specific critical thinking strategies I plan to engage my students in through our work in the

visual arts.

Review your notes and create an introductory paragraph that includes citations from Cornett and other resources located in your readings.Use the bullets above to create subheadings to organize your writing.Create a bibliography that contains all of your reading resources and your citations.

ProtocolProofread your work for writing conventions and APA style for citations.Review your work to make sure you have addressed all components listed in the assessment tasks.Assess yourself by completing the rubricSave your document with your name and assignment title (JHerringArtsIntegration.doc).Post your work in Forums for Peer Review.Post your work in Assignments for Instructor Review.Print out your work and place in your Visual Arts Portfolio.

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Assessment Tools

NAME:__________________________________________________________________

Scoring Rubric for Self-Assessment of Reading Response – Integrating the Visual Arts Into My Ideal Classroom – Proofread your work!



Online Posting__ No assignment was posted or criteria were not met for work submitted__ No Citations__ Work needs proofreading

Online Posting in Assignments and Forums:__Name on document and saved as a .doc file.__Introductory paragraph__Important concepts in the visual arts I plan to teach my students__How I plan to arrange my classroom environment to promote arts integration__Specific teaching practices in the visual arts I plan to use in my classroom__Specific critical thinking strategies I plan to engage my students in through our work in the visual arts__Citations used throughout__Complete bibliography__Proofreading is evident__Checked for writing conventions__Posted work in Forums__Responded in writing to three peers __Name______________ __Name______________ __Name________________Post work and Completed Rubric in Assignments for Instructor Review


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4. ART TALK (THE ART TALK IS PART OF THE ART UNIT PLAN) PurposeThe research you do for the art talk is an opportunity for you to engage in teacher research to prepare for developing a visual arts unit plan. You will want to discuss your ideas for your art unit plan with your mentor teacher before you select the content of your art talk. If you are taking this course during summer session you may want to create a unit plan for a specific range of grades such as P, K-2, 2-4 or 4-6. The first purpose of this assignment is to help you become acquainted with well-known historical and contemporary artists, periods in art history, art techniques and the art of diverse cultures. This is accomplished through the research that you do and your review of the research of your peers. The second purpose is to give you practice describing art and developing strategies that will motivate your students to look closely at works of art, think critically about what they see, and articulate what is seen. The third purpose is to create visuals that you can share with your students and colleagues. The fourth purpose is to use your research and images to develop an art experience for elementary students that is related to either the concept, subject matter, technique, or media, and to teach skill development while connecting the art experience to the lives of children and to a thematic unit of study. Ask yourself, “What do I hope my students will learn about art through these experiences?”

Assessment TasksSelect an artist, a period in art history, an art technique, or a culture to research. Create a PowerPoint presentation that contains the following components—

Title slide that describes your presentation and includes your name Background information either about the artist, the period in art history, the culture, or

the art technique (keep this part brief) Images of selected artwork (three or more) A series of open-ended questions to get children and adults to look closely at the art

work (See the Cornett text for constructing open-ended questions, use index) Brief summary list of major concepts you want to share with elementary students in

the classroom (Concepts are big ideas or major understandings) List a series of art production experiences that will build on the art talk. (These

experiences can actually become the art lessons that are part of your Art Unit Plan. Think of how you may need to build or scaffold student knowledge and skills to create a final art piece. It is fine for the art process to help students create one finished work of art for exhibition and reflection).

Assess yourself on your work using the teacher-created rubric and include your self-assessment on your last slide.

Protocol Assess yourself on your work using the teacher-created rubric and place in the last

slide of your PowerPoint. Attach your PowerPoint presentation and the completed rubric in the Art Talk Forum

Topic for peer review and feedback. Reply to three presentations prepared by your peers. Attach your PowerPoint presentation and the completed rubric to the Assignment List

for instructor review and feedback. Place a printed copy of your PowerPoint in your portfolio (you may put six slides to a

page if desired by selecting page layout before printing) Prepare to share your PowerPoint with your classmates and your elementary

students.

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Assessment Tools

NAME:__________________________________________________________________

Scoring Rubric for Self-Assessment of Art Talk Power Point — Check your work!



Online Posting__ No assignment was posted or criteria were not met for work submitted

Online Posting in Forums and in Assignments:__ Includes a title page that describes the presentation __Title page includes your name __Background information about the artist, period in art history, culture, OR technique__ Three or more images of the selected works of art __A series of open-ended questions to get children and adults to look closely at the art work (double check that all answers can be accepted)__ Brief summary list of major concepts you want to share with elementary students in the classroom.__List a series of art production experiences that will build on the art talk. (Note: These can become the art lessons that are part of your Art Unit Plan.)__Post work in Forums__Respond in writing to three Art Talks.__Name______________

__Name______________

__Name________________Post PowerPoint and Completed Rubric in Assignments


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5. ART UNIT PLAN

PurposeThe purpose of this assignment is to give you an opportunity to develop a Unit Plan in the visual arts for your elementary students that includes the research and images from your Art Talk PowerPoint Presentation. It is important to write the unit plan in enough detail that someone else could follow your plan. As part of the unit plan, you will describe four related visual art experiences that guide students through an art process that you can implement in your elementary classroom. The outcome of the art unit plan will be one finished work of art produced by your students in your elementary classroom in your field placement. You will include the Art Talk PowerPoint in one of the lessons in your unit plan. You will try the art experiences yourself and will engage in the entire art production process. You will try this unit plan either with a whole class, a single child, a small group of children or with your family to see how you need to modify your plan. You will conceptualize a mini-exhibition for displaying the artwork in your classroom or in another location in your school. You may work individually or choose to team with one or more peers working at the same grade level. Think about how you can structure your unit to build student skills and to engage students in the art process to create at least one finished work of art. In essence – How will you build on your students’ prior knowledge? What will your students learn through engaging in the art process? What new skills will they develop? What media and techniques will they learn how to use? What are you teaching them about looking at art, making art, and talking about art? What do you hope they will understand and will be able to do through their experiences in this process?

Assessment TasksYou will— Share your ideas for your art unit plan with your peers and your instructor. Plan an art talk PowerPoint that you can share with your peers and your elementary students as part of your unit plan (Note that

you have already completed this task in the previous assignment called the Art Talk) Research and plan four related visual arts lessons for your students, using the criteria in the checklist. Try the entire art process yourself before submitting the unit plan for instructor and peer review. Modify the unit plan based on what you learn from trying the art experiences yourself. Implement the unit plan with a single child, a small group of children, your family, or in a classroom. Modify the unit plan based on what you learn from trying the art experience with a group or child. Collect student work samples completed during trying the unit. Write a reflection about implementing the unit with a group or child. Share your finished unit plan, your own teacher created artwork, and the student artwork during our portfolio review in our last

face-to-face session together. Implement your unit plan or the unit plan created by one of your peers in your classroom during Fall 2011. Exhibit completed student work to share with others.

Please Note: Art unit plans with student samples and photographs are something you will want to share with a principle in a job interview. This will serve as evidence of your performance as a teacher candidate that is knowledgeable, effective and caring with the ability to plan and implement highly effective and engaging experiences for children, who can complete quality products. STEP 1: 10% Post the Title Page and Overview of the Unit Plan in the designated Forum for instructor and peer review (see example in the Art

Unit Plan Title and Overview Module).STEP 2: 20% Follow the Art Unit Plan checklist provided (see example in the Art Unit Plan Module). Try the entire art process yourself and think about what you are learning through this process Make modifications to your plan based on what you learned during the art process. Post the Art Unit Plan on Forums for peer review and feedback. Post the Art Unit Plan in Assignments for Instructor review and feedback.STEP 3: 10% Implement the Art Unit Plan with a single child, a small group of children, your family, or in a classroom. Reflect on your experience teaching the Art Unit Plan and discuss the modifications needed. Post the entire unit plan with reflections, teacher-created artwork and student samples in Forums and in Assignments Read the Completed Unit Plans with Reflections and work samples submitted by one peer and provide feedback.STEP 4: Required in Portfolio Print out all materials related to your unit plan and place in your Visual Arts Portfolio Bring Portfolio and original works of art to our last face-to-face session. Share your work with your peers during our last face-to-face session.

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Assessment Tool that Specifies the Criteria for Your Unit Plan in a Checklist Format

NAME:__________________________________________________________________

The Scoring Checklist for Self-Assessment of the Unit Plan(Use this as a guide for the formatting of your unit plan. Use my sample unit plan as an example.)

___Title Page for the Unit Plan___the title of the Unit Plan written in a question format (Example: How does nature inspire us to create a work of art?)___your name___grade level the unit plan is developed for implementation

___ I. Overview of the Unit Plan that describes (one pagw - who, what, how, why, when) —___who the unit is designed for and what the unit is about___the essential understanding you want for your students ___a description of what the students will do in each of the four lessons that includes what will happen in the culminating event___how you will assess student learning (formative and summative)___how it is related to the curriculum goals and when it will be implemented

___II. Hawaii Teacher Performance Standards that you are meeting through your work with students as part of this unit plan that includes the definition of the HTPS selected and how you are meeting this standard through your work with students in this unit.___III. General Learner Outcomes that are evident in student performance as part of this unit plan that includes the definition of the GLO and how students will demonstrate they are meeting this GLO through their work in this unit. ___IV. Hawaii Content and Performance Standard in the Visual Arts and Selected Content

___Benchmarks that students will meet through the experiences provided in this unit plan ___Performance Assessment Indicators that the student work will demonstrate

These are directly related to the experiences in your unit and are created to demonstrate how the benchmark is being met through the experiences in the unit. This is what you will assess with the assessment tools you create.

___V. Additional Objectives of your unit that are clearly stated and include high level thinkingskills. These should be stated as the students will be able to— and then start each phrase with an active verb. This is often used because the students will be doing more than just meeting the HCPS III in the visual arts.

___VI. Assessment Strategies you will use during this unit to assess student learning in the visual arts and other content identified. These are typically divided into two categories that include-

____Assessment Tasks that lists what students will do throughout the unit. ____Assessment Tools such as a rubric to help students create a quality product by identifying specific criteria you are looking for. This may also be in the form of a checklist.

___VII. Individual Lessons that include active student learning ____Lesson One write an overview of the lesson and use bullets that focus on what the students will do____Lesson Two write an overview of the lesson and use bullets that focus on what the students will do ____Lesson Three write an overview of the lesson and use bullets that focus on what the students will do____Lesson Four write an overview of the lesson and use bullets that focus on what the students will do____Additional lessons (optional)

___VII. Exhibition Idea for elementary student work in an elementary classroom, school or in the greater community___IX. Materials you will need to implement this unit ___X. Resources you used to plan this unit. Please cite all of your reference materials and consultants. ___XI. Teacher-created artwork samples___XII. Student-created artwork samples___XIII. Reflection on teaching the unit plan to a small group, single child, or your family___XIV. Place in Visual Arts Portfolio___XV. Post in Forums and in Assignments___XVI. Read one Unit Plan created by a peer and post a response in Forums.

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Assessment Tool: Global Assessment of Art Unit Plan and Reflection Guide

Please write a reflection of your experience teaching the unit that includes what you learned about yourself, what learned about your students, what you learned about teaching art, and how you would improve the unit the next time you teach. Also include photographs of your teacher created samples and student work and add captions to explain the images. Submit in Forums and in Assignments under Visual Arts Unit Plan with Reflections. Include Teacher Samples and Student Work.

NAME:__________________________________________________________________

___Reflection addresses the following questions__What I learned about myself through planning and teaching this unit.__What I learned about my students through teaching this unit. __What I think my students learned about art history, materials, techniques, etc.__What I learned about teaching art through this experience.__How I feel about the overall success of this unit and the student outcomes.__How I plan to improve this unit next time I teach these lessons in my classroom.

___Included Photographs of Teacher Samples with Captions

___Included Photographs of Student Work with Captions

___Does Not Meet Expectations

___Meets Expectations

___Exceeds Expectations

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6. ART PRODUCTION EXPERIENCES PurposeThe purpose of this assignment is to provide you the opportunity to document and reflect on our art production experiences in class this semester so that you may include these experiences as part of your art curriculum for your students.

Assessment TasksYou will reflect on each art experience completed in class or at home by completing the Art Production Experience Guide. You will complete “I can” statements that indicate your ability to Create a title for each art work Describe the instructional strategies that were used as a motivation for creating your own

work of art Cite the HCPS III Benchmark in the Visual Arts that you feel this lesson meets. List the art materials used Reflect on your personal involvement in the creative process during each art experience Modify this experience to provide art instruction for different grade levels Attach a photograph of the completed artwork

Protocol You will print out a copy of each Art Production Experience Reflection and place it in your

Portfolio. Photograph your artwork for each Art Production Experience to include in your portfolio or

create a thumbnail sketch each artwork to include in your portfolio

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Assessment Tool

NAME:__________________________________________________________________Art Production Experience Reflection Guide

I can document and reflect upon the mini-lessons and art production experiences I completed this semester in ITE 326, Visual Arts, Elementary.

I can create a title for this art experience:

I can describe the instructional strategies used as a motivation for creating my own work of art:

I can cite a HCPS III Visual Arts Benchmark I feel this lesson meets:

I can list the materials I used:

I can reflect on my personal involvement in the creative process during this art experience:

I can modify this experience to provide art instruction for different grade levels:

I can attach a photograph or a thumbnail sketch of my completed artwork:

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7. SUMMARY REFLECTION OF THE COURSE PurposeThe purpose of this assignment is to reflect on your experience as a member of the class and to share with the instructor what you feel you have learned from this experience.

Assessment TasksYou will write a one to two-page summary that includes your Reflection on your experience as a member of this class An overview of what you feel you have learned from this experience

Protocol Place in the Assignment Section for the instructor to review Place a copy in your Professional Portfolio for Study and Teaching in the Visual Arts

Assessment Tool:

Scoring Rubric for Self Assessment for Summary Reflection–Check your work!Does Not Meet Expectations


__ No assignment was posted or criteria were not met.

Online posting in Assignments __ Includes Title__ Includes Name__ I can reflect on my experiences as a member of this class.__ I can share with the instructor what I feel I have learned from this experience.__Clear and concise__Reflects dispositions as knowledgeable, effective and caring.__Proofread


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8. Professional Portfolio For Study and Teaching in the Visual Arts COURSE REQUIREMENT TO FINISH

PurposeThe purpose of this assignment is for you to compile the course projects into a teaching portfolio that emphasizes your preparation for study and teaching in the visual arts. The portfolio is required for you to complete the course. Professional presentation and organization of your work is important.

Assessment TasksThe Professional Portfolio for Study and Teaching in the Visual Arts will include the following components:

Large three ring binder. Plastic sheet covers are great but not required. Cover sheet with title, name and date Course syllabus, standards, and handouts provided by the instructor Individual Assessment Checklist for Course Projects Section dividers in the following categories

Professional Dispositions Who am I as an Artist? How are the Arts a Part of My Life? Art Talk Art Unit Plan with Teacher and Student Work Samples, and Reflection Art Production Experiences (include photographs of your artwork) Summary Reflection of the Course Additional resources that you think are important to include, such as notes, journal

articles, vendors, web sites, and good ideas.

Professional Portfolio Assessment Tool:

NAME:__________________________________________________________________

_____Cover sheet with title, name and date (Be Creative!)_____Section dividers in the following categories

____Course Syllabus, Standards, and Handouts____Professional Dispositions, 5%____Who am I as an Artist? How are the Arts a Part of My Life? 10%____Reading Reflection: Integrating the Visual Arts into my Ideal Classroom, 10%____Art Talk, 15%____Title Page and Overview of Art Unit Plan, 10%____Art Unit Plan, 20%____Art Unit Plan with Teacher and Student Samples and Reflections, 10%____Art Production Experiences (include photographs or sketches of your artwork), 10%____Summary Reflection, 10%____Additional resources that you think are important to include, such as notes, journal articles, vendors, web sites, and good ideas. ++++

___Does Not Meet Expectations (Portfolio is required to complete the course)___Meets Expectations___Exceeds Expectations___Course Grade

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ITE 326 Self-AssessmentScoring Rubric for the Professional Portfolio in the Visual Art

Name Date

ITEand HTPSStandards

Assignment Does Not Meet Expectations (D) Meets Expectations (M)

Exceeds Expectations (E) MyWork:D, M, E

ITE: E, CHTPS: 9

1. Professional Dispositions

Accurate self-assessment Provides Evidence 5%

ITE: K, CHTPS: 2, 4, 9

2. Who Am I As An Artist and How are the Arts a Part of My Life?

Follows Guidelines in Syllabus Provides Evidence 10%

ITE: K, E, CHTPS: All

3. Reading Reflection: Integrating the Visual Arts into My Ideal Curriculum


ITE: K, EHTS: 5, 7

4. Art Talk Follows Guidelines in Syllabus Provides Evidence 15%

ITE: K, E, CHTPS: 1, 2, 3, 6

4. 5.Visual Arts UnitPlan

Follows Guidelines in Syllabus(1) Title Page and Overview (2) Complete Unit Plan (3) Reflection with Teacher and Student SamplesResponded to one peer in Forums

Provides Evidence 40%

ITE: K, EHTPS: 5, 6, 7

6. Art Production Experiences

Follows Guidelines in SyllabusIncluded a complete reflection for each art production experience.Included a photograph of each piece completedCircle1,2,3,4,5,6,7,8,9,10

Provides Evidence 20%

ITE: K, CHTPS: 5, 9

7. Summary Reflection of the Course


ITE: K, E, CHTPS: 9HTPS: 1-10

8. Professional Portfolio for Study and Teaching in the Visual Arts

Follows Guidelines in Syllabus Provides Evidence Required to complete course

Key to Assessment Rubric

ITE Standards: K = Knowledgeable, E = Effective, C = Caring

Hawai‘i Teacher Standards (HTS):1. Focuses on the learner 6. Designs/provides meaningful learning experiences2. Creates/maintains safe & posit ive learning environment 7. Uses active student learning strategies3. Adapts to learner diversity 8. Uses assessment strategies4. Fosters effective communication in learning environment 9. Demonstrates professionalism5. Demonstrates knowledge of content 10. Fosters parent and school community relationships

VII. Course Grading

Detailed instructions for all assignments are provided in this syllabus.

A 100% of work meets expectations or exceeds expectations

B 100% of work completed but 10% does not meet expectations

C 100% of work completed but 20% does not meet expectations

D Any work is missing.

F Work is not turned in as a complete portfolio.

VIII. Schedule and Syllabus Changes

Some changes in this syllabus may be made in order to coordinate projects with those required by other instructors, or to coordinate activities with schools’ schedules, or to take advantage of professional opportunities as they emerge.

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IX. Class Schedule and Due Dates We will begin each class with a community builder experience to promote care and connecting with each other in a safe learning environment. Modify these as needed and try these with your own students. Date/Time Outline of Agenda or Projects Projects Due in Class, Field and OnlineWednesdayJanuary 1110:50 – 1:20UHS1-104

Welcome Art Production Warm-ups Name Alliteration, Line, Shape and Color Human Art Gallery Name Game Elements of Art and Design SongRead Aloud: To Be An ArtistModel Course Project Who Am I As A Visual Artist? Show Student Professional PortfolioReflect on Art Production Experiences Closure: What I learned today

In class: Media Release Form Art Production ReflectionAt Home: Read Course Syllabus and record questions Print out course syllabus, visual arts standards and benchmarks for Grades K-5 Print 10 Art Production Reflection Guides Prepare Visual Arts Portfolio with section dividers and bring into to next class. Order text online, Cornett (2011) Review An Essential Fine Arts Toolkit, pp. 1 - 43 In Field Placement: Share letter with mentor teacher

WednesdayJanuary 1810:50 – 1:20UHS1-104

Review Course Projects Dispositions Reading Response: Integrating the Visual Arts Art Talk: Georgia O’Keeffe Visual Art Unit Plan: How does nature inspire us to create art? Title Page and Overview Complete Unit Plan Unit Plan Reflection with Teacher and Student Samples Summary Reflection of the Course Art Talk: Georgia O’KeeffeArt Production: Reproducing an O’Keeffe image using watercolor pencils

Bring to Class: Printed copy of course syllabus Printed copy of visual arts standards and Benchmarks, K-5 Ten blank Art Production Reflection Guides Visual Arts Portfolio with sections dividers for course projects.

Assignment Due Next Week: Who Am I As An Artist? How are the Arts a Part of My Life?

WednesdayJanuary 2510:50 – 1:20UHS1-104

Sharing Who Am I As An Artist? and one artifact.

Share ideas for Art Talk

Abstract Art Production Experience

Due in Class and in Forums: Who Am I As An Artist?

Bring to Class: Textbook and one artifact from Who Am I As An Artist.

Assignment: Start reading Cornett (2011) Chapters on Visual Arts, integrating the arts into other content areas, planning arts-based learning trips.

Begin writing Reading Response: Integrating the Visual Arts Into My Ideal Classroom.

WednesdayFebruary 110:50 – 1:20Lyon Arboretum

Lyon Arboretum Learning TripArt in Nature’s Garden

Bring to Lyon Arboretum (CCC has cameras)Digital camera that has plenty of memory and is fully charged. Wear clothes and shoes suitable for a short hike in rain or sun. Sunglasses, hat, sunscreen, raingear, insect repellant, water

WednesdayFebruary 810:50 – 1:20UHS1-104

Gallery Walk of PhotographsArt Production Experience Sketching from Photographs Watercolor Painting

At Home:Download Photographs from ArboretumIn Class:Bring Computer Share Photographs from Arboretum


Share Art Talk PowerPoint in Class Explore Art Production Experiences you described in your Art Talk

Post in Forums: Art TalkRespond to three peers


Discuss Components of the Unit PlanArt Production Experience Art Production Reflections

Post in Assignments: Art Talk and RubricBring to Class: Photograph of a Special PlacePost in Assignments and Forums: Title Page and Overview of Unit Plan

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Review Overview of Unit PlansArt Production Experience Art Production Reflections

Bring to Class:Printed copy of first draft of Art Unit Plan

WednesdayMarch 710:50 – 1:20UHS1-104

Art Production Experience Art Production Reflections

Post in Forums and Assignments: Art Unit Plan



Work in Progress:Teach Unit PlanWrite Reading ResponseArt Production Reflections



Work in Progress:Teach Unit PlanWrite Reading ResponseArt Production Reflections


UH Spring Break, No Class Work in Progress:Teach Unit PlanWrite Reading ResponseArt Production Reflections

WednesdayApril 410:50 – 1:20UHS1-104


Post in Forums and Assignments: Art Unit Plan, Reflections and examples of teacher and student work.


Art Production ExperienceArt Production Reflections

Complete all portfolio requirements



Post in Forums and Assignments:Reading Response: Integrating the Arts into My Ideal Classroom.

WednesdayApril 25 10:50 – 1:20UHS1-104


Post in AssignmentsITE 326 Professional Dispositions

WednesdayMay 210:50 – 1:20UHS1-104

Portfolio SharingComplete Course Evaluations

Due in Assignments: Summary Reflection PaperBring Portfolios, Original Artwork from Unit, and Computers to Class

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University of Hawai‘iCollege of Education

Institute for Teacher EducationElementary and Early Childhood Education Program

To: Mentor Teachers

From: Jennifer Herring, Ed.D. ITE 326, Visual Arts, Elementary

Subject: Teaching Visual Arts Lessons

Aloha Mentor Teachers,

Thank you for your work with our teacher candidates enrolled in the College of Education Teacher Education Program. I appreciate the major role our mentor teachers assume in the preparing professional educators for their work with children and their families.

All of our teacher candidates enroll in ITE 326, Visual Arts, Elementary, which focuses on the study and teaching of the visual arts in the elementary curriculum. Most of our teacher candidates are working in public school settings where the classroom teacher is required to also provide consistent sequential instruction and experiences in the visual arts. In some settings our candidates have the opportunity to collaborate with visual arts specialists to develop art lessons that are linked to content across the curriculum.

One area that we focus on is integrating the arts across the curriculum to build on and reinforce concepts that are important in other disciplines. We believe that the visual arts production experiences provide tangible evidence of student learning and achievement and also alternative forms of student assessment that demonstrate what students know, are able to do and care about.

We involve our teacher candidates in a process approach to creating works of art that includes experiences in art production, art history, art criticism and aesthetics. We know that having experiences in the arts also requires some time to reflect on these experiences in order to create new connections and new ways of knowing.

The information printed on the back of this page articulates the field component of our course. This assignment requires our teacher candidates to develop and implement a unit plan in the visual arts.

We also believe that seeing what students are really capable of doing requires them to create all of the work themselves. This eliminates using any type of adult created pattern and provides a more authentic assessment tool that focuses on the child and his/her ability to communicate visually.

It is my expectation that the teacher candidates will discuss their ideas with you and share their unit plans with you before implementation of the lessons.

Please contact me if you have any questions or concerns.

Dr. Jennifer [email protected]

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Summary of Field Experience Assignment for ITE 326, Visual Arts, Elementary

Overview of Unit, Lesson Plans, Reflection, Student Sample and Student Exhibition

The purpose of this assignment is to give you an opportunity to collaborate with your mentor teacher to plan, teach, and reflect upon four related lessons in the visual arts you will implement in your elementary classroom. You will create a student exhibition of the artwork to display in your classroom or in another location in your school. You will prepare a unit plan, which will include the following:

Unit Plan Checklist which includes the format of the Unit Plan in the Backward Design Title Page Overview of the Visual Arts Unit Plan Standards-based Learning and Assessment Plan PowerPoint Presentation about an artist, an art form, a media, technique or culture Four related art lessons to build student knowledge and skills (PowerPoint is one lesson) A Student Exhibition (talking about or writing about the finished work of art is one lesson) Reflection of your experience teaching the unit that includes what you learned about yourself,

what learned about your students, what you learned about teaching, and how you would improve the lessons the next time you teach this unit.

Teacher created samples of the art process and a finished product. Student examples of the completed art process and finished artwork that is photographed or

photocopied or shared in class. A photograph or a description of the exhibition of the art work created by your students

This unit and the exhibition may reinforce themes and objectives that are already part of the curriculum and are developed in collaboration with your mentor teacher.

This unit may include talking about the work of another artist (Art History Component) and creating art (Art Production Component) and an opportunity for students to talk about their own work or the work of their peers (Art Criticism and Aesthetics). The theme for the unit may also build upon a science, social studies, health, math, or literacy concept taught for other courses this semester.

You will share your unit plans and photographs with your colleagues during the presentation of your Professional Portfolio for Study and Teaching in the Visual Arts.

You may choose to team with one or more peers working at the same grade level to develop the unit together to create a rich art process and high quality student products.

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Media Release Form for Teacher Candidates

To: Teacher CandidatesFrom: Jennifer Herring, Ed.D.

I am asking your permission to share your, PowerPoint Art Talk Presentation and your Visual Arts Unit Plan in an electronic format that may be copied by the members of our cohort. I am also asking permission to use photographs and work samples as part of a research project or in documentation about our teacher education program.

Please sign and return in the space below to indicate your approval or denial of this request. Thank you for your assistance.

I, _______________________________________________(printed name):

Give my permission

Do not give my permission

Please check the items you are willing to share in this format.

______ Art Talk

______ Visual Arts Unit Plan

______ Art Work

For me to be photographed, videotaped, and/or audio recorded at work in his/her classroom and for his/her examples of his/her work to be used as part of a research project in teacher education or in documentation about our teacher education program. Give my permission

Do not give my permission

Name of Teacher Candidate_________ (Print)

Signature Date______________(Teacher Candidate

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