FOR ON-LINE CLASS GO TO TEAMS
Homework will change slightly from the list below. Some content may change slightly throughout the semester.
Textbook
If you are trying to avoid using Amazon, Abe’s Books is an alternative.
All other readings are on-line or in PDF’s the “Readings” link.
Due Dates Assignments are sequenced below. If a date changes, don’t worry. Due dates will never be moved up earlier. Do not do work ahead.
Late work reduces grade by 10 points. I do not write comments/feedback on late work. I do not return late work. Your grade for late work will be in blackboard.
Turn in Procedures Turn in work via email before class begins or by hardcopy at the beginning of class. Never do homework during class. If you email reading responses put your name and the homework # (whatever number it is). If you don’t put this in the subject line, I will most likely miss or lose it. Emailing without attaching the document will not receive “on-time” status.
Wonky Printers If you have a printer that is not reliable, then email the homework or come early and use the school printers. Please do not tell me if your printer didn’t work. When you are a teacher, you always will need to get your printing done, despite mishaps with technology. Get into the habit of finding alternative strategies now.
ASSIGNMENTS (Some dates may change.)
Homework 0 Read Aloud Everyone will do this homework, but the dates will vary. Go here for more information.
Homework 1 due Jan22 or Jan 27: Have Yardsticks textbook physically in class and also have some kind of physical binder/file with at least 6 dividers.
Homework 2 due Jan27: Respond to all prompts below. I view “Modernism” as a historical construct that all art educators need to examine carefully. It is old and it is not the current content of art today. However, its legacy is strong and most K-12 art classrooms adhere to Modernism. This undermines contemporary art education. You need to be very aware of that lingering legacy in order to be informed contemporary art educators. Understanding Modernism and its influence on art education is a foundational concept in this course. If you do not understand it, you will be lost. Email me at any time about gaining a solid understanding on this.
Read and watch the following in order and follow directions.
The Animated Theories of Clement Greenberg (Be sure to watch this first.)
Modernism Hutchens, Sugg (Read this after watching the video.)
PostModern Art Ed Efland (Read this last.)
1. Based on the ideas of Greenberg, Kant, Fry, and Bell, in one page single-spaced (approximately 500 words), summarize a definition of Modernism.
2. Read about each of these contemporary artworks by Lenka Clayton: Circles Through New York, Two Itinerant Quilters, One Brown Shoe, 63 Objects Taken From My Son’s Mouth. In one paragraph, write why a hard-core, Modernist art critic would be appalled by Clayton’s artwork. You will not be able to write a compelling paragraph by just reading about only one of her works. Look at all of them.
Homework 3 due: Jan 29 Read and Watch these in order
Modernism Roots in Art Education: In the last homework response, we unpacked some of the ideas in Modernism. In this assignment, I intend for you to see how Modernism was embedded in 20th century art education through two strains of thought: “Formalism” and “Self Expression.”
Arthur Dow Legacy: Formalism (Before Dow, much of adult art education in the European academies involved copying “master works” and using subject matter provided by and approved by the academy. This video will give you the basics on Arthur Dow, who implemented the concept of “elements and principles of design” into American art curriculum. FYI, this video was made by a student for a university class in art ed.)
Franz Cizek Legacy: Self Expression (Before Cizek, art education for children and youth was based on the idea of copying other artists images. This article explains Franz Cizek’s big impact on American art education)
Read Gaudelius excerpt gaudelius_contemporary_issues_in__art_ed
Based on all of these texts and videos on the impact of Modernism in art education, name 4 main ideas behind modernism and write a brief paragraph describing each. Begin each of those paragraphs with a quote from the readings or video. You cannot do this assignment well if you do not carefully read/watch all of the texts!!!
Homework4 due: Feb3 Read Post Modern Principles, Gude
This short article should build on our conversations about Modernism. It is a significant examination of how Modernism and the elements and principles of design are inexorably linked. Many art teachers still think that the elements and principles of design are the core curriculum for studio classes. Although they are useful tools for some kinds art making, they should NOT be the central part of an art teacher’s curriculum in the 21st century.
Page ONE: Write a one page list titled “Gude’s Post Modern Principles” about your understanding of Gude’s key points. Do this by searching the internet and find a contemporary artwork (title and artist) that exemplifies each of the post modern principles. List them next to each post modern principle. This does not need to be long. Just find an artist that matches the principle.
Page TWO: Now reflect on your own life. In one paragraph (approximately 200 words) titled “My Experience with Modernism” reflect one instance about how you (as a student) have experienced the sway of Modernism in any art classroom. This might about a teacher’s curriculum, instruction, classroom culture, and/or attitude. Modernism has been the invisible elephant in art classrooms across the United States. Its powerful legacy persists in art education, even though contemporary art (since the 1970’s) has moved quite beyond it.
Page THREE: In three short answers, analyze the artwork of Nina Katchedourian in the “Sorted Books” episode of Art Assignment. Title it “Analysis Katchedourian” 1. Name one principle of design that you could teach by showing students her “Sorted Books” artworks. 2. Name one post modern principle that you could teach by showing students her “Sorted Books” artworks. 3. Name one big idea that you could build a unit of lessons on based on her “Sorted Books.”
Homework5 due: Feb5 Fill out the note-catcher (attached here) from class based on your assigned picture book that you will get in class from Anne. Do a good job. You are going to use this for further work.
AND read Sydney Walker, Why Have Students Make Artwork Write 3 brief paragraphs as answers to the following:
1 Walker’s Scenario One: What criticism does Walker have about this approach?
2 Walker’s Scenario Two: What criticism does Walker have about this approach?
3 List and explain in your own words (in one sentence each) each of Walker’s four instructional strategies necessary for studio instruction that successfully fosters student understanding.
Homework6 due: Feb 10 Based on your note-catcher-answers on your picture book, take 2 hours to make an artwork in response to the ideas from your note-catcher you took from the book. Do not copy the style or imagery of the illustrator! This should be about the ideas, not about the illustrator’s images or artistic style! Let your intuition lead you. This is not a 15 minute artwork. This is not a 6 hour artwork. You may need to either push yourself to extend the work time to 2 hours or you may need to stop yourself to limit the work time to 2 hours. Pace yourself. You know yourself as an artist, so regulate yourself! Title the work. Do not use an old art work you’ve done in the past and try to pass it off as if you just did it. Everyone can tell when people do this and it is ineffective for this learning experience, not to mention, embarrassing. Do a fresh, new artwork in response to an idea in the book. Bring the physical artwork to class.
Homework7 due: Feb12
Read School Art Style by Arthur Efland. If I could only have one article for you to read in this class, it would be this one. In the 1970’s this article was a game-changer in Art Education. It still is. As you read, be aware that Efland is criticizing School Art Style. He is not a fan. School Art Style is more than just “cookie cutter art.” It is more insidious than that. Think about why and write short answers to the following:
1.What are the visual requirements (style) of School Art Style?
2.How does the art teacher literally achieve these stylistic requirements?
3. How do teachers “provide behaviors and products that have the look of humanistic learning?” and why does Efland have a problem with that?
4.Why does School Art Style reject the artistic practice of appropriating common visual cultural images, i.e. comic book characters?
5.What does “teacher as client patron” mean?
6.Write and bring a hardcopy of ONE quote from this article that either resonated with you or confused you, that you would like to discuss in class.
Homework8 due: Feb17 Assessment Introduction
1. Read How to Create and Use Rubrics. Draw a diagram or mind web of the concepts in this text. Bring hardcopy to class.
2. Misconceptions about Rubrics handout. Then, find and print out art rubrics on-line that are examples of all of the misconceptions: confusing learning outcomes with tasks, confusing learning outcomes with requirements or quantity, Using “creativity” as a learning outcome, using behavior as a learning outcome. Cut into these to show just one column or row per specific misconception or bring the rubrics whole. Do not bring in rubrics that you think are good. Just bring in ones that fit the misunderstanding categories. We will be using these hardcopies in class. I cannot take digital copies as homework for this because you need to physically cut these papers with scissors in a classroom exercise.
How to Create and Use Rubrics, Brookhart copy
brookhart_misconceptions_about_rubrics
Homework9 due: Feb 19 Read excerpt Learning Things, Blandy, Bolin. Summarize 4 key points in 250 words. Find one artwork from a Non-Pinterest artist that that exemplifies this approach to art-making. Be ready to share this artist in class.
Thinking Kit 1 Enactment due: Feb24 Peer Enactment. Create and enact a 3rd grade thinking kit with your peers. This homework requires you to have access to a color printer.
Use the text level indicator to help you know how to write for this grade level:
reading level sample 3rd grade
Peer to Peer Thinking Kit 1 Participation Feb 24 Actively “do” your peers’ thinking kits, discuss and give cool and warm feedback based on criteria in rubric. Remember that participation in your peer’s curriculum is 1/10th of your final course grade. A lot of learning happens here.
Thinking Kit 1 Revision due: Feb26 Rework your thinking Kit 1 based on the feedback from your peers and Anne. Follow procedures here:
Thinking Kit 2 Enactment due: March2 Create and enact a thinking kit 2 with your peers. This homework requires you to have access to a color printer. See instructions/criteria here:
Thinking Kit 2 Instructions and rubric
It is hard to write about contemporary art for young children. Here’s a good example of that kind of writing: Tate Gallery’s kid friendly explanation of Ceal Floyer’s art.
Peer to Peer Thinking Kit 2 Participation on March 2 Actively “do” your peers’ thinking kits, discuss and give cool and warm feedback based on criteria in rubric.
Thinking Kit 2 Revision due: March4 Rework your thinking Kit 2 based on the feedback from your peers and Anne. Follow instructions on doc here:
Homework10 due: March9 Read Yardsticks Introductory Chapter 3-27,39-44 and any three chapters from the 5-10 yr. age levels. It is fast, easy reading. We’ll be using this book as you write your lessons. Become familiar with it. Write a one page (approximately 500 word) response. What did you notice and what did you wonder about this reading? If you see any connections to your elementary field observation, include that in your response.
Homework11: due March 11
Complete a Lesson Plan Brick for following session you did from the Curiosity Cabinet project in class. You can choose your grade and write it for K, 1st, or 2nd. Remember to include the Grade Level Expectation for the grade for which you are writing.
On the first day, students were introduced to cabinets of curiosity. They “collected by cutting out their images, storing them into envelopes. You are not writing your lesson for this day. Here is an example of how that lesson appears in the lesson plan brick:
Example template for one day lesson curiosity cabinet
You are going to take a different day from that project and put it into the lesson plan brick. Here is the day you need to put into the lesson plan brick: Students share their private image collections with a peer and start to make categories. Teacher demonstrates paper sculpture tab technique. Students start creating a 3D paper structure for a public display of their images.
empty 4th day template for curiosity cabinet
We will meet virtually, on-line during our usual class times next week Monday and Wednesday from 9-10:45 am.
We’ll use a platform TEAMS that is available through MSU. I’ll invite you this weekend to get a head start.
Again…please let me know if you got this message by emailing me.
Have your collage image sheets in pdf form so we can look at them together on line and discuss them on TEAMS.
Thinking Kit 3 Enactment due: March16 and 18 Create Collage Exercise (Thinking Kit 3). Follow instructions and rubric criteria below. Share your pdf (upload during chat time) with the class on TEAMS video chat on Mon or Wed March 16 and 18.
Collage Kit 3 INSTRUCTIONS and rubric
image collage resource sheet This is an example of one page of six page image packet)
Peer to Peer Thinking Kit 3 Participation on March16 and 18 Discuss your peers’ thinking kits on TEAMS video chat, discuss and give cool and warm feedback based on criteria in rubric.
Thinking Kit3 Revision due after break March 30 Rework your thinking Kit 3 based on the feedback from your peers and Anne. Follow instructions on doc here. Email to Anne or upload onto TEAMS
COLLAGE FINAL instructions and rubric
SPRING BREAK: two things due after break: Kit 3 final (right above here) and Homework 12 (right below here)
Homework 12 due: March30 MEET ONLINE You will eventually write an elementary art curriculum unit for this class. I want you to start thinking about it now. Read this article Anne wrote on Cubism. I normally don’t have you read my writing, but I think it is a good fit for the sequence the class. Write a 2 paragraph response. Email to Anne or upload onto teams. Be ready to discuss article on line.
and watch this reading of THEY ALL SAW A CAT
WE WILL BE MEETING ON LINE DURING OUR NORMAL CLASS HOURS. I REALIZE SOME OF YOU MAY HAVE NEW EMPLOYMENT HOURS WITH THE NEW SHIFT IN ECONOMY SECTOR JOBS. PLEASE EMAIL ME IF YOU HAVE A CONFLICT. I have put all of the homework below on the Teams site. You can access them in either place. It is easier for me (and for you I think) if you upload homework in Teams, but you can always email it to me too. Take care! Let’s get your 3 credit hours for this class completed.
Homework13 due: April 1
You have two tasks.
TASK ONE Rewrite the learning objectives using the Verb sheet and other resources below. Email the “Rewrite objective page” to Anne or upload onto teams.
Rewrite Learning Objective Page
HERE ARE RESOURCES TO HELP YOU:
Understand means verbs copy (OPTIONAL READING)
Learning Objective Generator (OPTIONAL WEBSITE)
TASK TWO I want you to practice building ideas for a unit. Go to The Art Assignment Choose one episode to analyze. These are short, but you will be spending a lot of time with one of them and you will need to watch that one more than once. They talk fast, so you will probably be stopping and starting it a lot. Each episode features an artist and the host, Sarah Urist Green unpacks their art through a historical context in a short animation. Take your chosen episode and take notes on all the information of the artist and the historical artists Sarah presents. Then do the Idea Builder Sheet. I did an example for you here. Watch my episode choice and read my analyze sheet first. It will help you.
IDEA BUILDER SHEET Analyze The ART ASSIGNMENT
HERE ARE RESOURCES TO HELP YOU:
Anne’s example IDEA BUILDER Analyze ART ASSIGNMENT Example David Brooks
Anne’s example episode Make Art From Something You’ve Never Seen: DAVID BROOKS
Homework 14due: Nomadic Shelter Unit Analysis April 6
I want you to continue to build your understanding of what a unit is. Even though you are doing a very short unit, read this example below, of a much longer elementary art curriculum unit: Nomadic Shelter. Use the note-catcher below. I want to respond to it in some way. If you don’t have colored pencils or markers, just write the instructional category work into the note-catcher. Even though the students are doing more than one instructional category per day, just choose ONE that seems the most dominant and write only one instructional category per day. Don’t over do this assignment. Relax and read it carefully. Email color code sheet to Anne.
COLOR CODE EACH DAY’S LESSON OF THE NOMADIC SHELTER UNIT
Homework 15due: April 8 Practice-Unit-Sketch
Now take your Idea Building sheet from your chosen The Art Assignment and create a short list…a sketch of a unit plan like I showed you in our last class. This is just a ” practice “unit that includes the pieces of information on your Idea Building Sheet. This is not your final unit. It is just practice. You do not need to use any of this content for your final unit. Use this template.
Unit Idea Builder Unit Prep I (Your real unit now) due: April 13 or 15:
Now you are creating your own unit. You do not have to use any of the “Art Assignment” website content you looked at previously. You may if you like, but it is not required. The research you did with the “Art Assignment” website was just practice for building ideas and transferring them to a unit. You are done practicing. Now we are starting the real thing. FOR SHARING THIS ON TEAMS NEXT MONDAY, YOU JUST NEED TO HAVE IMAGE/S OF THE ARTISTS WORK READY TO SHARE. A POWER POINT FORMAT WORKS WELL, BUT ALL YOU NEED TO HAVE ON THAT IS THE IMAGES AND TITLE AND NAME OF ARTIST. IT IS NOT A FORMAL POWER POINT PRESENTATION. I JUST WANT SOMETHING FOR US TO LOOK AT WHILE YOU EXPLAIN YOUR ARTIST.
This UNIT IDEA BUILDER PREP I assignment is the first step in your research of your artist/artworks for the unit you will write for this class.
Choose a contemporary artist. Do not choose an illustrator*. Instead, choose an artist from one of these sources: Art Assignment, Art21, TATE, MOMA, or Site Santa Fe. Follow directions on UNIT BUILDING PREP I
*Difference between an illustration and art: Illustration represents an idea pretty directly without the complexity of ambiguity and play. An example of an illustrator might be someone who makes paintings of animals that are endangered. It is a direct representation of an idea. A contemporary artist, on the other hand, might play with this a little and research and erect monuments at the sites of places that led to an animal’s endangerment (like tying pieces of ocean debris in a pattern on the fence outside a plastic bottle factory to represent the data of the endangerment of dolphins). Do you see the difference? The contemporary artist goes a little deeper than the surface and goes about things in a more round-about way.
Unit Prep II Unit Sketch (Your real unit now) due April 20 or 22
Based on feedback, revise your unit plan. Email to Anne.
AndComplete a Lesson Plan Brick on any lesson in your unit to show me that you really understand how to write for all the parts of the template including: Standard, GLE, Student Learning Objective, Instruction, Grappling, and Evidence. Use your verb sheet for the learning objectives. Use I CAN to start that sentence. Remember that “evidence” is just the bare artifacts that show us that the student has met the criteria. Remember to include the Grade Level Expectation for the grade for which you are writing. Email to Anne.
Unit Prep III First Draft of Final Unit due May 4 (this due date may vary based on on-going conferring with Anne)
Email Anne all 6 lessons for your unit . No hard copies. No PDF’s. Type into ONE word doc. If you have technical issues, email me ASAP.
I repeat. You will be typing into the lesson template blank rubric for six lessons. It is here below. None of these lessons are “free work days.” All days must include instruction in some form.
I will assign you some kind of revision or unit extension after you turn this in. This will vary from student to student based on need.
Post Unit Task May 6, 11, or 13 based on each individual student, I will assign a task to improve unit or elaborate on unit.
Homework16 (Optional)
Read Assessing Creativity. These are in the readings link. Be ready to discuss this with Anne or write a one page reflection.
Choose one of the Expeditionary Learning Classroom Protocols.
Be ready to discuss this with Anne or write a one page reflection.
. CURRICULUM TOOLS AND CLASSROOM PROTOCOLS
Homework 17 (Optional)
Read from the book you bought, Observation Drawing with Children, pgs.1-24, and one other chapter based on a drawing lesson per grade. This book really changed how I had students do observational drawing. Before I read it, I would give them drawing formulas (e.g. draw the eyes in the middle of the head) and after I read it, I realized that I needed them to do the research with their eyes. Local research! Write 5 things that stood out for you. Be ready to discuss and email to Anne.
Observation Drawing with Children p.1-14
Observation Drawing with Children p.15-24
Reflection on Field Experience: due May6
I will speak to each of you on an individual basis about this.
NOT DOING Homework15: Think-Aloud Demo’s due: April 15You will be presenting a 10 minute think-aloud demo to teach about an art media/tool combined with a post modern principle. This lesson should be part of your unit. Choose your grade. Read Post Modern Principles, Gude.
Bring what you need to class and fill out a lesson plan brick explaining your lesson .
Peer to Peer Participation on April 15 Actively listen to your peers’ think-aloud demo. Discuss and give cool and warm feedback.