University General Course Catalog 2020-2021 
    Jun 01, 2023  

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ART 406 - Art Education: Secondary Schools

(3 units)
Art theoretical and philosophical foundations of art education including a planned program of curriculum planning and implementation, classroom observations and basic pre-student teaching experiences.

Prerequisite(s): ART 306 ; Senior standing and completion of art department major or minor requirements.

Units of Laboratory/Studio: 3
Offered: Every Fall and Spring

Student Learning Outcomes
Upon completion of this course, students will be able to:
1. recognize that all students cannot, do not and will not learn in the same way and develop via written lesson plans via Goals and Objectives a number of ways of teaching the same concept in at least three different manners.
2. recognize that there is a major difference between GOALS [dispositional/”student will be able”] and OBJECTIVES [measurable/”students will] and plan accordingly.
3. recognize that those who are unable to recognize the abstractions necessary in traditional academic situations at the Secondary level have built a personal support system which allows them to function and this system must be accessed before the student is able to produce creative work.
4. develop units and lessons in Art which lend themselves to participation in exhibiting all work and encouraging critique responses from peers as well as teacher[s]in an interactive and totally non-threatening manner.
5. recognize that Art Instruction in the public schools goal is not to produce “visual artists”, but rather to engage those parts of our student’s brains not engaged by academic subjects and to promote bridges between all segments of the brain to encourage and strengthen abilities in problem solving and creative, analytical and critical thinking abilities to formulate alternative scenarios, etc.
6. develop alternate scenarios which allow students to recognize that “play” is an integral part of education, that operating off the “what if” approach is what makes Art and Science function in much the same way and that “playing around with ideas” is many times far more valuable than coming up with what may occasionally be the “correct” answer.

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