Course Syllabus Art Department College of Liberal Arts Winona State University

Course Title - Multi-media Crafts for the Classroom Course Number - Art 412G Number of Credits - 3 Frequency of Offerings - Every third semester Prerequisites - Art 300 Grading - Grades only Course Applies to : Art Education Major, Required. Applicable for Minnesota Teaching Licensure in the Visual Arts.

Course Description I. Catalogue Description An intensive and extensive art education laboratory experience affording the prospective art teacher opportunities to become familiar with advanced art studio processes that produce crafts outcomes across several media including contemporary and experimental media. The learning content extends beyond the basic crafts processes introduced in Art 300. Applicable for Minnesota Licensure in Art. Prerequisite: Art 300. Offered every third semester II. Statement of the major focus and objective of the course This course intends to offer an advanced level studio experience in varied traditional and contemporary crafts practice including experimental crafts media, technique, and style, which are applicable to classroom art teaching for K-12 learners. The knowledge base of this course is derived from studies in crafts media and techniques, theories of art, utilitarian design, art criticism, aesthetics, art history, sociology of art, and art education. Through studio practice and literature research, perspective art teachers develop creative abilities, knowledge and understanding in both productive and evaluative aspects of crafts, and learn to incorporate them into enriched art learning in classroom. The knowledge and skills relate to the Effective Educator Program Model. As a community of learners, the professional education unit at Winona State University believes: We exist to prepare professionals to continuously improve Birth – Grade 12 student learning in twentyfirst century schools. Through a continuum of clinical experiences and relevant and appropriate instructional methods, WSU graduates are prepared in a community of learners with developmentally appropriate content and pedagogical expertise, and professional dispositions to improve studentsʼ learning by: (1) actively engaging in a culture of reflective practice and continuous improvement (2) demonstrating awareness of – and an ability to respond to – broader psychosocial and global contexts; and (3) advocating for students and their learning through leadership, collaboration, innovation, flexibility, and critical thinking.

Students in ART 412 will: 1. Acquire knowledge of aesthetic, cultural and educational significance of crafts art through advanced studio practice and literature research in art history, aesthetics, art criticism, sociology of art, psychology

of art and art education. (knowledge) 2. Develop and refine advanced studio skills, beyond the ART300 level, for both traditional and contemporary crafts processes which are appropriate to classroom art learning of K-12 learners. (skills) 3. Develop an ability to experiment with crafts ideas, materials, and techniques that maintain multicultural perspectives and diverse aesthetic standards. (skills) 4. Acquire an ability to enrich art learning experiences through incorporating experimental, multicultural, and multi-media crafts projects into curriculum. (skills) 5. Develop an understanding of the aesthetic and virtuous values imbedded within the process of mediumization of art materials in crafts making. (knowledge) 6. Develop an ability to create and maintain an environment conducive to creative multi-media crafts learning. (skills) 7. Develop an ability to provide learners with a positive and experimental studio setting and creative problem-solving skills that are required in dynamic multi-media crafts learning. (skills) 8. Design, select, test and evaluate crafts lesson and unit plans, and examine critically the educational values, rationales and objectives of multi-media crafts learning. (skills) 9. Acquire an ability to address and assess safety issues in selecting multi-media crafts materials, processes and facilities. (skills) 10. Understand the relationship of the form and the function in crafts art, and the psychological impact of the utilitarian and aesthetic art making processes in studio on learners' artistic development. (knowledge) 11. Develop studio skills for multi-media crafts and confidence in creating and evaluating crafts works. (skills. practice) 12. Acquire skills to communicate profitably with art educators and crafts artists, and develop an ability to perform research for innovative and experimental methods, materials and the contemporary issues of multi-media crafts. (skills) 13. Develop an ability to manage effectively crafts classroom equipment and supplies. (skills) 14. Acquire practical knowledge and skills for displaying learners' crafts works in the school environment and other educational settings. (skills) 15. Develop confidence in teaching crafts art for K-12 learners. (professionalism) III. Course Outline A. Course Overview 1. Purpose 2. Content and Scope of Learning 3. Evaluation B. Theoretical Foundations of Multi-media Crafts (Belvin, Day, Feldman, Hurwitz, Linderman & Linderman, Mattil, Read)

1. Theories of art/crafts 2. Survey of multi-media crafts methods, materials and style 3. Psychological, aesthetic, social, artistic and educational dimensions of multi-media crafts making 4. Multicultural perspectives of crafts 5. Contemporary issues in multi-media crafts within the context of the visual arts education C. Studio Processes (Linderman & Linderman, Michael) 1. Testing utilitarian and aesthetic qualities in crafts: form, function and meanings 2. Selecting materials: natural & artificial 3. Tools, methods and facilities 4. Effective presentation of crafts works D. Media 1. Paper 2. Wood 3. Clay 4. Metal 5. Plaster 6. Fiber 7. Leather 8. Plastic 9. Found-objects and experimental media E. Crafts Projects 1. Utilitarian objects : containers, furniture, book-binding, tools 2, Surface design : dye, weaving, printmaking, mosaic 3. Toys : kite, musical instruments 4. Theatrical art : costumes, masks, puppets, stage design 5. Adornment : jewelry and decorative 2-D/3-D objects 6. Environmental work : murals, architectural models, interior decoration, installation F. Instructional and Curriculum for Multi-media Crafts (Day, Hurwitz, Linderman & Linderman, Mattil, Michael) 1. Instructional strategies 2. Curriculum design 3. Evaluation methods G. Art Criticism (Day, Broudy, Eisner, Read, Smith) 1. Studio critiques 2. Review of literature 3. Aesthetic analysis 4. Evaluation H. Safety and Presentation 1. Studio equipment, materials and safety guidelines 2. Effective display of crafts works 3. Preservation and curatorial process IV. Basic Instructional Plan and Teaching Methods Utilized Lecture, guided studio practice, review of assigned readings, slide, video & film presentation, art-site visits, and individual and group critiques.

V. Course Requirements Individual *studio projects, participation in individual and group *critiques, assigned *readings and *literature research, *written art criticism, a final presentation of *studio projects and a *written Multi-media Crafts Curriculum Design for K-12. VI. Methods of Evaluation Course evaluation is based on individual learners' *total performance in assigned studio projects, *participation in the required critiques, *fulfillment of reading and research assignments, *written art criticism, *written Multi-media Curriculum Design for K-12, and *presentation of studio projects.

VII. Textbook Linderman, Earl and Marlene Linderman (1984). Arts and Crafts for the Classroom. 2nd ed. New York: Mcmillan. VIII. Jounals Used By Students/Instructor Art Education Art and Activities School Arts Studies in Art Education The Journal of Aesthetic Education Visual Arts Research Media Selected videos & films on art history, art criticism, crafts methods, crafts artists and multicultural crafts: Great American Artists series Museum Without Walls Queue Education Video

IX. References Barnard, Nicholas (1993) Arts and crafts of India. London: Conrad Octopus. Beattie, Donna Kay (1997). Assessment in Art Education. Worcester, MA. Davis Publication. Belvin, Marjorie E. (1977) Design Through Discovery. New York: Holt, Rinehart & Winston. Broudy, Harry S. (1972). Enlightened Cherishing: An Essay on Aesthetic Education. Urbana: University of Illinois Press. Davis, Virginia Irvy (1989). Crafts: a basic survey. Dubuque, IA: Wm. C Brown. Feldman, Edmund B. (1987). Varieties of Visual Experience, 3rd. ed. Englewood Cliffs, NJ: Prentice-Hall Dodds, Steve (2006). Re-Creative. London: Penguin Books Fiell, Charlotte (2006). Design Handbook: Concepts-Materials-Styles. Los Angeles: Taschen. Herald, Jacqueline. (1993). World Crafts. Asheville, NC: Lark Books. Herberholz, Donald & Barbara Herberholz (1997). Artworks for Elementary Teachers, 6th ed. Dubuque, IA: Wm C. Brown. Hurwitz, Al & Michael Day (2006). Children and Their Art. 8th ed., New York: Harcourt Brace Jovanovich. Janson, H. W. (1977). History of Art. New York: Prentice-Hall & Harry N. Abrams, Inc. James, Betty (2001). Art of the Book: From Medieval Manuscript to Graphic Nobel. New York: Harry N. Abrams

Lankford, Louis. (1992). Aersthetics: Issues and Inquiry. Reston, VA: NAEA Kelley, Charlotte (2001).The Arts and Crafts Sourcebook. London:Thames & Hudson Kohl, Mary Anne (1991). Good Earth Art. Bellingham, WA: Bright Ring. Lark-Horovitz, Hilda P. Lewis, Mark Luca. (1999). Understanding Children's Art for Better Teaching. Reston, VA: NAEA Linderman, Earl & Marlene Linderman (1984). Art and Crafts for the Classroom. New York: Mcmillan Lumley, Robert (2005). Art Povera. New York: Harry N. Abrams. Maquet, Jacques (1986). An Anthropologist Looks at the Visual Arts. New York: Yale University Press. Mattil, Edward L. (1971). Meaning in Crafts. 3rd ed. Englewood Cliffs, NJ: Prentice-Hall. Mayer, Ralph (1970). The Artists' Handbook of Materials and Techniques. New York: The Viking Press. Michael, John (1970). A Handbook for Art Instructors and Students Based upon Concepts and Behaviors. New York: Vantage Press. Moore, Ronald. (1995). Aesthetics for Young People. Reston, VA: NAEA Nelson, George (1977). How To See: A Guide to Reading Our Manmade Environment. Boston: Little, Brown, and Co. Read, Herbert (1958). Education Through Art. New York: Pantheon. Read, Herbert (1949). The Meaning of Art. Bungay, Sufforl, Great Britain: Penguin Books. Richter, Anne (1994). Arts and crafts of Indonesia. San Francisco: Chronicle Books. Sayer, Chloe (1990). Arts and crsfts of Mexico. San Francisco: Chronicle Books. Scott, Mink (1996). Arts and crafts of China. New York: Thames and Hudson. Smith, Ralph (1970). ed., Aesthetics and Criticism in Art Education. Chicago: Rand McNally. Sollins, Susan (2003). Art 21: Art in the Twenty-First Century 2. New York, Harry N. Abrams. Stoppleman, Monica (1998). Fabric-craft workshop. New York: Crabtree Co. Storr, Robert, and Thelma Golden (2001). Art 21: Art in the Twenty-First Century. New York: Harry N. Abrams. Taylor, Brandon (2004) Contemporary Art. London: Penguin Books. Topham, John (1982). Traditional crafts of Saudi Arabia. London: Stacey International. . Wachowiak, Frank (1985). Emphasis Art. New York: Harper & Row. Wankelman, Willard, Phillip Wigg & Marietta Wigg (1974). A Handbook of Arts and Crafts for Elementary and Junior High School Teachers. 3rd ed. Dubuque, IA: Wm C. Brown.

X.

Standards Matrix

8710.4900 Teachers of Visual Arts Subp. 3. Subject matter standard. A candidate for licensure as a teacher of visual arts must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to F. A. A teacher of visual arts demonstrates an understanding of and how to teach aesthetic principles and habits and knows processes for evaluating them. The teacher must: (1) know how to make careful and clear distinctions to support factual claims from value and meaning claims; (2) know that learning about art involves questioning, making conclusions, and forming concepts of the nature of art to distinguish works of art from other objects; (3) understand that philosophers of art have reached quite different conclusions about what art is; and

Evidence of Learning & Assessment Opportunities

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(4) know questioning strategies that lead to understanding the nature, relationship, and value of art. B. A teacher of visual arts understands and evaluates art theory and art studio practice. The teacher must: (1) understand and apply formal elements and principles of design; (2) understand and apply theories of color, spatial relationships, and perception; (3) know ways for developing ideas for artistic metaphors derived from exploration of the physical world, the needs of other people, psychological interests, and reflecting on sensory and formal qualities; (4) be able to make technical and aesthetic decisions and modify ideas as work proceeds; (5) develop skills in manipulating two-dimensional and three-dimensional art materials and explore a variety of methods and effects; (6) know the various standards to consider in determining whether a work is finished or successful; (7) be able to apply various artistic standards in judging personal works of art; (8) know how to alternate between invention, the role of artist, and selection, the role of critic; (9) understand the sustained personal effort and the pleasure and satisfaction of producing a work of art; and (10) demonstrate competence in a minimum of one medium or process in each of the following six studio art areas, with an emphasis in at least two areas: (a) drawing, including experiences in rendering, gesture, and contour; (b) painting, for example, experiences with water color, tempera, oil, acrylic, or mixed media; (c) sculpture, for example, experiences with wood, metal, fibers, paper mache, molding, casting, or found objects; ceramics, for example, experiences with glazing, hand building, throwing, and firing; or architecture, for example, experiences with model making, rendering, and computer imaging; (d) graphic arts; photography, for example, experiences with still, black and white, film processing, and digital imaging; or printmaking, for example, experiences with silk screening, monoprinting, relief printing, stenciling, serigraphy, engraving, or intaglio; (e) fiber arts, for example, experiences with weaving, papermaking, quilting, or stitchery; and (f) computer graphics, video and animation, performance art, or conceptual art. C. A teacher of visual arts understands that works of art are affected by where and when they were produced. The teacher must: (1) understand the effect of culture and temporal contexts on the appearance of artworks and the point of view of persons of other cultures or other times in interpreting the

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art; (2) analyze and interpret contextual information about traditional art forms within various cultures; (3) understand the chronological development of art from prehistoric to present; and (4) use art historical research processes. D. A visual arts teacher understands, produces, and evaluates critical interpretations of works of art. The teacher must: (1) understand that art critics base their judgment of artworks on specific standards, interpret how artworks function in society, and select appropriate standards for judging artworks; (2) know how to apply a variety of critical perspectives in interpreting works by investigating significant meaning and expressive content of the works, to synthesize description and analysis into an interpretive judgment; and (3) know how to use criticism models to compare and contrast qualities within artwork using the sensory, formal, technical, and expressive scanning model and the description, analysis, interpretation, and judgment strategies model. E. A teacher of visual arts understands central concepts common to the teaching and learning of art education content. The teacher must understand: (1) philosophical influences within art education; (2) the goals and purposes of art education, making principled decisions about practice; (3) the historical foundations of art education and training in visual art; (4) art education research to enhance teaching effectiveness; (5) the importance of the arts to the individual, school, community, and society to include careers, hobbies, and leisure time activities; (6) how to budget an art program and manage art classroom procedures; (7) how to conduct meaningful and appropriate assessments and evaluations of programs; and (8) safe use of tools, equipment, materials, and processes in visual art education learning environments. F. A teacher of visual arts must demonstrate an understanding of the teaching of visual arts that integrates understanding of visual art with an understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of visual arts to children, preadolescents, and adolescents must:

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(1) understand and apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents; (2) understand and apply the research base for and the best practices of kindergarten and primary, intermediate, and middle and high school education; (3) develop curriculum goals and purposes based on the central concepts of visual arts and know how to apply instructional strategies and materials for achieving student understanding of this discipline; (4) understand the role and alignment of district, school, and department mission and goals in program planning; (5) understand the need for and how to connect students' schooling experiences with everyday life, the workplace, and further educational opportunities; (6) know how to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities; (7) understand the role and purpose of curricular and extracurricular activities in the teaching and learning process; (8) understand the impact of reading ability on student achievement in visual arts, recognize the varying reading comprehension and fluency levels represented by students, and possess the strategies to assist students to read art content materials more effectively; and (9) apply the standards of effective practice in teaching students in kindergarten through grade 12 through a variety of early and ongoing clinical experiences with kindergarten and primary, intermediate, middle level, and high school students within a range of educational programming models G. A teacher of visual art must understand the content and methods for teaching reading including knowledge of reading processes an instruction including: (1)the relationship between and among print and digital content processing abilities, motivation, background, and discourse knowledge , cognitive abilities, and readerʼs interest and how those relationships impact comprehension; and (2)the role and rationale in using literature and other texts including electronic texts and non-print materials across the curriculum.

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