short assignments for September

Select an artwork to analyze using Feldman's analysis method.  Share your analysis.  Due Sept 16.

Changing and improving an already existing lesson plan.  Due Sept 11.

Lesson plan assignment due Sept 9.  Choose an artist for this lesson.

…a better place

How To Make the World a Better Place.  Due Sept 2                  Roggenkamp 432

Big Idea: Use your art to say something personal about the world around you.

The student will:

            Use the theme to design and create a unique piece of artwork.

            Expand their skills with collage, watercolor and marker.

                        Collage cannot be more than 40% of the total work.

            Will use the design concepts of repetition, focal point and contrast.

            Will have a color theme.

            Incorporate text into their artwork, creatively and as part of the composition.

Will write about how the design concepts of color, repetition, focal point and contrast support their conceptual idea.

Sub lessons:

            Brainstorming for idea.

                        Preliminary drawing.

            How to use watercolor and marker with collaged elements.

            How to artists use color systems, repetition, focal point and contrast?

                        Look at several artworks and analyze.

            How is text incorporated into designs.

           

Time needed for:

exploring each lesson. 

researching and for preliminary design. 

Working on artwork

Reflecting on and revising artwork

Writing

Critique

Assigned reading: www.arteducators.org/news/CB_Child_Development_2.2.12pdf

NAEA website: child developm

ART 432 Syllabus

EDCI 432         Teaching Art Grades 7-12

Fall 2014     Ashland University

Priscilla Roggenkamp

Office:  346A, 419-289-5194         Cell: 330 428-0126

Email:proggenk@ashland.edu

Office Hours: 11:00-12:00 and 3:00-4:00 T/Th and by appointment.

CATALOG DESCRIPTION

This course is designed to provide the student with classroom instructional skills, methods and strategies in teaching grades 7-12.

COURSE CONTENT

Students will teach, create teaching materials, examine and create curriculum, and discuss all aspects of teaching visual art in grades 7-12.  The primary focus will be on identifying and establishing best practices in visual art programs.

Required textbook:  None.

Original Work: All work for this class must be original work completed by the student.  This refers to artwork as well as written work.  Any lesson plan ideas from another teacher, website, book or other source should be cited.  Failure to do so will be considered plagiarism. Review the Academic Integrity policy or speak to me if you are in doubt about this policy.   Violation of this policy could result in a failing grade for a project or test. 

STUDENT ASSESSMENT CRITERIA

10% Worksheets.

2o%  Lesson plans, the discussion unit and the small unit.

25% Design Unit artwork.

20% Peer Teaching Practice.

25% Final Unit. The written unit is due at finals time and discussed throughout the last two weeks of class.  There are several discussion topic due dates as well.

Professional presentation is expected for all assignments, studio or written.  Identification (your name), date, proper spelling and grammar, clear word processing, clarity of language and well-prepared studio work all factor into your final grade for each assignment.  Lack of these qualities of professionalism will result in lower grades.

Field Trip:  There will a field trip to the Allen Memorial Art Museum in Oberlin.  Students are required to attend and participate.  Your final grade will be lowered if you do not attend this event.  If attendance is impossible the student must consult with the instructor to make up this experience. 

Participation is expected and encouraged.  Though it is not a percentage of your grade, it is a quality that could raise or lower your grade as much as a letter grade.  (The difference between an A and a B.)

Due Dates:  It is expected that assignments be turned in by the beginning of class on assigned due date unless otherwise stated by the professor.  Grades for late work will be lowered as much as a letter grade per day.  Students should confer with the professor if extenuating circumstances exist.  (An email stating that you will be absent does not constitute a conference on this topic.)