Burman University

School of Education
EDCI 235

Curriculum and Instruction in Art (K-12)

3 Credits
Fall Term 2015/16
T/R 8:00-9:20 a.m. W112 and West Hall Art Room
Instructors: Stacey Hunter, BFA, B.Ed / Stacy Hunter, B.PE/B.Ed, MA
Office: 2nd Floor, Administration Building, Student Services
Office Hours: On campus: upon request
Off campus: Room 1017, LCHS, 3:30-4:30 M-R
Office Phone: 403.782.3381 (ext. 4033)
Email: Stacey.hunter@wolfcreek.ab.ca / shunter@burmanu.ca

Mission Statements
Burman University:
Burman University will educate students to think with
discernment, to believe with insight and commitment, and
to act with confidence, compassion and competence.
School of Education:
The mission of the School of Education is to prepare, in a
Christian setting, quality teachers ready for service, and
able, within diverse contexts, to model best practice with
confidence, compassion and competence.
The implementation of the School of Educations mission
statement encapsulates the Knowledge, Skills, and
Attributes (KSAs) related to the Alberta Quality Teacher
Standard.

EDCI 235

Required Readings:
Available on-line through Burman Universitys LibGuide, the class
website, and as assigned by the instructor.
Recommended Texts:
Emphasis Art: A Qualitative Art Program for Elementary and
Middle Schools (9th Edition)
Authors: Robert D. Clements and Frank Wachowiak
Publisher: Allyn & Bacon
Copyright: 2009
ISBN: 978-0136101055
Drawing on the Right Side of the Brain Workbook
(2nd Edition Spiral Bound)
Author: Betty Edwards
Publisher: Tarcher
Copyright: 2012
ISBN: 978-1585429226

Course Description
This course is intended to give pre-service teachers an
opportunity to examine the value of art in the education system
as well as a range of philosophies surrounding learning in the art
classroom. Readings and discussion involving child development
and related learning strategies, assessment practices, and art
program development comprise a portion of the course.
An emphasis is placed on students gaining basic competencies in
the major mediums as identified in the Alberta Education
(Elementary) Program of Studies and the NAD Curriculum
Standards for K-12). Skill development is augmented with an
examination of a range of pertinent topics accompanying the
creation of art: awareness of the principles of art and elements of
design, art history, and art criticism. While students will be
required to develop and discuss lesson plans at all levels in the K12 system for each medium, grade levels for unit plans and
microteaching grade will be within the registered program track
of the student.

EDCI 235

Course Objectives
Each course objective is identified in parenthesis with the
corresponding Knowledge, Skills, and Attributes of the Alberta
Teaching Quality Standard (TQS) for Interim Professional
Certification and the North American Division (NAD) Curriculum
Standards. Upon conclusion of the course the student will be able
to:
-discuss the role of the teacher in the art classroom (TQS: p)

-review a range of pedagogical approaches to art instruction (TQS: d,p)

-describe child development characteristics and assign appropriate
strategies and resources when developing lesson/unit planning (TQS:
e,g)
-identify the principles and elements of design as a vehicle to:
-deconstruct visual images through the lens of the principles and
elements of design (TQS: d,o)
-develop a vocabulary to discuss art at both a formal and
expressive level (TQS: d,o)
-examine organizational structures and analyze what makes
them effective or not effective in the communication of ideas
(NAD: VIIA)
purposefully integrate the principles and elements of art and design in
unit plans (TQS: d,f) -intentionally take advantage of the qualities and
characteristics of art media, techniques, and processes to enhance
communication of their experiences and ideas (NAD:VIIA,E)
-purposefully integrate into unit plans the major learning components
as identified by Alberta Education Program of Studies (TQS: b,c,d)
-plan with differentiation in mind (TQS: a,e,h,i) develop a sensitivity to
diversity in others (NAD: IIIC)
-incorporate cross-curricular learning with an authentic art scope (TQS:
f,i)
-discuss

the importance of community involvement in an art program

(TQS: g,m) Use aesthetic expression as a means of communication and
service (NAD: IXF)
-plan the development and management of an art program (TQS:
f,h,m)
-develop a body of exemplars in the four major mediums (TQS: k,g)
master basic competencies in the major mediums (TQS: d,o) Develop
artistic talents to their fullest potential (NAD: IXD)

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-examine assessment practices as it relates to the principles and

elements of design and the Alberta Education Program of Studies (TQS:
b,f,k)
-understand the visual arts in relation to history and cultures (NAD:
VIC,D)

Course Content:
1. The Role of Art in Education
2. Child Development & Visual Arts. An exploration of the symbol
system and the impact on art instruction.
3. Foundational understanding of art includes awareness of the
Principles of Art and Elements of Design
4. Skill Building: Drawing, Painting, Printmaking, Sculpture
5. Art History Perspective: Drawing, Painting, Printmaking, Sculpture
6. Lesson plans focusing on introduced mediums developed and
discussed by students
7. Curriculum and Outcomes in Art Education
a. Measurable
b. Student-friendly language
8. Art Classroom and Teaching Resources including: websites,
YouTube videos, Museum on-line collections, local art guilds,
Alberta Trek, Art Galleries
9. The No-Budget Art program: build a better than basic art
program with humble materials (colors come in more than just
tubes). Topics include navigating traditional materials without a
press, kiln, or easel.
10.
Cross-Curricular Applications in Art
Course Requirements:
1. Attendance: This is a practical course with skill building
elements that are progressive steps towards building a wellrounded unit plan. The unique structure of lab and lecture means
attendance is critical. Students are responsible for material,
including announcements, covered in class when absent. The
attendance policy in the Academic Calendar will be followed.
2. Participation: Students are expected to actively participate by
coming to class prepared to learn new skills, share lesson plans,
and contribute to class discussions.
3. Field Experience: 5 hours of Field Experience in art instruction
will be completed in a K-12 classroom. Use the attached question
sheet to look for specific details. Submission of a detailed report

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of activities, observations, and reflections for each hour observed

is required upon completion of the Field Experience hours.
Course requirements will not be met without submission of Log
Sheet and report. Field Experience hours must be completed and
report handed in by the last day of class.
4. Portfolio: Projects completed as exemplars will be handed in
with artist statements for assessment
5. Reading Response: Periodically readings may be assigned in
class that will involve a written reflection. These reflections will
be discussed in class and handed in for assessment.
6. Lesson Plans: Students are expected to create a lesson plan
based on the mediums presented in class. These lesson plans will
be discussed in class and handed in for assessment. In the four
mediums covered, students will be expected to create a lesson
plan for the following grade levels: K-2, 3-6, 7-9, 10-12. By the
end of the course students will have created 4 lesson plans (each
a different level) that will be shared with colleagues.
7. Unit Plan: Incorporate information covered in class to create a
unit plan. Unit plans should include a minimum of 6 class periods
at the elementary level and at least 8 class periods at the junior
high and secondary level. Unit plans should include:
a. Awareness of principles of art and elements of design
b. Age-appropriate projects
c. Differentiation for special needs
d. Incorporation of art history
e. Art criticism and Reflection
f. Assessment based on measurable objectives
g. Inclusion of SLOs in student-friendly language
h. Detailed daily lesson plans
8. Microteaching: Students will prepare a 40 minute lesson (this
can be lesson from an assigned unit plan or one of the four
lesson plans developed for mediums) to be presented at the end
of the course. Copies of the lesson will be shared with the
instructors and colleagues.

Grade Assignments:
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A+
98100%
A
94-97%
A- 90-93%
B+ 87-89%

84-86%

C-

BC+
C

80-83%
75-79%
65-74%

D+
D
F

60-64%
57-59%
50-56%
0-49%

Academic Honesty:
Academic dishonesty in the form of plagiarism, cheating, or
misrepresentation in any written or visual work handed in for
assessment will result in zero. See Burman Universitys Academic
Honesty Policy.
Assessment:
The course grade will be determined from the following evaluation
criteria:
Assignments (written responses, lesson plans,
quizzes)
20%
Microteaching:
10%
Field Experience:
10%
Unit Plan:
20%
Portfolio
40%
Late Work:
Students are responsible for completing all course work by the
assigned due date. Late work will not be accepted.
Class Conduct:
It is expected that students will arrive on time. Be aware that the
location of the class is dependant on the work involved. Pacing
will vary, so attendance is critical to cognizant of whether
subsequent class location involves a lecture or lab.
Cell phones are to be powered down or placed on silent mode.
Outside of emergencies, do not answer phone calls in class.
Disclaimer:
As stated above, pacing will vary. Topic presentation and/or
timing may alter from proposed schedule. It is the students
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responsibility to note changes to lecture, assignment due dates,

and lab times.

Proposed Schedule

Curriculum and Instruction in Art (K-12)

EDCI 235
Fall 2015/16
T/R 8:00-9:20 a.m.
Date

Topic

September 8 (T)

Introduction
Role of Art in
Education
Approaches to
learning
Art
Child Development
&
Visual Arts
Curriculum and
Outcomes in Art
Education
Resources for the
Art Educator

September 10(R)

September15 (T)
September 17 (R)
September 22 (T)
September 24 (R)
September 29 (T)

EDCI 235

Art History
Perspective
(Drawing)
Skill Building:
Drawing
Skill Building:

Assignments

Reading Response
Due

Writing Assignment
Due.

Project completion as

October 1 (R)
October 6 (T)
October 8 (R)
October 13(T)
October 15 (R)

Drawing Service
Day in the
Afternoon
Skill Building:
Drawing

needed

Drawing
Applications for K12
Art History
Perspective
(Color)
No Class (Reading
Day)
Skill Building: Color

Lesson plan due.

October 20 (T)
October 22 (R)

Skill Building: Color

Color Applications
for K-12

October 27 (T)

Art History
Perspective
(Printmaking)
Skill Building:
Printmaking
Skill: Building:
Printmaking
Printmaking
Applications for K12
Art History
Perspective:
Sculpture
Skill Building:
Sculpture
Skill Building:
Sculpture
Sculpture
Applications for K12
Building the NoBudget Art
Program
Microteaching
Microteaching

October 29 (R)
November 3 (T)
November 5 (R)
November 10 (T)
November 12 (R)
November 17 (T)
November 19 (R)
November 24 (T)
November 26 (R)
December 1 (T)

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Lesson plan due.

Project completion as
needed.
Lesson plan due.

Project completion as
needed.
Lesson plan due.

Portfolio (Exemplars
with artist
8

December 3 (R)

Microteaching
Last Day of Class

statements) due.
Unit Plan and Field
Experience Log and
Report due

Assignments:
1. Writing Assignment: Teachingartorteachingtothinklikean

artist?Please view the TED Talk found on the Child Development

tab on the EDCI LibGuide and respond to the following questions.
Minimum one page, double-spaced. Due September 15.
1. Cindy Foley states that in art education we are teaching
things that we can test and assess rather than teaching kids to
think like artists. What does she mean by this? Do you agree?
Why or why not?
2. Foley maintains that we should teach creativity. What does this
look like? Have you had a teacher that focused more on
creativity rather than what the product looked like?

EDCI 235

2. Writing Assignment: Review and summarize two blogs, art

resource websites, or resource-based books you have found and
why it might be of use in your classroom. Due September 22.
3. Lesson Plan in Medium: create a lesson plan that adapts the
current project and medium to a chosen grade level. Please note
each student must create a lesson plan for the following grade
levels over the course for a total of 4 lesson plans:
K-2, 3-6, 7-9, 10-12
Due: October 6, October 22, November 5, November 19
Lessons will be discussed in class. Have a paper copy ready to
hand in as well as an electronic version to share with colleagues.
4. Portfolio: this is a group of four exemplars (the projects
completed in class) with artist statements (see class handout).
Due December 1.
5. Unit Plan: Incorporate information covered in class to create a
unit plan. Unit plans should include a minimum of 5 class periods
at the elementary level and at least 8 class periods at the junior
high and secondary level. Unit plans should include but not be
limited to:
a. Awareness of principles of art and elements of design
b. Age-appropriate projects
c. Differentiation for special needs
d. Use of local resources
e. Possibilities of community involvement
f. Incorporation of art history
g. Art criticism and Reflection
h. Assessment based on measurable objectives
i. Inclusion of SLOs in student-friendly language
j. Detailed daily lesson plans
Due the last day of class, December 3.
6. Microteaching: Students will prepare and deliver a 40 minute
lesson (this can be lesson from the assigned unit plan or 1 of the
4 lesson plans developed for mediums) to be presented at the
end of the course. Copies of the lesson will shared with the
instructors and colleagues. To be taught over the last 4 class
periods of semester.
7. Field Experience Report & Log:
Due last day of class, December 3
The report will consist of a minimum 3 page report, double
spaced, for the 5 Field Experience hours that answers the
following questions:
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10

EDCI 235

What grade levels did you observe? What was the topic
and/or specific skill covered?
Describe the physical arrangement of the classroom. Was
this an art classroom or space dedicated in the classroom for
creating? If not, what accommodations did the teacher make
to allow for the activity to be performed?
Describe the general make-up of the class. How many
students, what is the gender ratio, is there EA involvement?
Interest level: are students engaged in the lesson? If not, how
does the teacher redirect student focus?
Can you identify differentiation the teacher has incorporated
to allow for student needs?
What routines and procedures are used? Is there a smooth
transition from activity to clean-up?
How does the teacher approach instruction; does the
lesson/activity involve a lecture, demonstration, discovery,
cooperative learning, or inquiry-based learning?
Describe the relationship between teacher and students; is
the teacher connecting with the students? What indication do
you have to know?
Did disciplinary issues arise during your time in the
classroom? Identify the strategies used to manage student
behaviour. Was the strategy effective?
Did the teacher use formative assessment during the
lesson/activity? Give examples.
If you field experience hours do not include art instruction
please answer the following questions:
o Politely request to look at a project where a student
used art as method of learning or demonstrating
learning, if one is not visible.
o Is there integration of art skills or principles into the
lesson or project? (you may need to ask the teacher
directly if this happens)
o What opportunities are given to students who
demonstrate a desire to further learning in art?
If your field experience hours do not include art instruction
please make the following observations:
o Prevalence of artwork in the classroom and around the
school.
o Visual learning tools for students (graphics, posters, 3D objects)
o Craft or art supplies visibly available for students
Describe your involvement during the Field Experience. How
have you grown as a result of spending time with this
teacher? Identify methods, strategies, or arrangements you
observed that you would adapt in your own classroom or
identify elements that you would change.

11

Please note the following courtesies:

Offer to help the co-operating teacher in any aspect of the
classroom
If unable to make an agreed appointment, let the cooperating teacher know in advance.
Be prompt in communication and in arriving at your
appointment.
Thank your cooperating teacher in writing for the privilege
of observing their classroom.

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12