California University of Pennsylvania
Guidelines for New Course Proposals
University Course Syllabus
Approved: 2/4/13
Department of Art and Design
A.

Protocol
Course Name:
Course Number:
Credits:
Prerequisites:

Teaching of ART
ART 431
3
Admission to Teacher Education, Art Education Majors
Only
Maximum Class Size (face-to-face): 22
Maximum Class Size (online):
(Choose which one is appropriate or both if applicable)
B.

Objectives of the Course:
Following the successful completion of this course, the teacher candidate will be
able to:
•
List a variety of manipulative and visual aid materials to explore and aid in
student exploration of Art content.
•
Define and describe the interrelation and interdependence of the Art
courses taught at the elementary and secondary level.
•
Identify and evaluate professional and community resources that contribute
to effective Art instruction.
•
Evaluate resource materials appropriate for Art instruction.
•
Develop and present a 30-minute lesson in a classroom setting, including
the basic elements of a lesson, i.e., motivation, purpose, check for
understanding, input, and closure.
•
Identify strategies with students who have a variety of learning abilities and
special needs
•
Articulate a philosophy of art education.
•
Explain how to continue professional development in Art Education after
graduation.

C.

Catalog Description:

This course is designed to provide insight into the teaching of general art, art
history, ceramics, crafts, drawing, painting, and printmaking in grades K through
12. Students become aware of and use the resources and methods of instruction
for teaching art at the elementary and secondary levels. Open to art education
majors only and must be taken within two semesters prior to student teaching.
Prerequisite: Admission to Teacher Education.
D.

Outline of the Course:
A History of Art Education in the United States
•
Development of Art Education
•
20th Century highlights of art education, K through graduate levels.
•
Current status of Art Education in the United States
1. From recent art education conference topics
2. From recent major art education journals.
Art Education Advocacy and The roles of the National Art Education
Association (NAEA)
•
The roles of other art education associations at the:
1. local level
2. state level
3. international level
•
National Association of Schools of Art and Design
•
International Visual Literacy Association
•
Discussion of the roles of art education associations in furthering art
education at all levels of education
Legal Concerns
•
Safety issues
•
Teachers insurances and clearances
•
Confidentiality
•
Copyright laws for images
Methodology
•
Variety of instructions
•
Instructional objectives
•
Design of instructional strategies and resources
•
Using and evaluating technology
Presentation of a Lesson
•
Curriculum
1. The intellectual higher level thinking of students
2. The structure of art

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E.

3. The learning of art
Presentation of a lesson using demonstration procedure
Evaluation of programs and students from field experiences
1. Feedback
2. Evaluation of instruction: traditional and non-traditional
3. Testing
Development of a resource file

Teaching Methodology:
Traditional Classroom Methodology
Discussion of selected readings from various journals as well as texts. Lectures
and hands-on activities will be used. Group and individual projects and
presentations will be required.

F.

Text
Text not required
LiveText is a required software package for all teacher education programs at
California University of Pennsylvania. Teacher education students must
purchase, activate and maintain their own LiveText accounts. Teacher education
students may need to complete designated surveys or activities in LiveText as
part of this course. The instructor reserves the right to decide how other class
assignments are submitted.

G.

Assessment Activities:
Traditional Classroom Assessment
Assessment activities will be assessed in a portfolio-based format. Additionally,
consistent class contribution from timely prepared research for each and every
class meeting is essential in this workshop format and will be a measure of
professional responsibility useful to a practicing art educator. Within the
portfolio:
•
Students will be assessed on their abilities to make use of a nonlibrary outside institutional resource (museum, art center, and gallery)
addressing art education issues in the form of an oral and two-page
written report.
•
Students will develop a comprehensive portfolio throughout the
course that clearly represents a broad and diverse knowledge of the

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main issues in art education and how they connect to educating in the
visual arts.
All students will come to class with prepared questions for class
discussion and participate in a dialog of inquiry and debate. This will
be part of the final cumulative portfolio, in the journal/sketchbook.
Students are responsible for on-time completion of reading and other
outside minor/individually focused assignments.
Students are responsible for on-time successful completion of the
major/cumulative assignments.
Focused and cumulative learning will be assessed formally by short
assignments throughout the semester. Focused learning is meant to
describe learning of topical subjects, and cumulative learning as the
group of diverse learning accumulated over more time.
Class participation over the class meetings equals the points of the
final exam and/or thematic project.
Students will take part in developing a bulletin board for an area
school district.
Students will take part in preparing for community art connections.

Supportive Instructional Materials such as: library materials, internet access
Students will be encouraged to join the National Art Education Association and
the Pennsylvania Art Education Association, and will receive the required
journals that hold the most current issues in art education at the state, national
and international levels, and then participate in their profession through their
professional organization. For example, a primary journal resource will be:
Studies in Art Education: A journal of issues in research and art education,
published quarterly by the NAEA.
Another example of a journal covering less art educational topics and more the
specific topic of visual literacy is the Journal of Visual Literacy, which is the
official journal of the International Visual Literacy Association.
Additional instructional support will be gleaned from the library, regional
classrooms and classroom culture, community arts and art education resources,
a variety of traditional and contemporary audio/visual communication media
(images, video, actual objects, etc.).
ATTENDANCE and CLASSROOM CONDUCT:
Student attendance is mandatory. Without attending class, participation is
impossible. Simply turning in assignments will not compensate for lost class

time. Students are responsible for all information presented during class.
Attendance will be taken at each class. More than (3) missed classes will result
in the automatic deduction of one letter grade. A twenty-four hour minimum
notification is necessary for known absences or lateness. “Dozing off” during
class will be considered an absence.
Cell phone calls, texting, and use of computers, other than for taking notes or
research, are NOT to be done during class. If, for medical or emergency
reasons, it is necessary to have the cell phone on, please bring it to the
instructor’s attention.
Talking or disrespectful behavior during lectures or discussions will not be
tolerated and those students participating in such behavior will be asked to
leave. Due to the size of the class, it is imperative that we respect one another
to assure everyone is able to hear and receive all available information.
Honesty is a given expectation. Lying, cheating, plagiarism, or any dishonest
behavior will not be tolerated.
H.

Accommodations for Students with Disabilities:
Accommodations for Students with Disabilities

Students with disabilities:
• Reserve the right to decide when to self-identify and when to request
accommodations.
• Will register with the Office for Students with Disabilities (OSD) each semester to
receive accommodations.
• Might be required to communicate with faculty for accommodations, which
specifically involve the faculty.
• Will present the OSD Accommodation Approval Notice to faculty when
requesting accommodations that involve the faculty.
Requests for approval for reasonable accommodations should be directed to the Office for
Students with Disabilities (OSD). Approved accommodations will be recorded on the
OSD Accommodation Approval notice and provided to the student. Students are expected
to adhere to OSD procedures for self-identifying, providing documentation and requesting
accommodations in a timely manner.
Contact Information:
• Location:
• Phone:

Azorsky Hall – Room 105
(724) 938-5781

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I.

Fax:
(724) 938-4599
Email:
osdmail@calu.edu
Web Site:
http://www.calu.edu/current-students/studentservices/disability/index.htm

Supportive Instructional Materials, e.g. library materials, web sites, etc.
Additional Information for Course Proposals

J.

Proposed Instructors:
Any qualified faculty member of the Department of Art and Design

K.

Rationale for the Course:
This course is a requirement for the Art Education Major.

L.

Specialized Equipment or Supplies Needed:
No additional equipment or supplies are needed.

M.

Answer the following questions using complete sentences:
1.
2.
3.
4.
5.
6.

Does the course require additional human resources? (Please explain)
The course does not require additional human resources.
Does the course require additional physical resources? (Please explain)
The course does not require additional human resources.
Does the course change the requirements in any particular major?
(Please explain)
The course is a requirement for the Art Education Major.
Does the course replace an existing course in your program? (If so, list the
course)
This course does not duplicate an existing course.
How often will the course be taught?
The course will be taught once per academic year.
Does the course duplicate an existing course in another Department or
College? (If the possibility exists, indicate course discipline, number, and
name)
The course does not duplicate an existing course.

N.

If the proposed course includes substantial material that is traditionally taught
in another discipline, you must request a statement of support from the
department chair that houses that discipline.
N/A

O.

Please identify if you are proposing to have this course considered as a menu
course for General Education. If yes, justify and demonstrate the reasons
based on the categories for General Education. The General Education
Committee must consider and approve the course proposal before
consideration by the UCC.
No.