Credits: 4 each (4-0-0) / 4(3-1-0)
Terms: Fall semester only
Prerequisites: Admission to Educator Licensure Program; ART325
Co-requisites: ART326 / EDUC466
EDUC466 – Objectives, methods, and resource materials for teaching art in the elementary and secondary school
ART326 – Art areas required for teacher licensure as indicated by individual student needs
Instructor: Dr. Patrick Fahey, D102G Visual Arts Building, 491-6710, firstname.lastname@example.org
Office hours: 12:30 – 1:30 p.m., Monday and Wednesday; other times are available by appointment.
Barrett, T. (1997). Talking about student art. Worcester, MA: Davis Publications.
Beattie, D. (1997). Assessment in art education. Worcester, MA: Davis Publications.
Hafeli, M. (2014). Exploring studio materials. Oxford, UK: Oxford University Press.
Qualley, C. (2007). Safety in the artroom. Worcester, MA: Davis Publications.
The following texts, required for ART325, will also be used in EDUC466/ART326:
Fountain, H. (2014). Differentiated instruction in art. Worcester, MA: Davis Publications, Inc.
Zurmuehlen, M. (1990). Studio art: Praxis, symbol, presence. Reston, VA: The National Art Education Association.
Additional readings: Additional readings will be on e-reserve at the Morgan Library, on the internet, or will be handed out in class. Please check the class schedule to see when these reading assignments are due.
Student Teaching Exam: ArtForms and the Art Teacher’s Book of Lists are suggested to prepare for the exam that must be passed for you to student teach. The exam will cover: art theory, world art history, materials and techniques, and art education. (A PowerPoint presentation is also available.)
Quality Standards for Colorado Teachers: https://www.cde.state.co.us/educatoreffectiveness/resourceguide-teacherprofessionalpractices
CDE (Colorado Department of Education): Educator Licensing: http://www.cde.state.co.us/index_license.htm
CDE: Legislative Summary: http://www.cde.state.co.us/cdedepcom/index.htm
Colorado State University Career Center: http://www.career.colostate.edu/
Colorado Visual Arts Standards: http://www.cde.state.co.us/coarts/statestandards
National Core Arts Standards: http://www.nationalartsstandards.org/
Standards for Art Teacher Preparation: http://www.arteducators.org/store/9_TEACHER_STANDARDS_WEB_B_.pdf
ART325 site: http://www.cssuart325.wordpress.com
Colorado Art Education Association: http://caeaco.org/
National Art Education Association: http://www.arteducators.org/
Course Description: A true education does not necessarily occur within the structured setting of a classroom, in fifty minute segments over the course of a semester. Learning is about people—and lives are often transformed as the process of “understanding” evolves over time. Whenever we speak of education, we are speaking of a person’s experience in the world (Grumet, 1975). In this class, art students in the process of becoming teachers search to find insight into the basic philosophical understanding of what may be termed an educational experience: who they are, what they do, and how they define themselves in the context of the teaching situation. Using this philosophical underpinning, students will investigate methods and materials appropriate to standards-based art education. Current practices in the instruction of studio art, art history, aesthetics, and criticism will be explored and applied through class activities and field experiences.
Instructional Methodology: This course is designed to begin to allow students to explore their role as a practitioner. Theory is translated into practice through hands-on activities and service-learning experiences. Classes will be student-centered, participatory, interactive, and inquiry-based. Students can expect to practice teach in a variety of situations (with additional opportunities made available in ART325, EDUC350/386JV, and EDUC450/486JV).
Colorado Teacher Quality Standards will be addressed:
I. Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized plan of instruction; and the individual needs of their students.
ELEMENT B: Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.
ELEMENT C: Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and operations, algebra, geometry and measurement and data analysis and probability.
ELEMENT D: Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught.
ELEMENT E: Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.
ELEMENT F: Teachers make instruction and content relevant to students and take actions to connect students’ background and contextual knowledge with new information being taught.
II.Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
ELEMENT A: Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers.ELEMENT B: Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community and as a country.
ELEMENT C: Teachers engage students as individuals with unique interests and strengths.
ELEMENT D: Teachers adapt their teaching for the benefit of all students, including those with special needs across a range of ability levels.
ELEMENT E: Teachers provide proactive, clear and constructive feedback to families about student progress and work collaboratively with the families and significant adults in the lives of their students.
ELEMENT F: Teachers create a learning environment characterized by acceptable student behavior, efficient use of time and appropriate intervention strategies.
III. Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
ELEMENT A: Teachers demonstrate knowledge of current developmental science, the ways in which learning takes place and the appropriate levels of intellectual, social and emotional development of their students.
ELEMENT B: Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards and advances students’ level of content knowledge and skills.
ELEMENT C: Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students. ELEMENT D: Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.
ELEMENT E: Teachers establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills. ELEMENT F: Teachers provide students with opportunities to work in teams and develop leadership qualities.
ELEMENT G: Teachers communicate effectively, making learning objectives clear and providing appropriate models of language.
ELEMENT H: Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction.
IV. Teachers reflect on their practice.
ELEMENT A: Teachers demonstrate that they analyze student learning, development and growth and apply what they learn to improve their practice.
ELEMENT B: Teachers link professional growth to their professional goals.
ELEMENT C: Teachers are able to respond to a complex, dynamic environment.
V. Teachers demonstrate leadership.
ELEMENT A: Teachers demonstrate leadership in their schools.
ELEMENT B: Teachers contribute knowledge and skills to educational practices and the teaching profession.
ELEMENT C: Teachers advocate for schools and students, partnering with students, families and communities as appropriate.
ELEMENT D: Teachers demonstrate high ethical standards.
VI. Teachers take responsibility for student academic growth.
ELEMENT A: Teachers demonstrate high levels of student learning, growth and academic achievement.
ELEMENT B: Teachers demonstrate high levels of student academic growth in the skills necessary for postsecondary and workforce readiness, including democratic and civic participation. Teachers demonstrate their ability to utilize multiple data sources and evidence to evaluate their practice, and make adjustments where needed to continually improve attainment of student academic growth.
Upon completion of ED466/ART326 students will (Outcomes/Objectives):
-Apply current and historical research in art education concerning the way children, adolescents and adults develop visual expression (QS II – Diverse Students / QS III – Facilitate Learning);
-Develop a personal philosophy of art, art making, and teaching art (QS I – Pedagogical Expertise / QS IV – Reflective Practice);
–Develop an understanding of the importance of art education in the intellectual and social development of all individuals (QS II – Diverse Students / QS III – Facilitate Learning);
-Demonstrate how literacy and numeracy can be integrated into studio, art history, aesthetic and critical activities presented to students (QS I – Pedagogical Expertise);
–Investigate and apply art concepts and their expression in materials and processes useful in the classroom and appropriate to student development (QS I – Pedagogical Expertise / QS II – Diverse Students / QS III – Facilitate Learning);
-Plan and teach art experiences (with lesson plans), describing the relationship to the national and state content standards, overall curriculum development, and provide accommodations to meet the cognitive and affective needs of all students (QS I – Pedagogical Expertise / QS II – Diverse Students / QS III – Facilitate Learning);
-Describe and develop organizational and management practices—including classroom discipline—specific to the art class environment (QS II – Diverse Students / QS III – Facilitate Learning);
-Describe and develop organizational and evaluation practices—including student assessment—as it relates specifically to art instruction and learning (QS IV – Reflective Practice / QS V – Leadership / QS VI – Academic Growth);
-Use appropriate technology in planning, developing and enhancing teaching practices (QS I – Pedagogical Expertise / QS III – Facilitate Learning / QS IV – Reflective Practice / QS VI – Academic Growth).
The following topics will be addressed over the course of the semester in EDUC466/ART326:
–Configuring a philosophy of art and teaching. What is the role of visual arts education in schools and society? What is a “good” art teacher? How do you come to understand your practice as a teacher of art? (QS IV – A, B, C)
-Developing lessons and units for conceptual/art thinking. How do you develop lesson plans for art? What is the relationship of the lesson plan to the art curriculum? How are thematic concepts/literacy and numeracy integrated into the design of an interdisciplinary curricula? (QS I – A, B, C, D, E, F / QS III – A, B, C, D, E, F, G)
-Shaping problems for visual thinking. What forms of thinking are meaningful in art? What is visual thinking? What is the role of perception in thinking? Why is visual thinking important? Problem-solving theory: What shapes do problems take? (QS IV – A, B, C)
-Understanding the art learner. What approaches need to be utilized to recognize the developmental ability of art learners (cognitive, emotional/moral, social, language, physical/perceptual, aesthetic)? (QS II – A, B, C, D, E, F)
-Talking about student art—the critique as art criticism. How should a studio critique be constructed? Three guiding questions for a critique: What do I see? What does it mean? How do I know? What is the relationship between media and meaning in a work of art? (QS I – A, B, C, D, E, F / QS III – A, B, C, D, E, F, G / VI – A)
-Talking about student art—the critique as art interpretation or judgment. How do you construct a critique for interpretive purposes? For judgment/evaluation? What should be considered when planning interactive group critiques? (QS I – A, B, C, D, E, F / QS III – A, B, C, D, E, F, G / VI – A)
-National and state model content standards for art. How do model content standards guide art curriculum design? (QS I – A)
-Assessment in art education. What are the recent developments in research and theory concerning assessment in art education? What principles guide quality classroom art assessment? (QS I – A, B, C, D, E, F / QS III – B, C, D, H / VI – A)
-Performance and traditional assessment strategies in art education. What is the distinction between different performance assessments? What approach is appropriate: portfolio, journal, diary, log, integrated identification—forms of assessment? (QS I – A, B, C, D, E, F / QS III – B, C, D, H / VI – A)
-Scoring and judging strategies in art assessment. How does the art teacher construct checklists, tallies, rating scales, and rubrics for assessment in art? How can students self-assess effectively in the art classroom? (QS I – A, B, C, D, E, F / QS III – B, C, D, H / VI – A)
-Thinking through aesthetics. What are the major tenets of the following theories as they relate to how a viewer might respond to a work of art: formalist, expressionist, contextualist, imitation? What is the role of philosophical pluralism in understanding works of art? What should the art student know about these philosophies? (QS I – A, B, C, D, E, F / QS III – B, C, D, H / VI – A)
-Activities for aesthetic inquiry. What are appropriate approaches to engage students in philosophical questions about art? How can the following approaches be utilized in the art classroom: debate, role-playing, journal writing, questioning, object ranking, analyzing philosophical writings, interviewing, token response, stories and other writing, student artworks? (QS I – A, B, C, D, E, F / QS III – B, C, D, H / VI – A)
-Art and the exceptional art student. What provisions (artistically talented, cognitive, hearing, sight, orthopedic, emotional) are necessary for the exceptional student in the art classroom? How are exceptional students assessed in the art classroom? What is the role of the IEP for exceptional art learners? (QS I – A, B, C, D, E, F / QS II – A, B, C, D, E, F / QS V – A, B, C)
-Devising studio space (for the exceptional learner). How does the art educator accommodate (exceptional) students in the studio? For drawing? Painting? Printmaking? Sculpture? Ceramics? (QS I – A, B, C, D, E, F / QS II – A, B, C, D, E, F / QS V – A, B, C)
-Managing, organizing and ordering supplies for the art room. What specific management strategies are appropriate for the art classroom? (QS III – B, C, D, H / QS V – A)
-Developing appropriate safety procedures for the art room. How do you keep students safe in the art room? (QS III – B, C, D, H / QS V – A)
-Reconfiguring a philosophy of art and teaching. What worked best employing goals/standards-based teaching? What problems did you encounter in planning and teaching your units/lessons? How did you account for cognitive and affective differences in your students? What is the relationship between curricular decisions and classroom management? What did you learn about yourself as a teacher from your service learning experience? (QS IV – A, B, C)
An essential and important part of this class will be your teaching at the Polaris Expeditionary School (1905 Orchard Pl, Fort Collins, CO 80521) Website and map: https://pol.psdschools.org/ (Links to an external site.) and https://www.google.com/maps/place/40%C2%B034’39.2%22N+105%C2%B006’40.7%22Wemail@example.com,-105.1135027,17z/data=!3m1!4b1!4m5!3m4!1s0x0:0x0!8m2!3d40.577558!4d-105.111314 (Links to an external site.)
Students will teach each Friday from 7:45/8:00 – 9:30, 9:40, or 10:00 AM. The schedule is as follows:
7:45/8:00 – 8:15 a.m. – Preparation
8:15 or 8:30 – 9:30, 9:40, or 10:00 AM – Class (includes clean-up).
Students teaching in the younger grades will teach until 9:30 AM; older grades may go to 9:40/10:00 AM. Check with your teacher on the length of the art class. STUDENTS ARE EXPECTED TO BE AT THE LAB SCHOOL 7:45/8:00 AM FOR SET-UP. TARDINESS WILL ADVERSELY AFFECT YOUR GRADE.
Students are expected to have supplies and equipment ready for each class. BE PREPARED. NOT BEING PREPARED WILL ADVERSELY AFFECT YOUR GRADE.
Students will be working in pairs or groups of three. You will plan your unit and lessons as a group but teaching will be individualized. Following the Reggio Emilia model—one CSU student will teach a lesson; another will document the learning taking place (which will be presented to Polaris School students the following class); and another (in some situations) will observe and comment (in written form) on the teaching. These responsibilities will rotate throughout the semester. This documentation will be posted on a blog you create for your class. Lesson plans need to be submitted on the Monday, at 10:00 AM, in advance to teaching the lesson. All lesson plans need to be available on your websites.
The blog should demonstrate the process of learning during each class. Do not photograph faces or use student names in your documentation. We are interested in the evolution of the thinking and artwork of the students. Your primary purpose is to carefully watch and listen to students. The evidence you collect must be composed thoughtfully, carefully, and professionally.
- Bring your sketchbook/journal to record comments and dialogue between students. Consider the significance of these statements and conversations in relationship to the goal of the lesson. You need to think about what you need to listen for during the lesson.
- Take multiple photographs/video of the activity you are observing. You need to document the process of the creation of art. Avoid taking “snapshots” without a context. Your goal is to unveil the emergent artistic behavior.
- The final step in the documentation process is to compose your evidence in a form that allows fellow teachers, students, parents, and administrators to view the process of making art that occurred during the lesson.
- Consider the relationship between image and text. Consider how the presentation of this information can help students reflect on their learning.
“Documentation shows children that their work is valued and provides an archive that traces the history of the class and the pleasure in the process of learning experienced by the students and teachers.”
Project/Unit description/Expedition. Briefly explain the project/unit students are exploring. This summary should give the reader an understanding of the all the learning experiences, outcomes, concepts, skills and content that will be introduced to students over the course of this unit/project. Conclude with: In today’s learning experience students…
- Project/Unit description/Expedition. Briefly explain the project/unit students are exploring. This summary should give the reader an understanding of the all the learning experiences, outcomes, concepts, skills and content that will be introduced to students over the course of this unit/project. Conclude with: In today’s learning experience students…
- Essential Understanding. Describe the Essential Understanding (generalization) that student are working toward during this class session.
- Inquiry/Learning target. What is the main objective(s) of the day? This needs to be stated. Describe what students will be discovering during this experience.
- Key Concept(s). List and describe the key concepts students will be investigating during the class period.
- Skill(s). List and describe the key skills students will be investigating during the class period. (These are not art techniques.)
- Art Focus. What is the art focus for the day? Is it exploring three-dimensional design (in clay)? Investigating composition (in painting)? These can include art techniques.
- Literacy Focus. What is the literary focus for the day? Are student critiquing? Recording their ideas? Speaking at the documentation station? Explaining their work in a sketchbook?
- Documentation. Provide images, video (with explanation) and narrative accounts that demonstrate students are actually involved and learning the information described above during the experience. You need to demonstrate that students are really learning what you say they are learning. Understanding of skills, concepts, involvement with literacy, etc. need to be made concrete.
- Reflection and Findings. What did students discover while they were involved in this learning experience? This is when you make connections between learning targets/components of learning and the documentation you’ve provided to the reader.
Polaris documentation sites for 2016 semester include:
K: Denise’s Class – http://kindertimetravel.weebly.com/
1: Julie’s Class – https://artspeaksletslisten.wordpress.com/
2-3: Brittany’s Class – http://joelandlaurenpolaris.weebly.com/
2-3: Tamara’s Class – http://2ndand3rdpolarisart2016.weebly.com/
4-5: Alicia’s Class – http://expeditionaryartpolaris.weebly.com
4-5: Tom’s Class – http://polarisart2016.weebly.com
Polaris documentation sites for 2015 semester include:
K-1: Julie’s Class – http://kreativekindergarten2015.weebly.com (Links to an external site.)
K-1: Denise’s Class – http://kand1Culture.weebly.com (Links to an external site.)
2-3: Brittany’s Class – http://polarisarted.weebly.com (Links to an external site.)
2-3: Tamara’s Class – http://2and3ExploreWithMe.weebly.com (Links to an external site.)
4-5: Alicia’s Class – http://Meghanandrachelexpeditionaryartunit.wordpress.com (Links to an external site.)
4-5: Tom’s Class – http://creativethinkinglab.weebly.com (Links to an external site.)
The reflective response is an essential component of your development as an authentic, reflective art educator. Each teaching journal account should:
- Relate this event to theory, research and readings. What is your interpretation of these events based on current and historical art education research?
- Consider the meaning your teaching experience has for you as an individual. What does this experience mean to you personally?
- Relate your interpretation of the meaning of your teaching as it pertains to your education as a future art teacher. How will you configure or reconfigure your future actions as an art teacher as a result of this experience?
These responses will be the final part of your lesson plans. You will need to “add” them to the lesson plan after you’ve completed teaching your lesson. Keep them in a file on your computer. You will need to refer to them for your Teacher Work Sample and post them on Reflective Response discussion thread on canvas.
Peer teaching will include a thorough introduction of the subject (including cultural, historical and social implications) through specific activities imbedded in the lesson; completion of a budget and acquisition of supplies; and design of a final assessment.
Although teachers often alter the lesson as it is presented, formal lesson plans insure that a teacher gives careful consideration to each element of the learning activity. One complete printed copy of the final written lesson plan must be turned in to the instructor the day you are assigned to peer teach. A Lesson and Resource Blog will be available prior to beginning your lesson. Your lesson plan must be clear, concise, thorough, typewritten, and follow the outline for lesson planning covered in class. A peer evaluation will be included and considered for the final grade.
In addition to developing the complete, written lesson plan, students will act as teachers and facilitate the learning process for the class by:
- meeting with the instructor (if necessary) and developing appropriate learning objectives and assessments;
- constructing lesson plans;
- providing a “teaser” to your peers so that they may begin thinking about the upcoming lesson you will teach and any materials and tools that need to be brought to class for the lesson;
- presenting the lesson to the class;
- helping students during work time;
- writing a reflection of what happened in class;
- creating an inquiry display;
- assisting in the evaluation/assessment/critique of the lesson; and
- creating a Lesson and Resource Blog. Examples include:
Hero Shrine: http://heroshrine.wordpress.com/
Visual Literacy/Culture & Design: http://digitalandvisualliteracy.wordpress.com/
Performance/Electronic Art: http://performelectronart.wordpress.com/
The final version of your peer teaching lesson plans need to be submitted one week in advance to teaching the lesson. All lesson plans, handouts, PowerPoint, teaching/resource documents must be made available on a Lesson and Resource Blog for the start of your class.
Teacher Work Sample/Presentation of Learning
The Teacher Work Sample (TWS) allows you to reflect on your teaching and analyze student learning. This document will include: setting and context narrative, unit topic and rationale, complete instructional plans (objectives, assessment, procedures, instructional strategies, accommodations, etc.), aligned standards, pre-assessment, post-assessment, assessment analysis, reflective essay, visual documentation and bibliography.
The TWS will be completed over the course of the semester. Individual lesson plans and journal entries will be reviewed and changes suggested—but will not be graded separately; they will be graded as part of the complete TWS. A TWS outline and assessment rubric will be given to each student during the third week of class.
TWS Examples can be in the following e-Portfolios: http://csuartstudentteaching.wordpress.com/portfolios/
BRAINY-Bringing Arts Integration to Youth
Students will be teaching at the University Art Museum for, at least, two sessions on Friday afternoons during the fall semester. This experience provides opportunities to plan and execute teaching experiences using the art museum as an integrated teaching resource.
Papers and class assignments
Students will be given assignments and readings throughout the semester. These need to be completed to successfully pass the class.
Student Exhibition and Assessment E-Newsletter
Each teaching team will be responsible for exhibiting student work created during the semester. Your display will be part of an “all school” art exhibition that allows parents, classroom teachers and administrators the opportunity to “view” your curriculum. All student work should be mounted and matted and correctly labeled. All students should be represented in the exhibition. Written explanations of each project need to be displayed with the work.
Each teaching team will be responsible for creating an e-newsletter that describes the art experiences, objectives, goals and standards students’ explored during the semester. This is another form of assessment and a good way to also advocate for your art program (much like an art exhibition).
Assessment: Assessment instruments will be given for all graded assignments. The final grade is calculated using the following percentages:
Course Requirements – % of Grade
Lab School Teaching/Professionalism/Blog/Journal – 35%
Peer Teaching/Professionalism – 25%
Teacher Work Sample – 25%
Papers, readings, assignments – 10%
Exhibition/Newsletter – 5%
Accommodations: If you need specific accommodations due to disability, or other circumstances, please meet with me as soon as possible. I am committed to facilitating your success. Also note the office of Resources for Disabled Students, 100 General Services Building, 491-6385.
I will endeavor to insure that this classroom is free of any harassment which has the purpose or effect of creating an intimidating, hostile or offensive learning environment. Please notify me if you feel harassed on the basis of race, ethnic or cultural background, gender or sexual orientation. Also note the Equal Opportunity and Diversity Office, 101 Student Services Building, 491-5836.
Academic Integrity and the Honor Pledge: Colorado State University has long upheld values of academic and scholastic integrity. The General Catalog’s “Policies and Guiding Principles” asserts that CSU “expects students to maintain standards of personal integrity that are in harmony with the educational goals of the institution” – citing “principles of academic honesty” as the first example. (1.6 Page 1).
Likewise, the General Catalog and Graduate Bulletin both note that CSU has “twice been ranked among the nation’s Top Character Building Institutions by the Templeton Foundation” and that “the foundation of a university is truth and knowledge, each of which relies in a fundamental manner upon academic integrity. . . .” (Catalog 1.6 Page 6, Graduate Bulletin, page 51) It is with this tradition that CSU has instituted a Student Honor Pledge.
The Pledge follows: I will not give, receive or use any unauthorized assistance.
At minimum, academic integrity means that no one will use another’s work as their own. The CSU writing center defines plagiarism this way:
Plagiarism is the unauthorized or unacknowledged use of another person’s academic or scholarly work. Done on purpose, it is cheating. Done accidentally, it is no less serious. Regardless of how it occurs, plagiarism is a theft of intellectual property and a violation of an ironclad rule demanding “credit be given where credit is due.”
(Writing Guides: Understanding Plagiarism. http://writing.colostate.edu/guides/researchsources/understandingplagiarism/plagiarismoverview.cfm. Accessed, January 15, 2009)
If you plagiarize in your work you could lose credit for the plagiarized work, fail the assignment, or fail the course. Plagiarism could result in expulsion from the university. Each instance of plagiarism, classroom cheating, and other types of academic dishonesty will be addressed according, as noted earlier, to the principles published in the CSU General Catalog (see page seven, column two: http://www.catalog.colostate.edu/front/policies.aspx).
Of course, academic integrity means more than just avoiding plagiarism. It also involves doing your own reading and studying. It includes regular class attendance, careful consideration of all class materials, and engagement with the class and your fellow students. Academic integrity lies at the core of our common goal: to create an intellectually honest and rigorous community.
Because academic integrity, and the personal and social integrity of which academic integrity is an integral part, is so central to our mission as students, teachers, scholars, and citizens, students in EDUC466/ART326 will be asked to thoroughly read the syllabus, professionalism rubric, and the Honor Pledge, and after discussion with the instructor, sign the attached statement of understanding to be returned to the instructor.
Summary of EDUC466/ART326 Requirements:
Please visit the individual blog pages for specifics about each requirement and the Calendar and Assignments page for due dates. Students will be given assignments and readings throughout the semester. These need to be completed to successfully pass the class.
1. Polaris School Teaching and lesson planning
2. Polaris School Documentation
3. Peer Teaching and lesson planning with Resource Sketchbook-Journal
4. Teacher Work Sample/Presentation of Learning
5. BRAINY-Bringing Arts Integration to Youth
6. Papers and class assignments
7. Polaris School Art Exhibition and Assessment Newsletter
8. Professional Development Membership: Complete membership for CAEA and NAEA by Wednesday, September 14. Membership forms can be found at:
9. Laptop computer