COURSE SYLLABUS | FALL 2019

DATE: August 25, 2020 COURSE NUMBER: ARTE 528 SECTION: 001
ART EDUCATION FOUNDATIONS AND ELEMENTARY METHODS – Synchronous
COURSE TITLE
Remote Delivery

8:00 AM – 10:45 LOCATI ZOOM and Home

MEETING TIME DAY(S) T/TR
AM ON Website Link
DR. MICHELLE AARON LIVEK GARNER
PROFESSOR OFFICE MCL 244
“LIV”
(803)323-3237
EMAIL LIVEKMA@WINTHROP.EDU PHONE
(573)280-4203
OFFICE HOURS M/W/F through Calendly: Link to scheduler

Topic: ARTE 528 - "Elementary Art Methods"

DEDICATED Time: This is a recurring meeting
ZOOM https://winthrop-edu.zoom.us/j/97605395788?
pwd=b2duM3JMTDdCSTZIWkZybUNmcVpNdz09

This course addresses philosophical and social foundations of art education, then focuses on
objectives, content, teaching methods, and assessment of art at the early childhood and
elementary levels. Students will develop comprehensive elementary-level lesson plans
meeting diverse National and SC Visual Arts Standards.

The focus of this class is the emerging artist teacher and the five-to-ten-year-old art student.
COURSE We will address the overarching questions: Who are K-5 learners? How is human
development relative to lesson creation and art teaching? What does it mean to explore
CATALOG
materials and ideas? What does it mean to be a professional artist teacher in the 21st
DESCRIPTION century? How do my past experiences as an artist and learner relate to my emerging
pedagogy?

Prerequisites: ARTE 348 or ARTE 580, or permission of the instructor.

Notes: Course offered in Fall.

TEXT(S) USED REQUIRED TEXT:

Studio Thinking from the Start
Safety in the Art Room
Including Difference
Heart of Art Education
Link to bookstore/book listing

RECOMMENDED TEXTS:
Gerber, B., & Guay, D. (2007). Reaching and teaching: Students with special needs through
art. Reston, VA: National Art Education Association.
Stewart, M., & Walker, S. (2005). Rethinking curriculum in art. Worchester, MA: Davis.
Fountain, Heather L. R. (2014). Differentiated instruction in art. Worchester, MA:
Davis. (ISBN: 978-1-61528-121-3)
 Jensen, E. (2013). Engaging Students with Poverty in Mind. Alexandria, VA:ASCD (ISBN:
978-1-4266-1572-9)
Beattie, D. (1997). Assessment in art education. Worchester, MA: Davis. (purchased in
LTC4730-7730)
Hume, H. D. (1998). The art teacher’s book of lists. Prentice-Hall.
Barrett, T. Why is that Art? Worchester, MA: Davis.
Riddle, J. Engaging the eye-generation – Visual literacy strategies for k-5 classroom.

• Lesson planner
OTHER COURSE • Weebly Free Membership
• Laptop/Desktop/Devise with integrated video and audio
REQUIREMENTS
• Other supplies to be announced when needed
(For discussion on • Supplies Kit?
day 1) • Time for readings and creating artwork in and out of class.
• Google Drive access

Competency 1: Winthrop graduates think critically and solve problems.

Winthrop University graduates reason logically, evaluate and use evidence, and solve
problems. They seek out and assess relevant information from multiple viewpoints to form
well-reasoned conclusions. Winthrop graduates consider the full context and consequences
of their decisions and continually reexamine their own critical thinking process, including
the strengths and weaknesses of their arguments.

Competency 3: Winthrop graduates understand the interconnected nature of the world and
UNIVERSITY the time in which they live.
LEVEL Winthrop University graduates comprehend the historical, social, and global contexts of their
COMPETENCIES disciplines and their lives. They also recognize how their chosen area of study is inextricably
linked to other fields. Winthrop graduates collaborate with members of diverse academic,
professional, and cultural communities as informed and engaged citizens.

Competency 4: Winthrop graduates communicate effectively.

Winthrop University graduates communicate in a manner appropriate to the subject,
occasion, and audience. They create texts - including but not limited to written, oral, and
visual presentations - that convey content effectively. Mindful of their voice and the impact
of their communication, Winthrop graduates successfully express and exchange ideas.

With the availability of hardware and software enabling audio and video capturing of material,
lectures, courses, etc., and the use of social media, it is essential to be mindful of the following policies
and considerations:
• Faculty and students need a safe space in which to discuss topics that can be difficult due to
differing experiences and points of view. Students and faculty must agree that course
discussions in any format are safe from the fear of being posted or shared with individuals
outside of the course section.
• No recordings of any format (audio and/or video) may be captured without direct permission
REMOTE from the instructor.
INSTRUCTION • Recordings, even those approved by the instructor, may not be posted to any internet hosted
location, copied/duplicated, or shared with others.
• Any approved recording is to be used as a learning resource only by the students in the
specific section.
• At the end of the semester, any and all personal copies of recordings must be destroyed
(deleted and removed from trash) from either university-provided storage resources or
student-owned storage devices.
• Faculty should notify students prior to recording any in person or online class sessions, and
allow students to disable video feed if desired.
 Students will model both traditional processes and newer technical developments in creating
art, documenting art, and creating art education curriculum.
 Introduction to Art Education students each make his or her own journal/blog into
which they will reflect and collect images and ideas. They will continue this
practice over the course of the semester as a response to the content as well as their
own thinking. This journal/blog becomes a “snapshot” of their experience during a
course. .
 The students will create exemplars of art curriculum projects and post them to their
website.
STUDENT Students will apply historical and contemporary perspectives of art and design to art
LEARNING education.
OUTCOMES  Begin developing ideas for a research paper proposal and rubric of research design
of contemporary trends in art education
Students will create connections between Art Education in practice and the expectations of
the Visual Arts edTPA (external evaluation for certification).  
 Create a curriculum document that is aligned with edTPA expectations and
centered in Elementary Art Education best practices.
 Create a lesson planner with an imagined context in which the lesson plans are
intentiaonlly situated in a variety of philosophies, content delivery methods, and
instructional methods.

 Knowledgeable of content
 Knowledgeable of context
 Coordinate field experiences (alternative field experiences)
 Align the assessment, content, student learning objectives and program level
objectives
 Prepare artist educators to be “wise in the choice” of their philosophy of art
education
 Prepare artist educators to be self-assured and confident in their abilities
 Prepare engaging in class exercises, presentations, and studio experiences.
 Lead conversations
 Move with the students and their interest in tandem with the stated objectives.
INSTRUCTOR/STU  Foster a sense of community and peer rapport within the Art Education program
DENT  Build/refine presentation, pedagogical, research, writing, and installation of student
EXPECTATIONS artwork skills; expand knowledge of field
 Provide instantaneous feedback, in conversation and in action with the creation of
outcomes. Make feedback known and visible to the learner and instructor.
 Grace, flexibility, and some room for growth within the unusual context that we
must operate during this semester.
 Readings, lectures, and discussions prepared that center in practical and theoretical
issues relating to contemporary art education practices
 Provide a COVID era safe learning environment for all
 Students create and curate evidence of their learning and thinking in specified
digital spaces with the understanding that all assignments are expected to be
completed, but that not every assignment will have formalized, summative grades.
Some work is formative

READING READINGS
It is expected that you will come to class fully prepared to discuss any readings or visual
interpretations. You should be able to contribute to discussions, lead discussions, and think
with fellow artist/teachers. Study guides may be given occasionally, however, I offer you the
following guiding framework for you to consider as you read any form of communication
 associated with your homework (It is a “liv-version” of SQ3R):
1. SCAN – Look over the totality of the piece
2. QUESTION – As a question of the piece (i.e. What can this article do for me as
a digitally savvy artist/teacher?)
3. READ – Top to bottom, all the words
4. RECITE – Here is where you highlight stuff, and notes, and see what questions
it has answered and generated within your thinking.
5. REVIEW/(refresh) – Spend some time with your notes, highlights and
questions right before you come to class and or before you wish to discuss it
with another person.

You will write, quite a lot, for this course. Much of the writing that you will complete will be
posted within your website. Please be savvy of the audience to whom you are writing. All
writing should be collegiate in content, nature, grammar, and tone. Some writing will be
WRITING completed in class on notebook paper, some writing will be required to be printed and
brought with you to class. In the event of turning in a piece of writing, be sure to put your
name, date, course number and instructor’s name.

Will be primarily completed as elementary art exemplars, however, some will be for your
own artistic development. These will be evaluated per the objectives of the lesson, with
special attention to content, craftsmanship, design, execution, technique and/or
ARTWORK experimentation.
*Assessment mechanisms for art and within art education will be under discussion
throughout the semester.

Due: Bi - Weekly Evals -

Readings/Micro Studios/and 8.4, 8.21,10.1, 10.16, #of 100 points distributed
Blog Points entries per Blog summative equally between all entries
will vary per
Midterm Project
Due: Midterm 100
Art Education Library Book
Due: Final 100
Review
Collaborative Curriculum
Due: Final 100
Document
Field Experience
Due: TBD 100
ASSIGNMENTS and (Alternative Method)
WEIGHTING McFeat Collaboration (Up
for discussion)/Lesson Due: TBD 100
Planner
Final Culmination of All
Due: Final 300
Works
Due: Bi - Weekly Evals -
Participation and In-Class
8.4, 8.21,10.1, 10.16, #of
Performance 100
entries per Blog summative
(including critiques)
will vary per
*Students performing below a B average will be asked to have individual meeting with the
instructor to strategize the remainder of the course
Course Rubrics will be used as needed. An example is attached
LETTER GRADE A 92-100 Designates work of superior quality
SCALE A- 90-91
B+ 88-89 Designates work of high quality
B 82-87
B- 80-81
 C+ 78-79 Work minimally meets the course requirements
C 72-77
C- 70-71
D 61-69 Reflects minimal comprehension or performance
F 0-59 Unsatisfactory Performance
Spending time together is the heartbeat of community. Your presence makes this
community rich and lovely. If you are not in class, you will be missed!

Two (2) missed classes may result in a half grade deduction to your grade. Five (5) missed
classes will result in an F grade. Attendance will be taken and repeated tardiness or early
departure 3 times will result in a half grade reduction.

A collegiate standard: If you arrive to class and the professor has not arrived by the start of
class time, allow for 15 minutes. If the professor has not yet arrived after 15 minutes of the
ATTENDANCE class starting, something has happened. Check your email listserv for updates.
POLICY
In the event of missing class: call Dr. Liv, office phone #803-323-3237 during office hours,
or her cell # 573-280-4203 email Dr. Liv (livekma@winthrop.edu), tell a
friend/accountability partner (write their name here) _______________________ to take
notes and help you with what you might miss, and/or deeply consider the cost of non-
attendance. If the absence has proof of reason, i.e. a doctor’s note, the student and professor
will have to schedule a meeting to consider attendance policy and proceed with the student’s
best interest in mind. Please do not discuss attendance with the professor during class. It’s
your personal business. A meeting, call, or email, outside of class time is best.

Responsibility for good conduct rests with students as adult individuals. The policy on
STUDENT CODE student academic misconduct is outlined in the “Student Conduct Code Academic
OF CONDUCT Misconduct Policy” in the online Student Handbook
(http://www2.winthrop.edu/studentaffairs/handbook/StudentHandbook.pdf).

Winthrop University is committed to providing accessible learning experiences and equal

access to education for all students. The syllabus is available in alternate formats upon
request. If you are a student with a disability (including mental health concerns, chronic or
STUDENTS WITH temporary medical conditions, learning disabilities, etc.) and you anticipate or experience
DISABILITIES OR academic barriers due to the condition, please contact
CHRONIC The Office of Accessibility (OA) for information on accommodations, registration, and
MEDICAL procedures. After receiving approval for accommodations through OA, please make
ILLNESS arrangements with me as soon as possible to discuss your accommodations so that they may
be implemented in a timely manner.
OA contact information: accessibility@winthrop.edu; 803-323-3290; 307 Bancroft Hall
Annex.

The professor considers this classroom to be a place where you will be treated with respect
SAFE ZONE as a human being – regardless of gender, race, ethnicity, national origin, religious affiliation,
STATEMENT sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is
appreciated and encouraged provided all can agree to disagree. It is the professor’s
expectation that all students consider the classroom a safe environment.
 Health and Safety In case of an emergency:  Call Campus Police 803-323-3333

 Eye Wash Stations and First Aid Kits are located by the sinks in both sculpture
HEALTH AND
studios.
SAFETY
 A link to Fine Arts Handbooks
http://www.winthrop.edu/cvpa/FINEARTS/default.aspx?id=24784 including Health
and Safety Manual and Student Handbook. A hard copy of the health and safety
manual and all MSDS sheets are located in the sculpture studio.

SYLLABUS The syllabus can be changed by the professor throughout the semester. Students will be
CHANGE POLICY notified of changes to the calendar and any other changes.
 COURSE CALENDAR
DATE RANGE:  DETAILED TIMELINE ON WEBSITE Assessment Related to Task
8/25 – 9/3  Introduction to course, Blogs and Lesson Plan Ideas/teacher planner
 10 Lessons the arts teach,
 exemplar lesson delivery, Discussion, participation
 Website construction,
 SCVAS, WU lesson plan,
 Teacher planner and context,
 Big ideas in art education,
 VTS intro,
 collage
9/8 – 9/24  Including difference, Blogs and Teacher Planner and Discussion
 Safety in the art room,
 Teacher planner workshop, Discussion, participation
 NAEA lesson plan,
 Overview of art education
approaches/philosophies: DBAE/Post-Mod
9/29 - 10/15  Midterm Midterm Summative, Blogs, Teacher Planner
 Overview of art education
approaches/philosophies: Studio Habits of Mind, Discussion, participation
 Developmental theories re-examined
 Including difference,
 Safety in the art room,

10/20 – 11/5  Overview of art education Blogs and Teacher planner

approaches/philosophies: STEAM, Arts
Integration, and Visual Culture Art Education, Discussion, participation
TAB/Choice
 Overview of art education
approaches/philosophies: Heart of Art Education
 Book Review
 Classroom and Materials management
11/10 – 11/24 Writing a teaching philosophy Blogs, program Keystone Assessment
Lesson Planner workshop
Website completion
12/1? – 12/11? Presentations and Reflections, Preparing for Final Presentation
TBD Final

ASSESSMENT RUBRIC --- Studio Assignments

REVISIONS NEEDED – Criteria Achieved BEYOND the CRITERIA

How it does not meet the -
criteria. HOW it exceeds the
Criteria
Visual elements Use of visual language
appropriate for the project
including the
composition, elements,
mark making, and
principles.
Concept Idea, intent or project
goals are well
communicated and
completed.
Creative Engagement Level of investment and
investigation, problem
solving is evident in
product. Engagement in
 the making process is
evident as the artist and as
a future art educator.
Craftsmanship Well-built and prepared
product appropriate for
idea or goal/usability and
cared for/curated
appropriately
Growth Evidence of growth from
previous art making
products.

Content Oriented Goal –

Self Created

WRITING COMPETENCY RUBRIC

TENATIVE Timeline of Activities Can be found on our class website.

*A plan is wish for the future.

*All dates and activities are tentative beyond the official Winthrop University schedule.

Exemplary Website Post Examples

Liv’s No-Fail Blog Recipe:

1. Outline and sketch out the point of the writing on scrap paper, post-its, the top of your desk.. whatever.. Just pre-think
your writing.
2. Ask yourself who your intended audience is, and aim your style toward that audience.
3. Sit down. Hands on Keyboard. Type it all the way out.
4. Remove repetitive thoughts thoughts.
5. Edit out superfluous additions.
6. Cite your sources the very best that you can. Do this casually at the very least.
7. Find the headline among the story. Turn this into your title.
8. Support your thinking with images (total bonus for your readers).
9. Re-read it. Is it a good fit for your audience? Are you clear?