ART 215 Art for Teachers (5 credits)

2. Plan art curriculum for children birth through grade 3 who are culturally, linguistically and ability diverse and communicate classroom applications of art education and philosophy.

3. Recognize and describe stages of art development in young children birth through third grade and articulate connections between art development to other disciplines, developmental domains, classroom curriculum, and classroom environmental design.

4. Use professional and safe art tools, equipment, and materials in order to prepare classroom environments for creative and multicultural art experiences, and identify resources for procurement.

5. Identify and describe three elements and three principles of design, which could be used in conversation with children in an art center.

6. Simulate the teacher’s role in providing positive, specific verbal and nonverbal feedback to children regarding their artwork using the vocabulary of art.

7. Research and present information about an artist and his/her works of art, including style characteristics, style name, culture, content, and intent, to provide a basis for displaying diverse artistic works in the classroom.

8. Utilize various media appropriate in early learning programs such as crayons, pencils, markers, paints, clay, doughs, chalk, adhesives, fabric, yarn/string to determine its function and application.

9. Discuss the ethical and cultural implications of using food as art in centers for children.

Degree Outcomes
Humanities: Graduates acquire critical skills to interpret, analyze, and evaluate forms of human expression, which can include creation and performance as an expression of human experience.

Intercultural Engagement: Graduates demonstrate self-efficacy in intercultural engagement to advance equity, diversity, and inclusion through reflections and expressions of cultural humility, empathy, and social and civic engagement and action. Further, graduates examine how identities/positionalities such as races, social classes, genders, sexual orientations, disabilities, and cultures impact perceptions, actions, and the distribution of power and privilege in communities, systems, and institutions.

Program Outcomes: USING DEVELOPMENTALLY EFFECTIVE APPROACHES Students implement a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning, which will vary depending on children’s ages, characteristics, and the early childhood setting.

Key elements of Outcome 4

4a: Discuss how supportive relationships and positive interactions are the foundation of their work with young children.

4b: List and implement effective instructional and guidance strategies and tools for early education, including appropriate uses of technology.

4c: Use a broad repertoire of developmentally appropriate teaching/learning and guidance approaches.

4d: Reflect on their own practice to promote positive outcomes for each child. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM Students apply their knowledge of developmental domains and academic (or content) disciplines to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for each child.

Key elements of Outcome 5

5a: Explain content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science; physical education – physical activity, health, and safety; and social studies.

5b: Recognize and apply the central concepts, inquiry tools, and structures of content areas or academic disciplines.

5c: Use their own knowledge, appropriate early learning outcomes, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child. Information Competency: Graduates will be able to seek, find, evaluate and use information and employ information technology to engage in lifelong learning.

Lecture Contact Hours 40
Lab Contact Hours 20
Clinical Contact Hours 0
Total Contact Hours 60