ART 215 Art for Teachers (5 credits)

2. Plan art curriculum for children birth through grade three that reflects inclusive pedagogies for teaching within culturally, linguistically and ability diverse groups.

3. Examine the stages of art development in children birth through grade three.

4. Synthesize the stages of art development with a variety of disciplines, developmental domains, classroom curriculum, and classroom environmental design. 

5. Analyze the elements, principles, and terminology of art in the art-making processes of young children.

6. Simulate the teacher’s role in providing positive, specific verbal and nonverbal feedback to children to foster a creative and inclusive environment within the classroom.

7.  Examine age-appropriate media, tools and processes, such as crayons, markers, paints, clay, dough, fabric, yarn, scissors, brushes, construction, printmaking and weaving to determine its function and application in early childhood art curriculum.

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.

Information Competency: Graduates will be able to seek, find, evaluate and use information, and employ information technology to engage in lifelong learning.

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

Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum

Early childhood educators have knowledge of the content of the academic disciplines (e.g., language and literacy, the arts, mathematics, social studies, science, technology and engineering, physical education) and of the pedagogical methods for teaching each discipline. They (a) understand the central concepts, the methods and tools of inquiry, and the structures in each academic discipline. Educators (b) understand pedagogy, including how young children learn and process information in each discipline, the learning trajectories for each discipline, and how teachers use this knowledge to inform their practice They (c) apply this knowledge using early learning standards and other resources to make decisions about spontaneous and planned learning experiences and about curriculum development, implementation, and evaluation to ensure that learning will be stimulating, challenging, and meaningful to each child.

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

Potential Methods
Class discussion
Team debate
Essay
Group activity
Collaborative quiz
Lesson plans
Supply orders
Presentations
Bulletin board/poster
Art file of techniques
Notebook
Laboratory planning and set-up
Written exams