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Art Education Program Courses

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Alternative Settings for Art Education

Alternative Settings for Art Education (3 credits)

Community placements serve as a resource for informing classroom practice while candidates explore, develop, and participate in engaging intergenerational and multicultural community sites in various venues in the Portland area. Under the guidance of the instructor, candidates collaborate with local schools and teachers to conduct classroom visits, develop and lead gallery tours, and teach workshops. Candidates engage young children by extending and integrating their academic knowledge through interdisciplinary and integrated lesson plans. Candidates learn how to work collaboratively within their communities to create artwork that has a social impact. A minimum of 25 hours of assigned fieldwork is required for successful completion of this course.

Artist-Educator Experience

The Artist as Educator Experience Experience (2 credits)

Candidates continue to explore the artist/educator theme begun in the summer term during the fall semester. By examining personal learning goals, they select an art form to study that either supplements or expands their existing repertoire. Candidates formalize the tacit knowledge they have gained while juggling field experiences and art making. They prepare a final paper that examines the strengths and challenges of maintaining high quality teaching while continuing to work as a practicing artist.

Creativity and Cognition in the Arts

Creativity and Cognition (3 credits)

Candidates examine theories of human development, learning, and creativity and how these elements influence teaching and learning in the arts. Candidates consider how to select or adapt activities that are age appropriate and that appeal to the interests of given groups of young artists. They learn how to use their artistic sensibilities to design creative activities that foster critical thinking and their powers of observation to tailor activities to individual interests and learning needs. A minimum of 15 hours of assigned fieldwork is required for successful completion of this course.

Exceptionality in the Art Classroom

Exceptionality in the Art Classroom (3 credits)

Through learning about the concept of exceptionality and the characteristics of students with varying abilities, candidates develop strategies for how to effectively instruct, modify, adapt, and differentiate instruction. They learn how to provide educational services and resources for students in an art inclusive classroom who need additional support to learn, including those recognized as gifted and talented. Candidates also gain a basic understanding of the identification of exceptional children, processes and procedures that determine student eligibility for special services, and current legislation as it relates to individuals with exceptionalities. A minimum of 15 hours of assigned fieldwork is required for successful completion of this course.

Frameworks for Teaching and Learning in Multicultural Environments

Frameworks for Teaching and Learning in Multicultural Environments (3 credits)

Candidates study and critically examine theories and practices in teaching, along with the ethical and legal responsibilities of an educator teaching art to children and adolescents within various learning contexts and environments. They explore a range of approaches to teaching art in public and private school classrooms, from highly structured to experimental, and apply and refine the concepts learned in class to various field placements. Course content focuses on the history of art education within the larger educational framework. Contemporary methods of art education such as Reggio Emilia, Discipline Based Art Education (DBAE), Teaching for Artistic Behaviors (TAB), and multicultural studies are investigated. A minimum of 30 hours of assigned fieldwork is required for successful completion of this course.

K-12 Curriculum Design, Development and Assessment

K-12 Curriculum Design, Development, and Assessment (6 credits)

Candidates learn to apply standards-based and research-informed methods of instructional design through the use of themes, media, and concepts to develop a series of unit plans that meet the cognitive, social and personal interests of children and youth. Through guided practice, candidates gain confidence in preparation for the student teaching experience. Lesson planning, unit planning, assessment, integration of technology, application of effective teaching methods, and other relevant topics will be discussed. Candidates are encouraged to develop innovative approaches to content so that student learning needs and interests are met. A minimum of 25 hours of fieldwork is required for successful completion of this course. 

Professional Practices Seminar

Professional Practices Seminar (3 credits)

Taken concurrently with Student Teaching, candidates use this seminar to connect theory to practice and to demonstrate attainment of the Art Ed Program Outcomes. Taught as a hybrid course, candidates upload video clips for discussion. The first half of the term focuses on questions that candidates raise about their own practice, using collaborative learning circles to offer useful steps for positive action. Current education theory and critical issues in education are discussed as candidates prepare their public, web-based Professional Artist-Educator Portfolios and gather the necessary requisites for certification.

Student Teaching

Student Teaching (12 credits)

After registration by permission of the program chair and successful completion of a formal readiness to student teach, interview, candidates are placed in local elementary and high school art classrooms where they work under the supervision of a faculty member and a cooperating teacher. Throughout their student teaching placements, candidates assess their own teaching practice and develop a student teaching e-portfolio to demonstrate attainment of Maine's Initial Teacher Certification Objectives. Frequent feedback from cooperating teachers and faculty supervisors, both formal and informal, aid in the professional growth necessary to begin a successful career as an artist-educator.