Art Education: Courses

What are the concerns that drive one's creative practice? How does one set the terms for its future development? This course offers strategies for the evaluation and communication of students' individual practice as artists, designers and/or scholars. Through essential readings, studio projects, and writing, students will generate narratives about how and why they make art. To do so, they will investigate methods (visual, critical, written, and creative) for the reconsideration of their work and of its aims and priorities. Individual mentoring with the faculty member is a central and dedicated component of the class as a means of fostering the self-identification of goals and priorities. Students will also examine historical and contemporary precedents that relate to their own work in order to consider the ways in which their individual explorations can be brought into dialogue with other perspectives. Students participate in broad ranging discussions about the present status and future prospects of art and design through workshops, dialogues, and collaborations both in the class and in SAIC-wide conversations with other Sophomore Studio Seminars. An important function of this course is to build upon these insights in forming a practical plan that helps students effectively map the curriculum and resources of SAIC into their own needs. For more information see http://blogs.saic.edu/sophseminar/

This course will examine strategies for working on site, gaining an understanding of the complex intersection of the social, cultural, built, and natural environment that is so essential to the creation of artist's interventions, independently or in collaboration with others, in and out of the art world. Working individually and in groups, students will conduct research, critically and creatively analyze site, identify opportunities and issues, and develop and present project proposals. The specifics of location, materials, communities, participants, partnering institutions, funding and facilitation will be identified throughout this process. This course provides pragmatic preparation for actually undertaking projects outside of the studio.

This course provides an overview of the histories and practices of art education and American public education from the pre-industrial era to present. Teacher candidates investigate philosophical and political theories to better understand the matrix of connections between schooling, society, ideology, and culture.

This course provides an overview of historical, ideological, and economic influences of white supremacy, capitalism, and patriarchy on democracy, public life, and schooling. Teacher candidates critically investigate prevalent forms of multicultural education including conservative, plural, liberal, essential, and critical theories and practices.

This course provides an overview of resources and pedagogical methods for teaching visual culture in elementary and secondary public schools taking into account local, state, and national standards. Teacher candidates develop age appropriate curricula and praxis including lesson and unit planning, instructional strategies, and assessment procedures.

This studio-seminar provides upper level students with an immersion into current issues related to contemporary practice in the field of product and object design, design interaction and design for sustainability. Foregrounding high leverage tactics each student will imagine and shape a values-driven platform for their emerging professional practice. Topics covered include, the multiple roles of the designer in a contingent world; the dialectic of sustainability (creation and destruction); technology and artifice; design advocacy; design politics; design action and rhetoric.

Eco Design focuses on the relationships between object and space, architecture and cities, and society and landscapes, and the ecological perspective in design. Emphasis is on current international practices with place-based public projects implementing immediate change. Through professional partnership with Earth Day Network and other Global Action organizations, this fast-moving studio seminar introduces students to the eco web community, connecting to and advocating for environmental design intelligence around the world. Examining design across all scales, students acquire skills in strategic public planning to address the residuals of the industrial era in a postindustrial environment. Readings include works by Davis, Louv, Leopold, Capra, Orr, and others and coincide with 2007 National Environmental Education Standards. Class assignments include direct interaction with Urban Ecology and Environmental Education organizations.

This course provides a context for the investigation of various social, political, personal, and historical purposes for cultural production in public schools. Teacher candidates understand the role of personal experience, public memory, cultural narrative, intertextuality, audience, and agency in relation to cultural production. Teacher candidates develop curricula to interpret, analyze, and teach various forms of visual culture relevant to diverse and exceptional populations including issues of race, class, gender, ethnicity, and sexual orientation.

This course provides an overview of psychological, sociological, and phenomenological approaches to teaching visual culture to diverse populations. Teacher candidates investigate historical and current theories and philosophies of human growth and development, creativity, artistic development, cognition, and learning disabilities. Teacher candidates observe, analyze, and evaluate a variety of K-12 art experiences involving exceptional children.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K-12 students, faculty, staff, and community members at two fieldwork sites through active observation and concrete engagement. This experience provides groundwork, connections, and continuity to apprentice teaching.

Each student gains practical, in-depth teaching experiences at both the elementary-middle and high school settings in Chicago and its suburbs. Apprentice teaching is scheduled as the final semester of study. Students must have completed the studio, art history, and liberal arts requirements for Art Education Certification. Open to Art Education Certificate candidates only; MAAE/Certificate candidates with departmental permission.

Each student gains practical, in-depth teaching experiences at both the elementary-middle and high school settings in Chicago and its suburbs. Apprentice teaching is scheduled as the final semester of study. Students must have completed the studio, art history, and liberal arts requirements for Art Education Certification. Open to Art Education Certificate candidates only; MAAE/Certificate candidates with departmental permission.

Each student gains practical, in-depth teaching experiences at both the elementary-middle and high school settings in Chicago and its suburbs. Apprentice teaching is scheduled as the final semester of study. Students must have completed the studio, art history, and liberal arts requirements for Art Education Certification. Open to Art Education Certificate candidates only; MAAE/Certificate candidates with departmental permission.

As museums develop more sophisticated education and community programs, how can teachers, artists and arts organizers become more effective using a museum's resources to create curriculum? This course will survey innovative strategies deveolped locally, nationally and internationally to imbed museum-based curriculum in the active lives of communities, and to imprint the cultural initiatives of communities on museums. Students of this course will design curricular units with Chicago Public School or community organization classrooms.

This course is designed for those students interested in further assistance and guidance in the production of their master's thesis. The course must be preceded by Thesis I: Research and Methodologies or Thesis II, and will further hone students skills in the areas of research methodology, organization and argumentation, and content development. These skills will be directly applied to the student's thesis work. Strict progress deadlines will be issued at the beginning of the semester, resulting in either the further enhancement of a thesis proposal or the completion of the thesis. Students will meet both individually with the instructor and with their peers, to discuss and critique the on-going progress of their theses. The course will also include on-site fieldwork and research based on the goals and objectives of individual projects.

This course provides an overview of the histories and practices of art education and American public education from the pre-industrial era to present. Teacher candidates investigate philosophical and political theories to better understand the matrix of connections between schooling, society, ideology, and culture.

This course provides an overview of historical, ideological, and economic influences of white supremacy, capitalism, and patriarchy on democracy, public life, and schooling. Teacher candidates critically investigate prevalent forms of multicultural education including conservative, plural, liberal, essential, and critical theories and practices.

This course introduces teacher candidates to philosophical, pedagogical, and practical aspects of using electronic imaging and communications technology in cultural production and art education. While teaching students to master particular software and hardware, the course also promotes a critical discussion of the social impact, aesthetic ramifications, and pedagogical strategies of these technologies. Through their class projects, teacher candidates engage in the hands-on production of images, the facilitation of critical media education, and the organization of a digital teaching portfolio.

This course provides an overview of resources and pedagogical methods for teaching visual culture in elementary and secondary public schools taking into account local, state, and national standards. Teacher candidates develop age appropriate curricula and praxis including lesson and unit planning, instructional strategies, and assessment procedures.

This course provides an overview of psychological, sociological, and phenomenological approaches to teaching visual culture to diverse populations. Teacher candidates investigate historical and current theories and philosophies of human growth and development, creativity, artistic development, cognition, and learning disabilities. Teacher candidates observe, analyze, and evaluate a variety of K-12 art experiences involving exceptional children.

This course introduces teacher candidates to innovative approaches to research and documentation including participatory and action research, interactive and collaborative projects, and performative and new media based presentations. Teacher candidates develop original research projects that explore connections between personal interest and experience, professional development and praxis, discursive and performative practices, and historical and contemporary scholarship.

This team taught seminar explores contemporary discourses about landscape as it has developed from the unexplored, to the dominated; from picturesque agrarian to urban. Land as territory, once understood as fixed and bounded, is open, fluid, interactive, chaotic, and in constant flux with the architecture and infrastructure it is asked to support. Landscapes are physical, environmental, and virtual, existing in electronic space, within nature's cycles, and defined and mediated through interactive information and knowledge communication networks. Landscapes, Territory, Fields questions social, political and economic frameworks which inform contemporary configuration of territories and develops awareness and critical understanding of physical and social processes that define and effect changes in place over time .

This course provides a context for the investigation of various social, political, personal, and historical purposes for cultural production in public schools. Teacher candidates understand the role of personal experience, public memory, cultural narrative, intertextuality, audience, and agency in relation to cultural production. Teacher candidates develop curricula to interpret, analyze, and teach various forms of visual culture relevant to diverse and exceptional populations including issues of race, class, gender, ethnicity, and sexual orientation.

Section 001: Graduate Fieldwork - The individual student and instructor will meet at agreed times to provide supervision and dialogue relating to the clinical experience. The choice of field site is agreed upon by student, instructor, and site supervisor. Students will spend 12 hours per week for 3 semester hours credit. This course can be taken for 3 or 6 semester hours. Section 002: Cooperative Education Fieldwork/Internship - Graduate cooperative education and internships in art education allow students to work in part-time, art-related co-op positions in approved organizations and institutions. Students are assigned a co-op faculty adviser. Participation requires a total of 225 hours, with a minimum weekly average of 15 work hours with the internship organization. Call the Cooperative Education Program at 312/ 629-9160 for further information. Permission to register for this course must be obtained from the director of the Cooperative Education Program.

Graduate cooperative education and internships in art education allow students to work in part-time, art-related co-op positions in approved organizations and institutions. Students are assigned a co-op faculty adviser. Participation requires a total of 225 hours, with a minimum weekly average of 15 work hours with the internship organization. Call the Cooperative Education Program at 312/ 629-9160 for further information. Permission to register for this course must be obtained from the director of the Cooperative Education Program.

The thesis tutorial course is designed to provide the student with the skills necessary to generate research questions, critically evaluate research studies, construct research design, and generate viable thesis project proposals. This will be accomplished through lecture and discussion, and the students developing a research proposal of their own design. The thesis proposal will be presented for evaluation to a professional panel review. The overall concern is that students develop thesis proposals which promise to yield original contributions to the field.

The thesis tutorial course is designed to provide the student with the skills necessary to generate research questions, critically evaluate research studies, construct research design, and generate viable thesis project proposals. This will be accomplished through lecture and discussion, and the students developing a research proposal of their own design. The thesis proposal will be presented for evaluation to a professional panel review. The overall concern is that students develop thesis proposals which promise to yield original contributions to the field.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This course provides teacher candidates with in-depth experience teaching visual culture in elementary and secondary sites. Teacher candidates are responsible for planning, implementing, teaching, and evaluating lessons and units for K-12 students. This fieldwork culminates with student presentations that highlight the apprentice teaching experience.

This course provides teacher candidates with in-depth experience teaching visual culture in elementary and secondary sites. Teacher candidates are responsible for planning, implementing, teaching, and evaluating lessons and units for K-12 students. This fieldwork culminates with student presentations that highlight the apprentice teaching experience.

This course provides teacher candidates with in-depth experience teaching visual culture in elementary and secondary sites. Teacher candidates are responsible for planning, implementing, teaching, and evaluating lessons and units for K-12 students. This fieldwork culminates with student presentations that highlight the apprentice teaching experience.

Chicago has played a huge role in what we have come to know today as socially engaged art practice. This much-debated genre is nonetheless here to stay, contending with needs of our world, while addressing essential questions of artmaking. Chicago's historical trajectory and the omnipresence of work today offer lessons not just here but in the international arena. Join in probing the strategies and ethics of this practice. Visit the city in a new way and hear others who take a moment to reflect with us in the classroom. Participate in shaping SAIC?s 2014 Chicago Social Practice initiative of publications and exhibitions. Extensive readings form a base for making new contributions. Professor Jacob has organized some of the seminal exhibitions and projects in the social practice field and written extensively on the subject.

Section 001: Graduate Fieldwork - The individual student and instructor will meet at agreed times to provide supervision and dialogue relating to the clinical experience. The choice of field site is agreed upon by student, instructor, and site supervisor. Students will spend 12 hours per week for 3 semester hours credit. This course can be taken for 3 or 6 semester hours. Section 002: Cooperative Education Fieldwork/Internship - Graduate cooperative education and internships in art education allow students to work in part-time, art-related co-op positions in approved organizations and institutions. Students are assigned a co-op faculty adviser. Participation requires a total of 225 hours, with a minimum weekly average of 15 work hours with the internship organization. Call the Cooperative Education Program at 312/ 629-9160 for further information. Permission to register for this course must be obtained from the director of the Cooperative Education Program.

Graduate cooperative education and internships in art education allow students to work in part-time, art-related co-op positions in approved organizations and institutions. Students are assigned a co-op faculty adviser. Participation requires a total of 225 hours, with a minimum weekly average of 15 work hours with the internship organization. Call the Cooperative Education Program at 312/ 629-9160 for further information. Permission to register for this course must be obtained from the director of the Cooperative Education Program.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This course asks the question, `How can artists cross the street without leaving their art behind?? This class hopes to raise issues of citizenship, creativity, collaboration, community, environment, and the changing roles of artists at the end of the twentieth century and the start of the twenty-first. Students study historical and contemporary examples of how artists have found the time, space, and resources to do and present their work, and how they make alliances with other artists and other communities to achieve professional, cultural, and political goals. Students help plan curricular innovations at SAIC and participate in related activities such as visiting artists programming. They explore the possibility, in part through on-site visits, of establishing or strengthening ties between SAIC and various communities throughout Chicago. Students further develop course themes through substantial written assignments and through applications of these ideas in their studio practice. The goal of the course is to give students the motivation, knowledge, and tools to take an active role as citizens in a multicultural democratic society.

The objective for this course is to enable students to collaborate with diverse populations and to broaden their ability to make art with people. A combination of lecture, discussion, and community fieldwork will provide an opportunity to link teaching philosophy with experience. Topics include social theory, identity formation, political activism, critical pedagogy, 'public art,' and art as a force for social transformation. Course requirements include: research, project proposals, curriculum development, participation in an approved collaborative community-based project, and documentation. Students will be expected to spend at least three hours per week at their community field site. This course counts as studio credit.

This course provides a context for the investigation of various social, political, personal, and historical purposes for cultural production in public schools. Teacher candidates understand the role of personal experience, public memory, cultural narrative, intertextuality, audience, and agency in relation to cultural production. Teacher candidates develop curricula to interpret, analyze, and teach various forms of visual culture relevant to diverse and exceptional populations including issues of race, class, gender, ethnicity, and sexual orientation.

This course provides an overview of psychological, sociological, and phenomenological approaches to teaching visual culture to diverse populations. Teacher candidates investigate historical and current theories and philosophies of human growth and development, creativity, artistic development, cognition, and learning disabilities. Teacher candidates observe, analyze, and evaluate a variety of K-12 art experiences involving exceptional children.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K-12 students, faculty, staff, and community members at two fieldwork sites through active observation and concrete engagement. This experience provides groundwork, connections, and continuity to apprentice teaching.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K-12 students, faculty, staff, and community members at two fieldwork sites through active observation and concrete engagement. This experience provides groundwork, connections, and continuity to apprentice teaching.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K-12 students, faculty, staff, and community members at two fieldwork sites through active observation and concrete engagement. This experience provides groundwork, connections, and continuity to apprentice teaching.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K-12 students, faculty, staff, and community members at two fieldwork sites through active observation and concrete engagement. This experience provides groundwork, connections, and continuity to apprentice teaching.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K-12 students, faculty, staff, and community members at two fieldwork sites through active observation and concrete engagement. This experience provides groundwork, connections, and continuity to apprentice teaching.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K-12 students, faculty, staff, and community members at two fieldwork sites through active observation and concrete engagement. This experience provides groundwork, connections, and continuity to apprentice teaching.

Each student gains practical, in-depth teaching experiences at both the elementary-middle and high school settings in Chicago and its suburbs. Apprentice teaching is scheduled as the final semester of study. Students must have completed the studio, art history, and liberal arts requirements for Art Education Certification. Open to Art Education Certificate candidates only; MAAE/Certificate candidates with departmental permission.

PUBLI?ITY: A collaborative act of creativity, forging new models for public space, pocket parks and 'micro-city' environments, with/by/for city stakeholders. PUBLI?ITY harnesses interdisciplinary intelligence to design a multiuse public park that fuses municipal, educational, cultural and citizen needs, using technology and social networking as proactive tools to engage local stakeholders interests, while advancing business investment, and increasing City of Chicago's capabilities as a leading sustainable city. PUBLI?ITY will travel to international cities to study cultural commons and produce a Chicago 'manual of style' pattern book on cooperative public/private city design, using a Chicago lot as prototype.

This course provides an overview of curriculum theory by exploring curricula as historical, cultural, social, and political texts and practices. Teacher candidates investigate topics such as critical pedagogy, visual culture, feminism, multiculturalism, personal narrative, and post-colonialism. These topics are contextualized within current art education theories and practices.

The objective for this course is to enable students to collaborate with diverse populations and to broaden their ability to make art with people. A combination of lecture, discussion, and community fieldwork will provide an opportunity to link teaching philosophy with experience. Topics include social theory, identity formation, political activism, critical pedagogy, 'public art,' and art as a force for social transformation. Course requirements include: research, project proposals, curriculum development, participation in an approved collaborative community-based project, and documentation. Students will be expected to spend at least three hours per week at their community field site. This course counts as studio credit.

This seminar involves readings and discussions of works by twentieth-century social theorists who have had or might have consequences for artists' approaches to their own practices, as well as the interpretation of artistic production in general. It is not intended to be a survey of aesthetic theories, but rather will consider various questions concerning social relations and institutions, as well as basic premises that inform different conceptual approaches to these issues. Students will also read work that deals with the production and consumption of art using particular social-theoretical frameworks. Open to all students senior level and above.

This course examines theoretical and practical issues implicit in the conceptualization of the public sphere. Teacher candidates explore social theory through historical and contemporary models of community activism, grassroots organizing, and other cultural work in relation to the contested space of the public sphere. Teacher candidates research and develop individual and collaborative creative work including interviews, observations, and proposals for an ethical community-based project.

This course examines theoretical and practical issues implicit in the conceptualization of the public sphere. Teacher candidates explore social theory through historical and contemporary models of community activism, grassroots organizing, and other cultural work in relation to the contested space of the public sphere. Teacher candidates research and develop individual and collaborative creative work including interviews, observations, and proposals for an ethical community-based project.

This seminar is a direct application of the theory and conceptual framework for community-based art programming. Participants investigate new models for making art in the community, collaborating with a prearranged Chicago area audience, organization, and site. Collaborative art endeavors include indoor and outdoor site-specific work, installations, environments, performances, exhibitions, and special projects. Seminar sessions discuss and reflect the ethics, aesthetics, and challenges of 'public art' in community. Open to all graduate students.

This course considers the perspective, authority and positionality of the researcher, artist, and producer of visual culture through a critical investigation of research paradigms in art education, visual cultural studies and social science. The course will bring these modes of inquiry into a dialectical relationship. Students engage in a transdisciplinary, global investigation of perspectives, focused through key examples from each field. Through readings and lectures students will address critical methodologies of research, cultural production in art and design, and deepen their own emerging perspectives. Through parallel writing and making activities students critically consider and develop their own voices through making evaluations and proposing solutions for research as cultural production.

This seminar analyzes the relationship between cultural context and systems of meaning, explores the challenges of nonbiased interpretation, and examines the roles that educational institutions play in reproducing or transforming culture. Multiple perspectives on art history, theory, and criticism are investigated. Students learn to develop critical pedagogy that explores and interprets the information and cultural values that an object or art collection communicates. Course content includes philosophical considerations, research recommendations, and presentation methodologies for museum, school, community, and alternative audiences. Visiting historians and Art Institute resources provide case materials.

A graduate-level seminar that addresses the complexities of teaching and leading a studio art class at the college level. The group explores teaching methods, including leading discussions and critiques, working with groups and individuals, and demonstrating and presenting ideas. This seminar is geared toward the student interested in teaching assistantships as well as professional education. Visiting teachers, critiques, lectures, discussions, and direct class experience are integral to this seminar.

This course provides an overview of the histories and practices of art education and American public education from the pre-industrial era to present. Teacher candidates investigate philosophical and political theories to better understand the matrix of connections between schooling, society, ideology, and culture.

This course provides an overview of historical, ideological, and economic influences of white supremacy, capitalism, and patriarchy on democracy, public life, and schooling. Teacher candidates critically investigate prevalent forms of multicultural education including conservative, plural, liberal, essential, and critical theories and practices.

Cyberpedagogy Laboratory provides students who have basic skill in digital media production, as well as a working knowledge of art education theory and practice, with an opportunity to develop projects. Based on the integration of critical pedagogy, media studies, and visual culture, students will create lesson plans, collaborative projects, and new text(book)s that address the new possibilities and problematics of art education within global information technology systems. Media forms to be studied and supported include video production, multi-media authoring, and website construction.

This course provides a context for the investigation of various social, political, personal, and historical purposes for cultural production in public schools. Teacher candidates understand the role of personal experience, public memory, cultural narrative, intertextuality, audience, and agency in relation to cultural production. Teacher candidates develop curricula to interpret, analyze, and teach various forms of visual culture relevant to diverse and exceptional populations including issues of race, class, gender, ethnicity, and sexual orientation.

Section 001: Graduate Fieldwork - The individual student and instructor will meet at agreed times to provide supervision and dialogue relating to the clinical experience. The choice of field site is agreed upon by student, instructor, and site supervisor. Students will spend 12 hours per week for 3 semester hours credit. This course can be taken for 3 or 6 semester hours. Section 002: Cooperative Education Fieldwork/Internship - Graduate cooperative education and internships in art education allow students to work in part-time, art-related co-op positions in approved organizations and institutions. Students are assigned a co-op faculty adviser. Participation requires a total of 225 hours, with a minimum weekly average of 15 work hours with the internship organization. Call the Cooperative Education Program at 312/ 629-9160 for further information. Permission to register for this course must be obtained from the director of the Cooperative Education Program.

Graduate cooperative education and internships in art education allow students to work in part-time, art-related co-op positions in approved organizations and institutions. Students are assigned a co-op faculty adviser. Participation requires a total of 225 hours, with a minimum weekly average of 15 work hours with the internship organization. Call the Cooperative Education Program at 312/ 629-9160 for further information. Permission to register for this course must be obtained from the director of the Cooperative Education Program.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K-12 students, faculty, staff, and community members at two fieldwork sites through active observation and concrete engagement. This experience provides groundwork, connections, and continuity to apprentice teaching.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K-12 students, faculty, staff, and community members at two fieldwork sites through active observation and concrete engagement. This experience provides groundwork, connections, and continuity to apprentice teaching.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K-12 students, faculty, staff, and community members at two fieldwork sites through active observation and concrete engagement. This experience provides groundwork, connections, and continuity to apprentice teaching.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K-12 students, faculty, staff, and community members at two fieldwork sites through active observation and concrete engagement. This experience provides groundwork, connections, and continuity to apprentice teaching.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K-12 students, faculty, staff, and community members at two fieldwork sites through active observation and concrete engagement. This experience provides groundwork, connections, and continuity to apprentice teaching.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K-12 students, faculty, staff, and community members at two fieldwork sites through active observation and concrete engagement. This experience provides groundwork, connections, and continuity to apprentice teaching.