| Sophomore Seminar: Interdisciplinary |
2900 (006) |
Ali Blake |
Wed
6:45 PM - 9:30 PM
In Person
|
|
Description
What are the concerns that drive one's creative practice? How does one set the terms for its future development? Sophomore Seminar offers strategies for students to explore, reflect upon, and connect common themes and interests in the development of an emerging creative practice that will serve as the basis of their ongoing studies at SAIC and beyond. Students will examine historical and contemporary influences and contextualize their work in relation to the diverse art-worlds of the 21st Century. Readings, screenings, and field trips will vary each semester. Presentations by visiting artists and guest speakers will provide the opportunity for students to hear unique perspectives on sustaining a creative practice. One-on-one meetings with faculty will provide students with individualized mentorship throughout the semester. During interdisciplinary critiques, students will explore a variety of formats and tools to analyze work and provide peer feedback. The class mid-term project asks students to imagine a plan for their creative life and devise a self-directed course of study for their time at school. The course concludes with an assignment asking students to develop and document a project or body of work demonstrating how the interplay of ideas, technical skills, and formal concerns evolve through iteration, experimentation and revision.
Prerequisite: Must be a sophomore to enroll.
Prerequisites
Prerequisite: Must be a sophomore to enroll.
|
Class Number
2029
|
Credits
3
|
Department
Art Education
Location
Sharp 404
|
| Doing Democracy |
3125 (001) |
Catalina Hernández-Cabal |
Thurs
12:15 PM - 3:00 PM
In Person
|
|
Description
What egalitarian ideals have shaped our conception of public education? How has the promise of democratic schools been undermined by white privilege, racism, class-based discrimination, inequitable funding, colonialism, patriarchy, and disregard for the human impact on the natural world? This course builds a foundation for understanding the politics of schooling by exploring the struggle for democratic education in Chicago, contextualized by contemporary global decolonial practices in education. Students will consider how shifting conceptions of schooling are responses to the contemporary cultural moment¿recognizing how curriculum supports the beliefs and needs of the status quo as well as how curriculum might critique and propose new ways of being as individuals and as societies. The course explores a broad range of histories, philosophies, and approaches to schooling, including Freedom Schools, Native American boarding schools, transformative justice in education, play and free child movements, teacher-led movements, environmental studies, and the fight to defend ethnic studies programs as well as attempts to re-segregate and privatize public schools.
Artists, designers and scholars to be studied include Tonika Lewis, Eve Ewing, Elizabeth Todd-Breland, Jose Resendiz, Borderless Studios, Interference Archive and Alexis Rockman. Readings from the field of art education by Doug Blandy, Laurie Hicks, and Mark Graham will trace the emergence of eco-art and place-based art education curriculum. Field trips include visits to school sites, Chicago Board of Education meetings and exploration of CBOE archives.
Course assignments include short response papers and course readings. Students conduct and report on six hours of observations in schools, sites of school decision-making, and in places where people attempt to build democratic processes related to schools. Students will conduct independent research on topics related to contemporary issues and schooling. Each student will prepare and present a culminating project proposal for a school whose curriculum and structures address their political and social concerns and pedagogical vision.
Prerequisites
Prerequisite: Open to junior BFAAE students only or permission of instructor.
|
Class Number
1815
|
Credits
3
|
Department
Art Education
Area of Study
Art/Design and Politics, Community & Social Engagement, Teaching
Location
Sharp 403
|
| Doing Democracy |
3125 (002) |
Sarah Ross |
Tues
12:15 PM - 3:00 PM
In Person
|
|
Description
What egalitarian ideals have shaped our conception of public education? How has the promise of democratic schools been undermined by white privilege, racism, class-based discrimination, inequitable funding, colonialism, patriarchy, and disregard for the human impact on the natural world? This course builds a foundation for understanding the politics of schooling by exploring the struggle for democratic education in Chicago, contextualized by contemporary global decolonial practices in education. Students will consider how shifting conceptions of schooling are responses to the contemporary cultural moment¿recognizing how curriculum supports the beliefs and needs of the status quo as well as how curriculum might critique and propose new ways of being as individuals and as societies. The course explores a broad range of histories, philosophies, and approaches to schooling, including Freedom Schools, Native American boarding schools, transformative justice in education, play and free child movements, teacher-led movements, environmental studies, and the fight to defend ethnic studies programs as well as attempts to re-segregate and privatize public schools.
Artists, designers and scholars to be studied include Tonika Lewis, Eve Ewing, Elizabeth Todd-Breland, Jose Resendiz, Borderless Studios, Interference Archive and Alexis Rockman. Readings from the field of art education by Doug Blandy, Laurie Hicks, and Mark Graham will trace the emergence of eco-art and place-based art education curriculum. Field trips include visits to school sites, Chicago Board of Education meetings and exploration of CBOE archives.
Course assignments include short response papers and course readings. Students conduct and report on six hours of observations in schools, sites of school decision-making, and in places where people attempt to build democratic processes related to schools. Students will conduct independent research on topics related to contemporary issues and schooling. Each student will prepare and present a culminating project proposal for a school whose curriculum and structures address their political and social concerns and pedagogical vision.
Prerequisites
Prerequisite: Open to junior BFAAE students only or permission of instructor.
|
Class Number
1816
|
Credits
3
|
Department
Art Education
Area of Study
Art/Design and Politics, Community & Social Engagement, Teaching
Location
Sharp 404
|
| ARTED: Practices of Art and Design Education in Schools and Communities: Teens and Adults |
3904 (002) |
Paul J. Mack |
Mon
9:00 AM - 3:00 PM
In Person
|
|
Description
Relating contemporary and traditional artmaking approaches and culturally responsive pedagogy with curriculum, project, and instructional design methods, this course provides prospective teachers and teaching artists with knowledge and skills needed to structure learning experiences through which children and youth in elementary schools, middle schools and community settings enhance their creativity, develop technical skills, understand a range of artmaking practices, make personally meaningful works, and explore big ideas. Course participants will structure teaching plans that identify students¿ prior knowledge, scaffold learning, use multiple teaching and learning strategies to promote student engagement and differentiate instruction to meet the needs of all students. They will learn to articulate clear and verifiable core learning objectives, select relevant national and state standards and design assessments that capture essential student learning without standardizing students¿ artworks. Teacher reflection based on critique, student input and assessment data will be used in an iterative process of editing and redesigning curriculum. Connecting visual and verbal literacies, prospective teachers will make use of reading, writing and speaking activities that engage students in interpreting art and analyzing visual culture as well as using picture books as a source of inspiration for their personal storytelling and artmaking. Teachers will learn to select and/or develop reading level-appropriate art and culture readings to support learning.
Studying a range of art education practices will provide teacher candidates with theoretical perspectives from which to build their own unique pedagogical approaches. Readings include works by Maria Montessori, Viktor Lowenfeld, Anne Thulson, Lisa Delpit, Vivian Paley, and Sonia Nieto as well as overviews of Reggio Emelia, Teaching for Social Justice, Teaching for Artistic Behavior, Studio Habits, Visual Thinking Strategies and Principles of Possibility
Course assignments will include readings and discussion responses and researching artists, artmaking approaches and pedagogical practices as well as writing project and lesson plans accompanied by teacher artwork examples, image presentations, readings, assessments, and other instructional materials, as well as documenting plans and student artworks. Participants will teach small groups of students in elementary schools with English Language Learners.
All student must complete and pass Chicago Public Schools Background Check.
Prerequisites
Must complete ARTED 3015, ARTED 3021 and any sophomore seminar course
|
Class Number
2074
|
Credits
3
|
Department
Art Education
Location
Sharp 404
|
| ARTED: Practices of Art and Design Education in Schools and Communities: Teens and Adults |
3904 (003) |
Catalina Hernández-Cabal |
Mon
9:00 AM - 3:00 PM
In Person
|
|
Description
Relating contemporary and traditional artmaking approaches and culturally responsive pedagogy with curriculum, project, and instructional design methods, this course provides prospective teachers and teaching artists with knowledge and skills needed to structure learning experiences through which children and youth in elementary schools, middle schools and community settings enhance their creativity, develop technical skills, understand a range of artmaking practices, make personally meaningful works, and explore big ideas. Course participants will structure teaching plans that identify students¿ prior knowledge, scaffold learning, use multiple teaching and learning strategies to promote student engagement and differentiate instruction to meet the needs of all students. They will learn to articulate clear and verifiable core learning objectives, select relevant national and state standards and design assessments that capture essential student learning without standardizing students¿ artworks. Teacher reflection based on critique, student input and assessment data will be used in an iterative process of editing and redesigning curriculum. Connecting visual and verbal literacies, prospective teachers will make use of reading, writing and speaking activities that engage students in interpreting art and analyzing visual culture as well as using picture books as a source of inspiration for their personal storytelling and artmaking. Teachers will learn to select and/or develop reading level-appropriate art and culture readings to support learning.
Studying a range of art education practices will provide teacher candidates with theoretical perspectives from which to build their own unique pedagogical approaches. Readings include works by Maria Montessori, Viktor Lowenfeld, Anne Thulson, Lisa Delpit, Vivian Paley, and Sonia Nieto as well as overviews of Reggio Emelia, Teaching for Social Justice, Teaching for Artistic Behavior, Studio Habits, Visual Thinking Strategies and Principles of Possibility
Course assignments will include readings and discussion responses and researching artists, artmaking approaches and pedagogical practices as well as writing project and lesson plans accompanied by teacher artwork examples, image presentations, readings, assessments, and other instructional materials, as well as documenting plans and student artworks. Participants will teach small groups of students in elementary schools with English Language Learners.
All student must complete and pass Chicago Public Schools Background Check.
Prerequisites
Must complete ARTED 3015, ARTED 3021 and any sophomore seminar course
|
Class Number
2075
|
Credits
3
|
Department
Art Education
Location
Sharp 409
|
| Decolonizing Time Travel |
4051 (001) |
Joshua Rios |
Mon
12:15 PM - 3:00 PM
In Person
|
|
Description
This course explores artistic, tactical, theoretical, cultural and pedagogical approaches to resisting Empire through the work of John Akomfrah, Black Audio Collective, #decolonizethisplace, Sky Hopinka, Tirza Even, Forensic Architecture, Rafa Esparza, Damon Locks, SuperFutures Haunt Collective and Santiago X. We will consider how artists, activists and scholars destabilize linear time, imagine queer futures and utopias by remixing hegemonic forms of social memory including archives, explore community-based knowledges and develop reparative counter-narratives. Structure: Readings, discussions, presentations, visits to Chicago archives, guest lectures, and development of pedagogical materials and/or scholarly/creative projects.
Group research trips include visits to libraries and collections to meet with archivists and researchers, including the following sites: the Gerber Hardt Library for GLBTQ studies, American Indian Center, Leather Archive and Museum, Edward E. Ayers Collection of native studies at the Newberry, Vivian G. Harsch, Harold Washington Special Collections and visits to informal, uncurated collections, including flea markets. Readings may include Eve Tuck, Audra Simpson, Stuart Hall, Russell West-Pavlov, Tina Campt, Gerald Vizenor, Jose Esteban Mu?oz, Arjun Appadurai, Tananarive Due, and Saidiya Hartman.
Students will engage with artistic, pedagogical, cultural practices and histories that work through and against formal and informal archives - recombining, remixing, and reimaging collections in order to critique hegemonic forms of social memory, offer reparative counter-narratives, and create community-based knowledge. Topics include: identity, activism, critical pedagogy, creativity as a force for social transformation, decolonial methodologies. Class structure: discussions of essays, visits to collections, guest lectures, and the development of pedagogical materials and/or scholarly-creative projects.
|
Class Number
2205
|
Credits
3
|
Department
Art Education
Area of Study
Class, Race, Ethnicity, Community & Social Engagement, Exhibition and Curatorial Studies
Location
MacLean 617
|
| ARTED: Apprentice Teaching |
4903 (001) |
Arturo Barrera |
Tues
3:30 PM - 6:15 PM
In Person
|
|
Description
The Apprentice Teaching course continues learning experiences begun during practicum placements in the fall semester. This course provides licensure candidates with experience investigating significant, contemporary concepts and themes within a contemporary art and design context in elementary and secondary Chicago-area schools. Apprentice teachers will complete a 7-week elementary/middle school placement and a 7-week high school placement as well as attend a weekly apprentice teaching seminar at SAIC. Apprentice Teachers will be challenged to maintain high ideals of creative, critical, and relevant curriculum as they engage the complex realities of public school teaching.
Students will read a selection of texts that ground curricular theory within teaching practice. This will assist them in learning how to translate their curriculum development knowledge into pedagogy.
Apprentice teachers will plan, teach, assess their students¿ work, and evaluate the effectiveness of their lessons and teaching strategies. Apprentice Teachers will teach a culminating curriculum project, video-record their instruction of this project, and submit these videos along with written analysis to the nationally standardized, Illinois State Board of Education-mandated edTPA assessment.
Prerequisites
Prerequisite: ARTED 4390 and completion of the Transition Points as listed in the BFAAE Program Guide
|
Class Number
2067
|
Credits
12
|
Department
Art Education
Area of Study
Art/Design and Politics, Community & Social Engagement, Teaching
Location
Sharp 402
|
| ARTED: Apprentice Teaching |
4903 (002) |
Catalina Hernández-Cabal |
Tues
3:30 PM - 6:15 PM
In Person
|
|
Description
The Apprentice Teaching course continues learning experiences begun during practicum placements in the fall semester. This course provides licensure candidates with experience investigating significant, contemporary concepts and themes within a contemporary art and design context in elementary and secondary Chicago-area schools. Apprentice teachers will complete a 7-week elementary/middle school placement and a 7-week high school placement as well as attend a weekly apprentice teaching seminar at SAIC. Apprentice Teachers will be challenged to maintain high ideals of creative, critical, and relevant curriculum as they engage the complex realities of public school teaching.
Students will read a selection of texts that ground curricular theory within teaching practice. This will assist them in learning how to translate their curriculum development knowledge into pedagogy.
Apprentice teachers will plan, teach, assess their students¿ work, and evaluate the effectiveness of their lessons and teaching strategies. Apprentice Teachers will teach a culminating curriculum project, video-record their instruction of this project, and submit these videos along with written analysis to the nationally standardized, Illinois State Board of Education-mandated edTPA assessment.
Prerequisites
Prerequisite: ARTED 4390 and completion of the Transition Points as listed in the BFAAE Program Guide
|
Class Number
2068
|
Credits
12
|
Department
Art Education
Area of Study
Art/Design and Politics, Community & Social Engagement, Teaching
Location
Sharp 706
|
| ARTED: Apprentice Teaching |
4903 (003) |
Juarez Hawkins |
Tues
3:30 PM - 6:15 PM
In Person
|
|
Description
The Apprentice Teaching course continues learning experiences begun during practicum placements in the fall semester. This course provides licensure candidates with experience investigating significant, contemporary concepts and themes within a contemporary art and design context in elementary and secondary Chicago-area schools. Apprentice teachers will complete a 7-week elementary/middle school placement and a 7-week high school placement as well as attend a weekly apprentice teaching seminar at SAIC. Apprentice Teachers will be challenged to maintain high ideals of creative, critical, and relevant curriculum as they engage the complex realities of public school teaching.
Students will read a selection of texts that ground curricular theory within teaching practice. This will assist them in learning how to translate their curriculum development knowledge into pedagogy.
Apprentice teachers will plan, teach, assess their students¿ work, and evaluate the effectiveness of their lessons and teaching strategies. Apprentice Teachers will teach a culminating curriculum project, video-record their instruction of this project, and submit these videos along with written analysis to the nationally standardized, Illinois State Board of Education-mandated edTPA assessment.
Prerequisites
Prerequisite: ARTED 4390 and completion of the Transition Points as listed in the BFAAE Program Guide
|
Class Number
2069
|
Credits
12
|
Department
Art Education
Area of Study
Art/Design and Politics, Community & Social Engagement, Teaching
Location
MacLean 919
|
| ARTED: Apprentice Teaching |
4903 (004) |
Andres Luis Hernandez |
Tues
3:30 PM - 6:15 PM
In Person
|
|
Description
The Apprentice Teaching course continues learning experiences begun during practicum placements in the fall semester. This course provides licensure candidates with experience investigating significant, contemporary concepts and themes within a contemporary art and design context in elementary and secondary Chicago-area schools. Apprentice teachers will complete a 7-week elementary/middle school placement and a 7-week high school placement as well as attend a weekly apprentice teaching seminar at SAIC. Apprentice Teachers will be challenged to maintain high ideals of creative, critical, and relevant curriculum as they engage the complex realities of public school teaching.
Students will read a selection of texts that ground curricular theory within teaching practice. This will assist them in learning how to translate their curriculum development knowledge into pedagogy.
Apprentice teachers will plan, teach, assess their students¿ work, and evaluate the effectiveness of their lessons and teaching strategies. Apprentice Teachers will teach a culminating curriculum project, video-record their instruction of this project, and submit these videos along with written analysis to the nationally standardized, Illinois State Board of Education-mandated edTPA assessment.
Prerequisites
Prerequisite: ARTED 4390 and completion of the Transition Points as listed in the BFAAE Program Guide
|
Class Number
2070
|
Credits
12
|
Department
Art Education
Area of Study
Art/Design and Politics, Community & Social Engagement, Teaching
Location
Lakeview - 1004
|
| ARTED: Apprentice Teaching |
4903 (005) |
Mark Alcazar Diaz |
Tues
3:30 PM - 6:15 PM
In Person
|
|
Description
The Apprentice Teaching course continues learning experiences begun during practicum placements in the fall semester. This course provides licensure candidates with experience investigating significant, contemporary concepts and themes within a contemporary art and design context in elementary and secondary Chicago-area schools. Apprentice teachers will complete a 7-week elementary/middle school placement and a 7-week high school placement as well as attend a weekly apprentice teaching seminar at SAIC. Apprentice Teachers will be challenged to maintain high ideals of creative, critical, and relevant curriculum as they engage the complex realities of public school teaching.
Students will read a selection of texts that ground curricular theory within teaching practice. This will assist them in learning how to translate their curriculum development knowledge into pedagogy.
Apprentice teachers will plan, teach, assess their students¿ work, and evaluate the effectiveness of their lessons and teaching strategies. Apprentice Teachers will teach a culminating curriculum project, video-record their instruction of this project, and submit these videos along with written analysis to the nationally standardized, Illinois State Board of Education-mandated edTPA assessment.
Prerequisites
Prerequisite: ARTED 4390 and completion of the Transition Points as listed in the BFAAE Program Guide
|
Class Number
2071
|
Credits
12
|
Department
Art Education
Area of Study
Art/Design and Politics, Community & Social Engagement, Teaching
Location
MacLean 501
|
| ARTED: Apprentice Teaching |
4903 (006) |
Alana Ferguson |
Tues
3:30 PM - 6:15 PM
In Person
|
|
Description
The Apprentice Teaching course continues learning experiences begun during practicum placements in the fall semester. This course provides licensure candidates with experience investigating significant, contemporary concepts and themes within a contemporary art and design context in elementary and secondary Chicago-area schools. Apprentice teachers will complete a 7-week elementary/middle school placement and a 7-week high school placement as well as attend a weekly apprentice teaching seminar at SAIC. Apprentice Teachers will be challenged to maintain high ideals of creative, critical, and relevant curriculum as they engage the complex realities of public school teaching.
Students will read a selection of texts that ground curricular theory within teaching practice. This will assist them in learning how to translate their curriculum development knowledge into pedagogy.
Apprentice teachers will plan, teach, assess their students¿ work, and evaluate the effectiveness of their lessons and teaching strategies. Apprentice Teachers will teach a culminating curriculum project, video-record their instruction of this project, and submit these videos along with written analysis to the nationally standardized, Illinois State Board of Education-mandated edTPA assessment.
Prerequisites
Prerequisite: ARTED 4390 and completion of the Transition Points as listed in the BFAAE Program Guide
|
Class Number
2072
|
Credits
12
|
Department
Art Education
Area of Study
Art/Design and Politics, Community & Social Engagement, Teaching
Location
Lakeview - 206
|
| ARTED: Apprentice Teaching |
4903 (007) |
S. Bailey Jacobson |
Tues
3:30 PM - 6:15 PM
In Person
|
|
Description
The Apprentice Teaching course continues learning experiences begun during practicum placements in the fall semester. This course provides licensure candidates with experience investigating significant, contemporary concepts and themes within a contemporary art and design context in elementary and secondary Chicago-area schools. Apprentice teachers will complete a 7-week elementary/middle school placement and a 7-week high school placement as well as attend a weekly apprentice teaching seminar at SAIC. Apprentice Teachers will be challenged to maintain high ideals of creative, critical, and relevant curriculum as they engage the complex realities of public school teaching.
Students will read a selection of texts that ground curricular theory within teaching practice. This will assist them in learning how to translate their curriculum development knowledge into pedagogy.
Apprentice teachers will plan, teach, assess their students¿ work, and evaluate the effectiveness of their lessons and teaching strategies. Apprentice Teachers will teach a culminating curriculum project, video-record their instruction of this project, and submit these videos along with written analysis to the nationally standardized, Illinois State Board of Education-mandated edTPA assessment.
Prerequisites
Prerequisite: ARTED 4390 and completion of the Transition Points as listed in the BFAAE Program Guide
|
Class Number
2099
|
Credits
12
|
Department
Art Education
Area of Study
Art/Design and Politics, Community & Social Engagement, Teaching
Location
MacLean 301
|
| Curriculum Theory, Pedagogy, and Possibilities |
5011 (001) |
Adam J Greteman |
Tues
12:15 PM - 3:00 PM
In Person
|
|
Description
This course provides an overview of curriculum theory by exploring curricula as historical, cultural, social, and political texts and practices. Students will interrogate the ways in which curriculum often reifies and propagates knowledge, values and beliefs that benefit the dominant culture and reinforce the normalcy of competitive capitalistic ideals, racial hierarchies, oppressive gender binaries, and the exploitation of nature. Critical approaches to curriculum that defy and challenge these hegemonic conceptions of curriculum will be examined. Through the process of these explorations, students will develop an understanding of how curriculum shapes the social, political, emotional, psychological, and physical structures in which teaching and learning occur. Students will learn how to develop multilayered art curriculum that critically addresses urgent and crucial topics and themes that are marginalized by or neglected within much contemporary K-12 curriculum.
Students will read a variety of historically significant and vital contemporary curricular theorists who represent a broad diversity of educational philosophies: educational essentialism; child/student centered curriculum; critical pedagogy; feminist pedagogy; critical race pedagogy; queer pedagogy; culturally sustaining pedagogy. Students will also read texts representative of art education curricular philosophies that evolved congruently with these general educational theories: discipline-based art education; visual culture art education; teaching for artistic behavior; social justice art education.
Students will participate in class in a variety of ways ¿ small and large group discussion, active
listening, and in-class writing assignments. Students will create speculative art curriculum projects that creatively and critically explore contemporary issues of import in society that are particularly germane to young people in grades K -12. Students will give presentations that demonstrate their fluency in curriculum theory and development as well as growing mastery of engaging presentation styles and formats.
Prerequisites
Prerequisite: Open to MAAE or MAT students only or with permission of instructor.
|
Class Number
1878
|
Credits
3
|
Department
Art Education
Area of Study
Gender and Sexuality, Community & Social Engagement, Teaching
Location
Sharp 706
|
| The Museum as Critical Curriculum |
5030 (001) |
Ali Blake |
Thurs
12:15 PM - 3:00 PM
In Person
|
|
Description
This course explores current issues in museum education and audience engagement with an emphasis on implications for practice. Students will engage with concepts such as partnerships, accessibility, youth engagement, community outreach, public programming, and more. Students will also explore museum practice as it is shaped by legacies of colonialism, systemic racism, misogyny, and other forms of exclusion, in addition to addressing urgent questions about museums in the COVID era and beyond. Students will directly engage with museums in Chicago and elsewhere both remotely and in person (where safe and appropriate), and will regularly interact with practicing museum professionals, primarily at the Art Institute of Chicago. Discussions and projects will be supplemented and inspired by readings and other media, as well as museum visits and conversations with guest presenters. This course is based upon the premise that public cultural institutions must be seen as important sites for life-long and at-will learning (entertainment and pleasure). Along with libraries, public museums are one of our nation?s few institutions that offer all citizens access to essential opportunities and resources.
|
Class Number
1836
|
Credits
3
|
Department
Art Education
Area of Study
Art/Design and Politics, Museum Studies, Teaching
Location
Sharp 404
|
| Social Theory for Artists |
5103 (001) |
Adam J Greteman |
Thurs
6:45 PM - 9:30 PM
In Person
|
|
Description
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.
|
Class Number
2101
|
Credits
3
|
Department
Art Education
Area of Study
Art/Design and Politics, Class, Race, Ethnicity, Community & Social Engagement
Location
Sharp 403
|
| Seminar: Interpretation-Exploring Meaning |
5116 (001) |
|
Fri
12:15 PM - 3:00 PM
In Person
|
|
Description
How does a museum label shape our understanding of the art and artist? How do wayfinding signs in a city create an experience of space and place? And how do interpretive signs at memorials, in neighborhoods and city parks omit or celebrate history? In this course students will explore systems of meaning and the roles that artists, educators and institutions play in interpreting, reproducing and transforming culture. Drawing from art history, theory, and criticism students will learn to develop critical pedagogy that explores the role of interpretation as both an institutional and art practice. Students will work in both art collections and in public space to create interpretive materials and forms that consider the dimensions of interpretive work. Course content includes research of museum practices and also critical projects by artists such as Lize Mogel, Center for Land Use Interpretation, Sandra De La Loza, Alexandra Bell, Andrea Carlson, James Luna, Fred Wilson, among others.
Prerequisites
Open to graduate level students only.
|
Class Number
1841
|
Credits
3
|
Department
Art Education
Area of Study
Art/Design and Politics, Exhibition and Curatorial Studies, Museum Studies
Location
Sharp 402
|
| Teaching Art at the College Level |
5118 (001) |
Melita Morales |
Wed
6:45 PM - 9:30 PM
In Person
|
|
Description
This course addresses the complexities of teaching a studio art or seminar course at the college level. Various teaching approaches and structures will be explored including leading discussions about ideas and art, conducting critiques, working with diverse groups and individuals, instructional design (curriculum, syllabus, project assignments, etc.) and demonstrating and presenting ideas and materials. We will examine issues related to arts assessment for individuals and for institutions. We will consider evolving conceptions of teaching in different higher education contexts?art schools, liberal arts colleges, community colleges, and research universities. Gain practical knowledge about teaching strategies. Develop your own teaching philosophy, portfolio and curriculum examples. Assemble a 'tool kit' to build your teaching career.
|
Class Number
1837
|
Credits
3
|
Department
Art Education
Area of Study
Class, Race, Ethnicity, Art and Science, Teaching
Location
Sharp 706
|
| Doing Democracy |
5125 (001) |
Adam J Greteman |
Thurs
12:15 PM - 3:00 PM
In Person
|
|
Description
What egalitarian ideals have shaped our conception of public education? How has the promise of democratic schools been undermined by white privilege, racism, class-based discrimination, inequitable funding, colonialism, patriarchy, and disregard for the human impact on the natural world? This course builds a foundation for understanding the politics of schooling by exploring the struggle for democratic education in Chicago, contextualized by contemporary global decolonial practices in education. Students will consider how shifting conceptions of schooling are responses to the contemporary cultural moment¿recognizing how curriculum supports the beliefs and needs of the status quo as well as how curriculum might critique and propose new ways of being as individuals and as societies. The course explores a broad range of histories, philosophies, and approaches to schooling, including Freedom Schools, Native American boarding schools, transformative justice in education, play and free child movements, teacher-led movements, environmental studies, and the fight to defend ethnic studies programs as well as attempts to re-segregate and privatize public schools.
Artists, designers and scholars to be studied include Tonika Lewis, Eve Ewing, Elizabeth Todd-Breland, Jose Resendiz, Borderless Studios, Interference Archive and Alexis Rockman. Readings from the field of art education by Doug Blandy, Laurie Hicks, and Mark Graham will trace the emergence of eco-art and place-based art education curriculum. Field trips include visits to school sites, Chicago Board of Education meetings and exploration of CBOE archives.
Course assignments include short response papers and course readings. Students conduct and report on six hours of observations in schools, sites of school decision-making, and in places where people attempt to build democratic processes related to schools. Students will conduct independent research on topics related to contemporary issues and schooling. Each student will prepare and present a culminating project proposal for a school whose curriculum and structures address their political and social concerns and pedagogical vision.
Prerequisites
Prerequisite: Open to MAAE or MAT students only or with permission of instructor.
|
Class Number
1876
|
Credits
3
|
Department
Art Education
Area of Study
Art/Design and Politics, Community & Social Engagement, Teaching
Location
Sharp 402
|
| Practices of Art and Design Education in Schools and Communities: Teens and Adults |
5900 (001) |
Ali Blake |
Mon
9:00 AM - 3:00 PM
In Person
|
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Description
Relating contemporary and traditional artmaking approaches and culturally responsive pedagogy with curriculum, project, and instructional design methods, this course provides prospective teachers and teaching artists with knowledge and skills needed to structure learning experiences through which children and youth in elementary schools, middle schools and community settings enhance their creativity, develop technical skills, understand a range of artmaking practices, make personally meaningful works, and explore big ideas. Course participants will structure teaching plans that identify students¿ prior knowledge, scaffold learning, use multiple teaching and learning strategies to promote student engagement and differentiate instruction to meet the needs of all students. They will learn to articulate clear and verifiable core learning objectives, select relevant national and state standards and design assessments that capture essential student learning without standardizing students¿ artworks. Teacher reflection based on critique, student input and assessment data will be used in an iterative process of editing and redesigning curriculum. Connecting visual and verbal literacies, prospective teachers will make use of reading, writing and speaking activities that engage students in interpreting art and analyzing visual culture as well as using picture books as a source of inspiration for their personal storytelling and artmaking. Teachers will learn to select and/or develop reading level-appropriate art and culture readings to support learning.
Studying a range of art education practices will provide teacher candidates with theoretical perspectives from which to build their own unique pedagogical approaches. Readings include works by Maria Montessori, Viktor Lowenfeld, Anne Thulson, Lisa Delpit, Vivian Paley, and Sonia Nieto as well as overviews of Reggio Emelia, Teaching for Social Justice, Teaching for Artistic Behavior, Studio Habits, Visual Thinking Strategies and Principles of Possibility
Course assignments will include readings and discussion responses and researching artists, artmaking approaches and pedagogical practices as well as writing project and lesson plans accompanied by teacher artwork examples, image presentations, readings, assessments, and other instructional materials, as well as documenting plans and student artworks. Participants will teach small groups of students in elementary schools with English Language Learners.
All student must complete and pass Chicago Public Schools Background Check.
Prerequisites
Completed ARTED 5015, ARTED 5021, ARTED 5105, and ARTED 5200
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Class Number
1838
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Credits
3
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Department
Art Education
Location
Sharp 706
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