| Sophomore Seminar: Interdisciplinary |
2900 (006) |
Melita Morales |
Tues
12:15 PM - 3:00 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
1450
|
Credits
3
|
Department
Art Education
Location
Sharp 402
|
| Doing Democracy |
3125 (001) |
Andres Luis Hernandez, Joshua Rios |
Thurs, Thurs
12:15 PM - 3:00 PM, 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
1007
|
Credits
3
|
Department
Art Education
Area of Study
Art/Design and Politics, Community & Social Engagement, Teaching
Location
MacLean 816, Sharp 706
|
| Doing Democracy |
3125 (001) |
Andres Luis Hernandez, Joshua Rios |
Thurs, Thurs
12:15 PM - 3:00 PM, 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
1007
|
Credits
3
|
Department
Art Education
Area of Study
Art/Design and Politics, Community & Social Engagement, Teaching
Location
MacLean 816, Sharp 706
|
| Practices of Art and Design Education in Schools and Communities: Teens and Adults |
3900 (002) |
S. Bailey Jacobson |
Fri
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 2900 course
|
Class Number
1974
|
Credits
3
|
Department
Art Education
Location
Sharp 409
|
| Practices of Art and Design Education in Schools and Communities: Teens and Adults |
3900 (003) |
Melita Morales |
Fri
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 2900 course
|
Class Number
2117
|
Credits
3
|
Department
Art Education
Location
Sharp 402
|
| Top: LGBTQ+ Intergenerational Production |
4010 (001) |
Adam J Greteman |
Mon
12:15 PM - 3:00 PM
In Person
|
|
Description
This studio seminar is centered around intergenerational queer art-making within the context of The LGBTQ+ Intergenerational Dialogue Project, which is a partnership between The Senior Services Program at The Center on Halsted and faculty members Adam Greteman and Karen Morris of SAIC. This spring course is run as a workshop in which students focus on intergenerational creative production with LGBTQ+ elders. Classes will be held at both SAIC and Center on Halsted. Students and elders will share a meal together after class meetings at Center on Halsted, and take at least one field trip together. A range of artists, works, scholars, and activist groups will be introduced during the first third of the course as students get to know one another and the purpose of the course. This will potentially include the following: Marlon Riggs, Lesbian Avengers, Chase Joynt, ACT-UP, Ron Athey, S.T.A.R., Paul Preciado, E. Patrick Johnson, Mickalene Thomas, and others. Over the course of the latter 2/3rd of the semester, students collaborate with LGBTQ+ elders in small groups to conceive and produce work related to LGBTQ+ experiences, histories, and issues. Each small group decides on topic(s) and medium(s) while working with the instructors to create a list of relevant readings, films, and/or podcasts they will engage as part of the research and production process. Over the course of the semester, students collaborate with LGBTQ+ elders in small groups to conceive and produce work related to LGBTQ+ experiences, histories, and issues. Final projects might take the form of visual art, video, oral history, photography, writing, a podcast, or something else. This work will be showcased on the project’s website (generationliberation.com) and have the potential to be expanded into a range of other educational resources.
|
Class Number
1451
|
Credits
3
|
Department
Art Education
Location
Lakeview - 206
|
| Apprentice Teaching |
4900 (001) |
|
Tues
5:00 PM - 8:00 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
2118
|
Credits
12
|
Department
Art Education
Area of Study
Art/Design and Politics, Community & Social Engagement, Teaching
Location
Sharp 402
|
| Apprentice Teaching |
4900 (003) |
Niema Qureshi |
Tues
5:00 PM - 8:00 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
2120
|
Credits
12
|
Department
Art Education
Area of Study
Art/Design and Politics, Community & Social Engagement, Teaching
Location
Sharp 409
|
| Apprentice Teaching |
4900 (004) |
Juarez Hawkins |
Tues
5:00 PM - 8:00 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
2121
|
Credits
12
|
Department
Art Education
Area of Study
Art/Design and Politics, Community & Social Engagement, Teaching
Location
|
| 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
1015
|
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) |
John Ploof |
Thurs
3:30 PM - 6:15 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
1009
|
Credits
3
|
Department
Art Education
Area of Study
Art/Design and Politics, Museum Studies, Teaching
Location
Sharp 403
|
| Teaching Art at the College Level |
5118 (001) |
Rebecca Keller |
Wed
12:15 PM - 3:00 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
1011
|
Credits
3
|
Department
Art Education
Area of Study
Class, Race, Ethnicity, Art and Science, Teaching
Location
Sharp 409
|
| Doing Democracy |
5125 (001) |
Andres Luis Hernandez, Joshua Rios |
Thurs, Thurs
12:15 PM - 3:00 PM, 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
1008
|
Credits
3
|
Department
Art Education
Area of Study
Art/Design and Politics, Community & Social Engagement, Teaching
Location
MacLean 816, Sharp 706
|
| Doing Democracy |
5125 (001) |
Andres Luis Hernandez, Joshua Rios |
Thurs, Thurs
12:15 PM - 3:00 PM, 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
1008
|
Credits
3
|
Department
Art Education
Area of Study
Art/Design and Politics, Community & Social Engagement, Teaching
Location
MacLean 816, Sharp 706
|
| Practices of Art and Design Education in Schools and Communities: Teens and Adults |
5900 (001) |
Paul J. Mack |
Fri
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
Completed ARTED 5015, ARTED 5021, ARTED 5105, and ARTED 5200
|
Class Number
1453
|
Credits
3
|
Department
Art Education
Location
Sharp 404
|
| Thesis Fieldwork |
6105 (001) |
John Ploof |
Fri
5:00 PM - 8:00 PM
In Person
|
|
Description
Section 001: Thesis 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: Career and Professional Experience Elective Internship - Graduate CAPX education and internships in art education allow students to work in part-time, art-related CAPX positions in approved organizations and institutions. Students are assigned a CAPX faculty adviser. Participation requires a total of 210 hours, with a minimum weekly average of 15 work hours with the internship organization. Call the Career and Professional Experience Program at 312/ 499-4130 for further information. Permission to register for this course must be obtained from the director of the CAPX Program.
Prerequisites
You must be a Master of Arts in Art Education student to take this course.
|
Class Number
1010
|
Credits
3
|
Department
Art Education
Location
Sharp 706
|
| Thesis I: Research Methodology |
6109 (001) |
Sarah Ross |
Wed
6:00 PM - 9:00 PM
In Person
|
|
Description
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.
Prerequisites
You must be a Master of Arts in Art Education student to take this course.
|
Class Number
2344
|
Credits
3
|
Department
Art Education
Location
Sharp 403
|
| Thesis II |
6110 (001) |
Sarah Ross |
Mon
6:00 PM - 9:00 PM
In Person
|
|
Description
This independent study requirement for candidates for the MAAE (Master of Arts in Art Education) or for the MAT (Master of Arts in Teaching) follows either the MAAE course ARTED 6109--Art Education: Thesis I: Research Methodology or the MAT course ARTED 5290--Graduate Art Education Thesis: Research as Social Inquiry. Students produce a thesis that demonstrates a student?s ability to design, justify, execute, and present the results of original research or of a substantial action research project. Students work closely with an assigned thesis advisor, in addition to participating in supporting workshops, presenting at the annual symposium, and defending the work at a final defense panel.
Prerequisites
Prerequisite: ARTED 6109 or ARTED 5290.
|
Class Number
2345
|
Credits
3
|
Department
Art Education
Location
Sharp 404
|
| Thesis II |
6110 (002) |
Andres Luis Hernandez |
Mon
6:00 PM - 9:00 PM
In Person
|
|
Description
This independent study requirement for candidates for the MAAE (Master of Arts in Art Education) or for the MAT (Master of Arts in Teaching) follows either the MAAE course ARTED 6109--Art Education: Thesis I: Research Methodology or the MAT course ARTED 5290--Graduate Art Education Thesis: Research as Social Inquiry. Students produce a thesis that demonstrates a student?s ability to design, justify, execute, and present the results of original research or of a substantial action research project. Students work closely with an assigned thesis advisor, in addition to participating in supporting workshops, presenting at the annual symposium, and defending the work at a final defense panel.
Prerequisites
Prerequisite: ARTED 6109 or ARTED 5290.
|
Class Number
2475
|
Credits
3
|
Department
Art Education
Location
|
| Thesis II |
6110 (003) |
Adam J Greteman |
Mon
6:00 PM - 9:00 PM
In Person
|
|
Description
This independent study requirement for candidates for the MAAE (Master of Arts in Art Education) or for the MAT (Master of Arts in Teaching) follows either the MAAE course ARTED 6109--Art Education: Thesis I: Research Methodology or the MAT course ARTED 5290--Graduate Art Education Thesis: Research as Social Inquiry. Students produce a thesis that demonstrates a student?s ability to design, justify, execute, and present the results of original research or of a substantial action research project. Students work closely with an assigned thesis advisor, in addition to participating in supporting workshops, presenting at the annual symposium, and defending the work at a final defense panel.
Prerequisites
Prerequisite: ARTED 6109 or ARTED 5290.
|
Class Number
2476
|
Credits
3
|
Department
Art Education
Location
|
