S. Bailey Jacobson

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.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K­12 students, faculty, staff, and community members at two fieldwork sites through guided observation engagement. They develop and teach curriculum projects and learn methods of non-punitive classroom management. This experience provides groundwork, connections, and continuity to apprentice teaching. Apprentice teachers will complete a 5-week elementary/middle school placement and a 5-week high school placement as well as attend a weekly apprentice teaching seminar at SAIC.

Students will study examples of curriculum and pedagogy that cover all Illinois state mandated standards as defined by the Illinois State Board of Education (ISBE): NASAD Visual Arts Standards; Illinois Professional Teaching Standards; Social and Emotional Learning Standards; Literacy Standards. In the process, students will learn to create original art curriculum that encompasses these standards, and how to implement these standards in their pedagogical practice.

The course includes observation/teaching days at elementary and secondary school placements, as well as weekly seminars at SAIC. During each of their two 5-week placements, students spend the school day at their respective assigned school placements before attending the evening seminar at SAIC. Time in seminars is spent developing and critiquing curriculum projects, exemplars (teacher project samples), instructional materials and assessment strategies in preparation for teaching in practicum placement schools, and later in apprentice teaching.