| Art of Crossing the Street |
2020 (001) |
Andres Luis Hernandez |
Thurs
12:15 PM - 3:00 PM
In Person
|
|
Description
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.
|
Class Number
1090
|
Credits
3
|
Department
Art Education
Area of Study
Community & Social Engagement, Public Space, Site, Landscape, Art/Design and Politics
Location
Sharp 403
|
| Practices of Art and Design Education in Schools and Communities 1: Children and Youth |
3015 (001) |
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
Prerequisite: Open to junior BFAAE students only or permission of instructor.
|
Class Number
1085
|
Credits
3
|
Department
Art Education
Location
Sharp 409
|
| Practices of Art and Design Education in Schools and Communities 1: Children and Youth |
3015 (002) |
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
Prerequisite: Open to junior BFAAE students only or permission of instructor.
|
Class Number
1088
|
Credits
3
|
Department
Art Education
Location
Sharp 402
|
| Becoming Human: Evolving Conceptions of Human Development |
3021 (001) |
Melita Morales |
Tues
12:15 PM - 3:00 PM
In Person
|
|
Description
In the work of becoming and being an educator, it is necessary and important to comprehend the evolving ways human development is understood, engaged, and implicated in the teaching of children, adolescents and adults. Humans are, to put it simply, different. And it is these differences that present opportunities and challenges in teaching and learning. This course offers an interdisciplinary investigation into evolving conceptions of human development, including, but not limited to, psychological, legal, historical, and sociological frameworks. Additionally, students will explore the histories of childhood as they impact and have impacted the material culture of schools and school design.
Investigating evolving conceptions of human development will provide teacher candidates with interdisciplinary perspectives to build their own understanding of students as subjects in formation. This includes gaining theoretical, historical, and pedagogical knowledge on a range of developmental issues in education. Readings include works by John Dewey, W.E.B. DuBois, Tom Shakespeare, Cris Mayo, Deborah Britzman, Stephen Vassallo, Alexandra Lange, Erik Erikson, Jean Piaget, and Maria Montessori as well as overviews of Disability, Race Conscious, and Queer Theories in education.
Course work includes an essay questioning & responding to human development, an analysis of childhood development as illustrated in children's literature, an interpretation of adolescence as represented through short films, along with a midterm and final project documenting the work of learning throughout the semester.
Prerequisites
Prerequisite: Open to junior BFAAE students only or permission of instructor.
|
Class Number
1084
|
Credits
3
|
Department
Art Education
Location
Sharp 403
|
| Becoming Human: Evolving Conceptions of Human Development |
3021 (002) |
Melissa Raman Molitor |
Wed
12:15 PM - 3:00 PM
In Person
|
|
Description
In the work of becoming and being an educator, it is necessary and important to comprehend the evolving ways human development is understood, engaged, and implicated in the teaching of children, adolescents and adults. Humans are, to put it simply, different. And it is these differences that present opportunities and challenges in teaching and learning. This course offers an interdisciplinary investigation into evolving conceptions of human development, including, but not limited to, psychological, legal, historical, and sociological frameworks. Additionally, students will explore the histories of childhood as they impact and have impacted the material culture of schools and school design.
Investigating evolving conceptions of human development will provide teacher candidates with interdisciplinary perspectives to build their own understanding of students as subjects in formation. This includes gaining theoretical, historical, and pedagogical knowledge on a range of developmental issues in education. Readings include works by John Dewey, W.E.B. DuBois, Tom Shakespeare, Cris Mayo, Deborah Britzman, Stephen Vassallo, Alexandra Lange, Erik Erikson, Jean Piaget, and Maria Montessori as well as overviews of Disability, Race Conscious, and Queer Theories in education.
Course work includes an essay questioning & responding to human development, an analysis of childhood development as illustrated in children's literature, an interpretation of adolescence as represented through short films, along with a midterm and final project documenting the work of learning throughout the semester.
Prerequisites
Prerequisite: Open to junior BFAAE students only or permission of instructor.
|
Class Number
1089
|
Credits
3
|
Department
Art Education
Location
Sharp 403
|
| Top: LGBTQ Intergenerational Dialogue |
4010 (001) |
Karen Morris, Adam J Greteman |
Mon
12:15 PM - 3:00 PM
In Person
|
|
Description
This collaborative, community-based course is centered around The LGBTQ+ Intergenerational Dialogue Project, an ongoing partnership between Center on Halsted and SAIC. Classes will be held both at SAIC and Center on Halsted. Bringing together LGBTQ+-identified students and elders, this project provides a rare opportunity for dialogue across queer generations. Participants discuss, from their various perspectives and experiences, topics central to LGBTQ+ lives and histories such as Gender, Sex, Spirituality, Art, LGBTQ+ History, Family, Race, Class, Coming Out, Aging and Ageism, and Activism and Social Movements. Readings, audio recordings, and screenings will explore LGBTQ+ histories through their representation in various forms. Over the course of the semester, students work collaboratively with elders in small groups to create ¿objects'' in various forms (such as an animated video, comics zine, oral history, reflective or critical essay, personal narrative, visual art piece, or photographic essay) that bring to life the stories, histories, and lived experiences of LGBTQ+ folks. These ¿objects'' will be featured on our website (generationliberation.com).
|
Class Number
1093
|
Credits
3
|
Department
Art Education
Location
Lakeview - 206
|
| Top: LGBTQ Intergenerational Dialogue |
4010 (001) |
Karen Morris, Adam J Greteman |
Mon
12:15 PM - 3:00 PM
In Person
|
|
Description
This collaborative, community-based course is centered around The LGBTQ+ Intergenerational Dialogue Project, an ongoing partnership between Center on Halsted and SAIC. Classes will be held both at SAIC and Center on Halsted. Bringing together LGBTQ+-identified students and elders, this project provides a rare opportunity for dialogue across queer generations. Participants discuss, from their various perspectives and experiences, topics central to LGBTQ+ lives and histories such as Gender, Sex, Spirituality, Art, LGBTQ+ History, Family, Race, Class, Coming Out, Aging and Ageism, and Activism and Social Movements. Readings, audio recordings, and screenings will explore LGBTQ+ histories through their representation in various forms. Over the course of the semester, students work collaboratively with elders in small groups to create ¿objects'' in various forms (such as an animated video, comics zine, oral history, reflective or critical essay, personal narrative, visual art piece, or photographic essay) that bring to life the stories, histories, and lived experiences of LGBTQ+ folks. These ¿objects'' will be featured on our website (generationliberation.com).
|
Class Number
1093
|
Credits
3
|
Department
Art Education
Location
Lakeview - 206
|
| Eco Design |
4045 (001) |
Hong-Yeol In |
Mon
12:15 PM - 3:00 PM
In Person
|
|
Description
Eco Design Chicago Riverworks is an interactive transient external partnership sound mapping and community engagement course that uses everyday technology in the field to eco sense and imagine human and non-human biodiversity and coexistence. The class deploys biophonic, geophonic, anthrophonic sound maps, soundwalks, workshops, installations and lectures, in, along, above, on and under Chicago's Waterways to actively engage the community in water politics and policy. Students spend time outdoors environmentally autopsying soundwalks, biking Northerly Island, recording quiets spaces with the EU Hush City App, kayaking around Goose Island, riverwalking, and learning about the history of freshwater and the impending water crisis on a floating classroom. Assignments include generating objects, sound maps, AR interactives, and activating sites that raise awareness through public installations that invite participation.
Students will access an environmental bibliography that includes environmental initiators-Leopold, Carson, Muir, and others; international organizations studying Global health like OXFAM Better Life INDEX, Water/FOOD/Energy Stockholm Accord NEXUS; contemporary practices, ecological innovators, current documentary films, institutional and international activist websites and EU and City of Chicago Ordinances.
Course work varies but includes weekly reading responses/discussions, Book Reviews, team Film Reviews, Data Maps, Sound Maps, AR ecological interventions, Riverbank greening, and student choice proposal of activation of public sites.
Prerequisites
Open to students at Junior level and above.
|
Class Number
1091
|
Credits
3
|
Department
Art Education
Area of Study
Public Space, Site, Landscape, Art and Science, Sustainable Design
Location
Sullivan Center 1240
|
| Decolonizing Time Travel |
4051 (001) |
Joshua Rios |
Mon
8:30 AM - 11:15 AM
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
1092
|
Credits
3
|
Department
Art Education
Area of Study
Class, Race, Ethnicity, Community & Social Engagement, Exhibition and Curatorial Studies
Location
Lakeview - 1428
|
| Cultural Approaches to Production |
4100 (001) |
Mark Alcazar Diaz |
Thurs
6:45 PM - 9:30 PM
In Person
|
|
Description
The focus of this course is to support a sense of purpose and agency in prospective art teachers, teaching artists, and cultural workers by exploring how individual and collaborative cultural production reflects and influences conceptions of race, class, ethnicity, geography, sexuality, and physical/cognitive abilities in a diversity of communities and settings. Students will interrogate the cultural contexts¿aesthetics, artmaking approaches, social, political, historical, theoretical, technological, and pedagogical¿that frame the making, interpreting, analyzing, sharing, and teaching of art, design, and visual culture in school and community settings. Students will develop content for art and culture projects and curriculum sequences based upon contemporary topics, issues, and themes.
Students will explore the work of contemporary artists and cultural workers who integrate diverse artmaking approaches, cultural histories, theoretical orientations, and psychological perspectives into their arts-based practices. Artists and readings will be chosen based upon timely and emergent issues, concepts, and themes affecting a diversity of communities. Methods and strategies for integrating various literacies--verbal, visual, media, technological, computational--into cultural projects and curriculum will be explored.
Yes course will ask students to understand how individual and collaborative cultural production reflects and influences conceptions of race, class, ethnicity, geography, sexuality, and physical/cognitive abilities in a diversity of communities and settings. Students will also Understand how cultural contexts frame the making, interpreting, analyzing, sharing, and teaching art, design, and visual culture in school and community settings.
Prerequisites
Prerequisite: Open to junior BFAAE students only or permission of instructor.
|
Class Number
1083
|
Credits
3
|
Department
Art Education
Area of Study
Community & Social Engagement, Teaching, Art/Design and Politics
Location
Sharp 403
|
| Activating Archives |
4106 (001) |
Juarez Hawkins |
Mon
12:15 PM - 3:00 PM
In Person
|
|
Description
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.
|
Class Number
1082
|
Credits
3
|
Department
Art Education
Area of Study
Class, Race, Ethnicity, Politics and Activisms, Community and Social Practice, Economic Inequality & Class, Community & Social Engagement, Art/Design and Politics, Gender and Sexuality
Location
Sharp 706
|
| Practicum: Elementary and Secondary |
4390 (001) |
Laura Miracle |
Tues, Tues
5:00 PM - 8:00 PM, 9:00 AM - 4:00 PM
In Person
|
|
Description
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.
Prerequisites
Prerequisite: Open to junior BFAAE students only or permission of instructor.
|
Class Number
1073
|
Credits
3
|
Department
Art Education
Location
Sharp 402
|
| Practicum: Elementary and Secondary |
4390 (002) |
Niema Qureshi |
Tues, Tues
5:00 PM - 8:00 PM, 9:00 AM - 4:00 PM
In Person
|
|
Description
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.
Prerequisites
Prerequisite: Open to junior BFAAE students only or permission of instructor.
|
Class Number
1074
|
Credits
3
|
Department
Art Education
Location
Sharp 409
|
| Practicum: Elementary and Secondary |
4390 (003) |
Juarez Hawkins |
Tues, Tues
5:00 PM - 8:00 PM, 9:00 AM - 4:00 PM
In Person
|
|
Description
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.
Prerequisites
Prerequisite: Open to junior BFAAE students only or permission of instructor.
|
Class Number
1075
|
Credits
3
|
Department
Art Education
Location
Sharp 404
|
| Practicum: Elementary and Secondary |
4390 (004) |
Paul J. Mack |
Tues, Tues
5:00 PM - 8:00 PM, 9:00 AM - 4:00 PM
In Person
|
|
Description
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.
Prerequisites
Prerequisite: Open to junior BFAAE students only or permission of instructor.
|
Class Number
2354
|
Credits
3
|
Department
Art Education
Location
MacLean 919
|
| Practicum: Elementary and Secondary |
4390 (005) |
Cheryl Boone |
Tues, Tues
5:00 PM - 8:00 PM, 9:00 AM - 4:00 PM
In Person
|
|
Description
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.
Prerequisites
Prerequisite: Open to junior BFAAE students only or permission of instructor.
|
Class Number
2352
|
Credits
3
|
Department
Art Education
Location
Lakeview - 1004
|
| Practicum: Elementary and Secondary |
4390 (006) |
Alana Ferguson |
Tues, Tues
5:00 PM - 8:00 PM, 9:00 AM - 4:00 PM
In Person
|
|
Description
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.
Prerequisites
Prerequisite: Open to junior BFAAE students only or permission of instructor.
|
Class Number
2353
|
Credits
3
|
Department
Art Education
Location
Sharp 706, To Be Announced
|
| Practices of Art and Design Education in Schools and Communities 1: Children and Youth |
5015 (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
Prerequisite: Open to MAAE or MAT students only or with permission of instructor.
|
Class Number
1086
|
Credits
3
|
Department
Art Education
Location
Sharp 706
|
| Becoming Human: Evolving Conceptions of Human Development |
5021 (001) |
Patrick Gauld |
Wed
6:00 PM - 9:00 PM
In Person
|
|
Description
In the work of becoming and being an educator, it is necessary and important to comprehend the evolving ways human development is understood, engaged, and implicated in the teaching of children, adolescents and adults. Humans are, to put it simply, different. And it is these differences that present opportunities and challenges in teaching and learning. This course offers an interdisciplinary investigation into evolving conceptions of human development, including, but not limited to, psychological, legal, historical, and sociological frameworks. Additionally, students will explore the histories of childhood as they impact and have impacted the material culture of schools and school design.
Investigating evolving conceptions of human development will provide teacher candidates with interdisciplinary perspectives to build their own understanding of students as subjects in formation. This includes gaining theoretical, historical, and pedagogical knowledge on a range of developmental issues in education. Readings include works by John Dewey, W.E.B. DuBois, Tom Shakespeare, Cris Mayo, Deborah Britzman, Stephen Vassallo, Alexandra Lange, Erik Erikson, Jean Piaget, and Maria Montessori as well as overviews of Disability, Race Conscious, and Queer Theories in education.
Course work includes an essay questioning & responding to human development, an analysis of childhood development as illustrated in children's literature, an interpretation of adolescence as represented through short films, along with a midterm and final project documenting the work of learning throughout the semester.
Prerequisites
Prerequisite: Open to MAT students only or permission of instructor.
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Class Number
1087
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Credits
3
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Department
Art Education
Location
Sharp 403
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| Social Theory for Artists |
5103 (001) |
Joshua Rios |
Mon
6:00 PM - 9:00 PM
In Person
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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.
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Class Number
1081
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Credits
3
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Department
Art Education
Area of Study
Class, Race, Ethnicity, Community & Social Engagement, Art/Design and Politics
Location
Sharp 403
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