Class # 12 - Art Education Philosophy/ California State Content Standards

Reading Review
Review reading Third Space: When Learning Matters, by Deasy & Stevenson through the lens of developing your own Art Education Philosophy and review the reading worksheet from homework.

Preparing and Thinking About Your Philosophy Statement

Complete the following activity and come to class prepared to talk about your findings:

Part 1
Take a few minutes to reflect these questions and make a few written notes.
1. What are three important ingredients that you believe are essential to quality art education and why? Or If you were teaching art today, what would you hope your students would remember 15 years later.
2. What do you believe is the primary purpose of education?
3. What strong experiences and/or readings in your memory have influenced your thinking?

Part 2
Review your journals (including reflections from readings, notes from discussions, speakers, class activities and presentations; handouts, papers, etc.)
1. Highlight , circle and/or notate authors, presenters, theories, practices, ideas that
- strongly affirmed, sparked, excited and extended your thinking;
- you feel challenged by, wonder about or have questions
- you strongly disagree with
- shifted or changed your thinking
2. Identify three scholars/authors and their quotes or ideas that support your own values, ideas and beliefs.

Part 3
Take a few minutes to reflect on: How does art education fulfill the larger purpose of education according to your own ideas and interpretations?


Homework - Due April 20th

1. Finish activity from class above (#2 and 3 if you were in class this week, all of the above if you were absent) Be prepared to talk about what came up for your through this exercise

2. California State Content Standards for Visual and Performing Arts

What are the standards important? Why do we need them?

• Read about the Guiding Principals for the VPA Standards. If you were not in class to get the handout go to the California State Content Standards page.
  

• Once there you will have to download a PDF - click on the link Curriculum Frameworks.

• Download document and read the section that is called Guiding Principals

• Come to the next class with an understanding of why Standards are important and why we need them.

• Also please pay close attention to the five VPA strands: Artistic Perception, Creative Expression, Historical and Cultural Context, Aesthetic Valuing and Connections, Relationships, and Applications.

Now look at the content standards and across the strands to see how they play our within the Standards:

• Visual and Performing Arts, Dance
• Visual and Performing Arts, Music
• Visual and Performing Arts, Theatre
• Visual and Performing Arts, Visual Arts

We will be using a few of these standards in class on Monday to do a curriculum development activity.

3. Catch up on any blogging you need to complete.

As always - if you have any questions email us!

Class # 11 - Releasing the Imagination/ Eduardo Pineda/ Art Education Philosophy

Guest Speaker
Guest speaker - artist, museum educator and community activist Eduardo Pineda responds to our learning goals and talk with us about the Maxine Greene reading - Releasing the Imagination

Class goals:
• What is the relationship between art and learning?
• What is art education?
• What is art education for and why does it matter?

For more on Eduardo Pineda - go to his website Storytelling Walls
Here are some links to the sites and organizations that Eduardo talked about in class:

• Open Door Contemporary Art Projects - site run by curator Lizzetta LeFalle-Collins, Ph.D. developed to write about and represent the "crossroads in the African and Black diasporas."
• Renewing a First Voice - an article written by Pineda about the Ohlone murals in Berkeley for the Open Door Contemporary Art Projects.
• Toubabou Spectacle - Eduardo Pineda writes about his recent experience working on a Mural in Mali, for Open Door Contemporary Art Projects.
• Museum of African Diaspora, San Francisco - I've Know Rivers was a project that Eduardo helps to create while at MoAD.
  
• Youth Development Network - works collaboratively with other organizations and agencies to provide services for youth.

Introduction to Final Project
Chose one of the following assignments to complete your final project for class - your own personal arts education philosophy:

1.) Write a 3-5-page, double-spaced paper with 12 point font, describing your own philosophy of art education. Questions to address include:

• What is the overall purpose of education as you see it?
• How can or does art education fulfill this purpose?
• How scholars and theorists influenced your thinking?
  
• How have your own experiences influenced your thinking?
  
• What strategies and/or approaches to education and art education are exciting and of most interest to you—why?

2.) Create a work of art (in any media or form) that reflects your art education philosophy to present to the class along with a one-page typed, single spaced (12 point font) statement of your art education philosophy and scholarly influences.

All ideas should be expressed in your own words and supported by the theories and ideas of scholars and practitioners. You are also encouraged to reference your own experiences, if appropriate, to support your ideas.

• The artwork and/or paper is to be turned on the last day of class April 27th – NO EXCEPTIONS!

• As well - all online blogging journals completed with all assignments by April 27th - NO EXCEPTIONS!

Homework
Read respond to the following reading on the blog:

• Deasy & Stevenson: Third Space: When Learning Matters, Chapter 2, page 121-130 in reader.
• Please respond in TWO WAYS - Fill our the worksheet we gave you in class and BRING THAT WORKSHEET COMPLETED TO NEXT CLASS, and RESPOND TO WRITING PROMPT ON BLOGGING JOURNAL SITE.
  

Class # 10 - Reseach Writing and Presentations

Research Presentations and Written Reports

In this class you will turn in your research reports and make oral presentation about your research.

We will look at the presentations through the lens of our 3 guiding questions this semester:
• What is the relationship between art and learning?
• What is art education?
• What is art education for and why does it matter?

You will be asked to use these questions to respond to your fellow classmates for feedback and support.

Catching up on Responses to Class
We will have a short conversation about some of the questions that came up for you in your response reflection writing on the class.

Homework - Due April 6th, 2009
Read respond on the blog to the following articles:

• Efland, A. A History of Art Education, Chapter 1, Art Education: Its Social Context
• Greene, M. Releasing the Imagination, Introduction, Narrative in the Making

Publishing Your Research Online

• We will ask you to publish our research online this week as well on your blog.

Class # 9 - Education and the 3 E’s and Art As Experience (Dewey)

Panel Discussion and Presentation

Carl Anthony - Earth House Center - Oakland
Pam Lucker - Peralta Elementary School
Sarah Willner - North Oakland Community Charter School

Pam and Sarah will give an overview of how students are engaged with arts across the curriculum and NOCCS and Peralta. Then, Carl will talk about the three big E’s 1) economy 2) environment 3) equity

Discussion questions:

• What do the 3 E’s have to do with education (is it the 4th E?)
• How are Peralta and NOCCS educating for the 3 E’s
• What are the implications of the arts as a live creature – in these schools, in the larger society?
  

Catching up on Research - How is it going?

Students will give short summaries of their research writing so far, we will discuss as a class any questions or concerns.

Art As Experience: The Live Creature by John Dewey
We will have a reflective conversation on the implications of dissociating art works from the art making process and our every day lives.

Homework - Focus on their research and presentation due next week. Refer to Project Guidelines for details and contact us with any questions.

Class # 8 - Diving Into Research and Writing/ Problem Solving and Understanding – Oakes and Lipton

Research Writing Presentations

Each student will make a 5 minutes presentation on research focus and leaning goals:

• Include -two main “big idea” questions that will lead your research. These are your learning goals.
• Present the research resources plan to use – books, video, journals, web. Be as specific as you can.
• What concerns do you have?

Reading discussion on Problem Solving and Understanding – Oaks and Lipton

Share quote that resonates with you from the reading. Class discussion.

Homework

• Work on research and be prepared to give us a 5 minute update when we return March 23rd.
• Read the John Dewy article in your reader The Live Creature and find a quote that resonated with you and post it on the writing blog – see blog for specifics on prompt: Blogging Journal Site
• If you feel inclined - post an update on how your research is going.
  
• PLEASE CONTACT US WITH ANY QUESTIONS OR KNOTS YOU HIT IN YOUR RESEARCH.

HAVE A GREAT SPRING BREAK!

Research Writing and Presentation Guidelines

Now that you have explored the varied approaches to art education in our community, you will take your research one step further. You will refine your questions and ideas through further investigation and research into the ideas, aims and themes in Art Education that have peaked your interest through the readings and the site based research you conducted last month. This phase of your research will be presented in a 5-7 page, double spaced research paper and a 10 minutes oral presentation to our class on March 30, 2009.

Understanding Goals:
• How can I formulate or refine a question that has come up for me through the class reading and site based research investigation that is interesting to me and relevant to the field of art education?
• How can I conduct research and capture an understanding of my topic using the CCA library and a diversity of reference sources to progress my research writing?
• How can I make an oral presentation to the class that will engage my classmates and expand their knowledge of my topic?

Performances of Understanding

Paper: Write a 5-7 page paper, double spaced on your research topic, addressing questions of personal interest.

What do others have to say on the your topic of interest?
You are required to use between 3-5 resources from books, journals, videos or online resources. Of these, at least one should be a book and one should be a journal. You can also use the articles in your reader. You will cite all sources using the MLA (Modern Language Association) of citing research materials (http://www.cca.edu/library/citing.php). Remember to think about Eisner and others we have read as resources for your research.

NOTE: you can also use primary sources such as interviews, or other primary source materials.
Oral Presentation: You will present a ten-minute oral presentation on your research for the rest of the class on March 30.

Visual Component: Submit one other form of representation on your research goal – could be an image, illustration or other inspiration you may have to help aid in your oral presentation.

March 2nd, 2009
Introduction to research paper and presentation: We will visit the CCA Library and review the resources available to aid you in your research. You will again present the questions you used for your site based research and we will have a small group discussion about how to refine or restate them to reflect how your thinking has changed and generated new inquiry to research.
• You will be given the Research Writing worksheet to complete during the next week to present in class on March 9th.
• During this week you should have made a visit to the Library to begin your research and decide on what resources you will use – present these next class.

Due March 9th, 2009
• Come to class prepared to give a 5-minute presentation about your research goals.
• You will be expected to present one-two main “big idea” questions that will lead your research. These are your learning goals.
• You will present the research resources you plan to use – books, video, journals, web. Be as specific as you can.

Due March 23rd, 2009
• You will each give a 5-minute check in about your research: questions, problems, what is exciting you. Please bring any concerns to the table this day. Your papers are due next week.

Due March 30, 2009
FINAL PAPERS DUE! Must be turned in with Cover Sheet for Oral Presentation, Bibliography (MLA citation), 5-7 page double spaces (no more please), and TEN-MINUTE ORAL PRESENTATIONS MADE TODAY. You must also present your visual component along with your oral presentation.

Some suggested Art Education Search Topics and Ideas
Art Learning
Art Teaching
Art Education
Teaching
Education
Intelligence
Multicultural Education
Disabilities and Learning
Learning Disabilities
Special Education
Learning Theory
Developmental Theory
Art and Development
School Design
Racism and Education
Critical Pedagogy

Class # 7 - Guest Panel – School Reform, Introduction to Research Writing

Reform and its Role in Arts Education Panel

Guest speakers from East Oakland School of the Art, Berkeley High School and Emery School District will talk about:

• What their role is, how the programs were developed and the role the arts play in their community and school sites?
• Strategies they are using to address the issues they are seeking to improve for students?
• The progress and challenges they face in their programs as they work towards success?

Panelists:
Miriam Stahl – Berkeley High School AHA Program
Wanda Stewart – Emeryville High School
Aryn Bowman – Ease Oakland School of the Arts

Art Fair Self Assessment - Using the rubric for the Art Fair project, you will rate your success on you Art Fair research and presentation as a form of reflection on your learning goals.

Reading Discussion - Bell Hooks, Teaching to Transgress
• Share the quotes pulled from the article and tell why this passage was meaningful to you
• Group discussion to follow

Research Writing Introduction
At the CCA Library we will introduction the next phase of your semester long research. Now that you have explored the varied approaches to art education in our community, you will take your research one step further:

• You will refine your questions and ideas through further investigation and research into the ideas, aims and themes in Art Education that have peaked your interest through the readings and the site based research you conducted last month.
  
• This phase of your research will be presented in a 5-7 page, double spaced research paper and a 10 minutes oral presentation to our class on March 30, 2009.
• See project Guidelines for more detailed information
  

Visit to the Library
Investigate the various resources available for research and knowledge building around students inquiry into art and teaching:

• Any questions/concerns please direct to Trena and Louise this week
• Ask Librarian for help to find resources that you need for your research - Library Hours
  
• If you get stuck trying to refine your questions and goals - refer to the following information about creating a good question: Guidelines for Developing a Question

Remember the questions we started out with in the beginning of the semester - these might help you to refine your questions as well:

• What is the relationship between art and learning?
  
• What is art education?
  
• What is art education for and why does it matter?
  
• What is the relationship between learning and experience?
  
• What is the relationship between art and experience?

Homework Due March 9th, 2009

• 5- minute presentation on Research Writing project – include questions and other info from worksheet handed out in class. Include what kinds of resources you might use for your research.
• Read/review the last chapter for the Lipton and Oaks article, Chapter 3, Contemporary Learning Theories: Problem Solving and Understanding. Refer to the Blogging Journal site for writing prompt
• NOTE: Make sure to comment to another classmates blog that you have not posted a comment to before!