Notes+from+class

__**Class 1**__ -Fingerprinting/ Clearences - Introduction to Wikis

Reading: __Children and Their Art__ Chapters 1 and 2 Gestalt psychologists maintainted that wholes are priary and that parts derive their properties and behavior from them. The learner acquires knowledge by achieving "insight" by understanding the relationships among the various aspects of the learning situtation.

Stages of artistic development are useful norms that can enlighten the teacher, but they should not be considered as goals of education.

__The Manuplative Stage__ (age 2-5) -Children mark, scribble, precursors to symbols, explore new materials. __Symbol Making Stage (__age 6-9) -Children make a connection between images and shapes. they draw what they know. Schema. __Preadolescent Stage (__age 10-13) -Children cease to be significantly involved in making art.

- PAEA Conference - Look into De.lic.ous, list serves, wikis, blackboard, Ning Art Ed 2.0 -Children explore art as a language, use it to express themselves.
 * __Class 2__**


 * __Class 3__**

Constructivism draws on the developmental work of Piaget (1977)

Constructivism by reference to four principles: 1. Learning, in an important way, depends on what we already know. 2. New ideas occur as we adapt and change our old ideas. 3. Learning involves inventing ideas rather than mechanically accumulating facts. 4. Meaningful learning occurs through rethinking old ideas and coming to new conclusions about new ideas which conflict with our old ideas.

Preoperational Stage (2-7) representational skills/language, deferred imitation, mental imagery,egocentric view of the world

Teaching and Learning from Observation
Teaching children - adults how to see and notice through observation drawing is incredibly important in helping them develop perceptual skills. Nancy Smith's [|Observation Drawing With Children: A Framework for Teachers] and [|Experience and Art: Teaching Children to Paint]are the some of the best developmentally appropriate books for teaching art and children.

__**Class 4**__ //1. What is important for your students to know and be able to do? //  //2. How do you know it is important? What are they learning? //  //3. How do you find out what students know and are able to do? // https://artedelementary.wikispaces.com/Assessment https://artedelementary.wikispaces.com/Assessment


 * curriculum** design.


 * unit**-organization by theme. "chapters" orgaize lessons. focus. based on **lesson**.

lessons must be sequenced. must continue with connections. ex: first lesson about line. draw contour. next lesson: variety of line or use shoe for printmaking..step outside make marks. shoes of the world so many options. then construct shoe. sequence learning. http://artedelementary.wikispaces.com/Curriculum+Design when you write curriculum, base it on each grade level.

Can you tell me about your picture? Where did you begin? What was your favorite part? Have you ever done anything like this before? Where did you start? What are you going to add?
 * Question Strategies:**

Trading Cards can be used in many grade levels to get children to socialize, respect other work, share, learn other methods of production. The trading cards I made represent children's developmental stages through schemas, simple and layering shapes.
 * __Class 5__**

-Lesson Planning and Standards =BIG IDEAS ESSENTIAL QUESTIONS= =Content Indicators: What will students know by the end of the lesson or unit?= =Process Indicators: What will students do?= =PA Standards - All Content Areas= http://www.pde.state.pa.us/stateboard_ed/cwp/view.asp?A=3&Q=76716
 * __Class 6__**

=National Standards for Art= www.mcrel.org

__**Class 7**__

http://rubistar.4teachers.org/index.php

Class 8 Flexigon Books

http://artedelementary.wikispaces.com/Curriculum+Design

Class 9

DBAE Slides http://artedelementary.wikispaces.com/Discipline+Based+Art+Education

Class 10

Visual Culture Art Lex defines VISUAL CULTURE as: A term which is used more and more, it refers to what we have otherwise called art, but it is more inclusive and less likely to rely upon value judgments. Visual culture includes imagery in all kinds of media, in electronic games, in sports, cosmetics (and other fashion-related settings), comic books, and politics. It involves the imagery associated with holidays and terrorism. Certain works that a Eurocentric audience might call art, but are not called art by the cultures that produced them can be included in discussions of visual culture, yet they may not have been included in discussions of art. Examples of such work might include kachina dolls, bonsai, and boomerangs. A related term (some would say a synonym) is material culture. The study of visual culture should promote visuality and reflexivity and empower students concerning social issues. Also see intertextuality.

Class 11

Multicultural art Education What is Multicultural Art Education? artists who are marginalized creating rich lessons with complex multiple personal meanings questions the idea of a masterpiece Whose masterpiece? allows for students to internalize what they learn about the culture so instead of mimicking it, they incorporate it into their world view effective art teachers discourage trite cliché symbols complex identities religious and ceremonial arts gender issues (women) families children’s art outsider and insider artists (prison artists, non-trained artists, artists with disabilities, graffiti)

Class 12 Midterm!

Class 13 Budget and materials

Class 14 Ricki's Lesson

Class 15 Coral and Austin's Lesson Classroom management http://artedelementary.wikispaces.com/Classroom+Management

Class 16 Find Lessons, no class

Class 18 Discuss DBAE, Multicultural, Community and Museum resources

Class 19 Meredith's Lesson Lauren's Lesson Special Needs http://www.southernct.edu/~gerber/SEDarts/NAEASpecialNeedsIssuesGroup.htm

Class 20 Discuss Emma and Sarah's Lesson