Course Description (as published in the Course Catalog):  Designed to examine and verify professional competency prior to student teaching.  Required for secondary emphasis art majors.  (3)

with Jodi Patterson

1.E Recognizes and celebrates student learning differences, guides students in creating, experiencing and understanding visual arts relevant to their life experiences and interests through creating, performing, and responding activities.
3.B Demonstrates the relationship between visual arts and contemporary issues.
3.C Demonstrates the ability to make and create interdisciplinary connections within and across the arts to other disciplines, life, cultures, and work.
3.E Demonstrates the ability to articulate course curriculum with state learning standards and local district guidelines.
3.F Applies knowledge of appropriation and plagiarism to visual arts instruction.
3.G Knowledge of first amendment issues relating to decision making in visual arts education.
3.H Articulates logical rationale for the role of visual arts in the school curriculum, including philosophies and social foundations for visual arts education.
6.A Utilizes reflection and professional growth.
6.F Articulates own teaching philosophy and incorporates state learning standards in unique ways in which visual arts learning and instruction contributes to cognitive, emotional, and social growth.
6.G Develops a professional resume, portfolio, and an awareness of the importance of continuing to document own teaching effectiveness throughout own career.
2.Q Demonstrates knowledge about the use of traditional and new technologies within the visual arts and visual arts education.
6.S Realizes the importance of research and its impact on best and current practices in the classroom.
6.T Knows the importance of contributing to the literature of the profession.
6.U Knows and understands that one’s own professional growth can be enhanced through participating in seminars, workshops, advanced degrees/programs, and conferences.
6.V Knows and understands the importance of associations, museums, and professional organizations connected to their profession.
1.F Demonstrates commitment to the celebration of diversity, practices equity and fairness, and the use of multicultural content of visual arts to promote opportunities of the acceptance of others.

Required:   Current evidence of membership in the National Art Education Association.  Evidence can be in the form of a valid membership card and/or a receipt made during the enrolled quarter.  

I. Digital Portfolio/Final Exam  
Students will construct a digital portfolio.  
To begin, choose a digital space option:  Digital Space Options

Portfolios will include a minimum of six (6) pages:
1. Resume  (address and contact information is not required on published sites)
2. Teaching Statement 
3. Studio Work  (include:  title, medium, size, date)
4   Sample formal lesson plan (See Spiral Arts for ideas)
5.  Class plagiarism statement.  (See sample.)
6.  Links to art teacher resources:
  • Three NATIONAL ART museum/education links; one LOCAL or STATE art museum's education link.  Links should lead to k-12 teacher resources.
  • Link to National Art Education Association website.
  • Advocacy facts (see bottom of this page)

​                                             Spring, 2014.

II.  Research
Construct a secondary art lesson plan that guides students in creating, experiencing and understanding visual arts relevant to their life experiences and interests through creating, performing, and responding activities based on Oliva Gudes' article, “Principles of Possibilities.”

III. Presentation/peer-teaching 
Peer-teach constructed lesson plan.  
Tips for preparing and giving a presentation.

​IV.  Reflection
Utilize reflection and professional growth by viewing video of your teaching and reflecting upon the process.

Helpful Art Education Advocacy Links:

  • The NAEA houses several links to studies that advocate for the arts.  Scroll down to view:

  • Here are some examples of art advocacy brochures:
Americans for the
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