Open and download the syllabus for detailed information about this course.
From 2019 Spring, we create a google classroom for each student teaching seminar term to update required seminar materials and immediate announcements. Student teachers in 2019 Spring term, please click here for your Spring 2019 google classroom.
The basic environment for the Google Classroom:
- Stream: For all news and updated announcements
- Syllabus and Calendar: Up to date course syllabus and seminar calendar
- Art Journal Prompts: Student Teachers’ weekly art journal prompts
- Resources: Student teaching resources
- Evaluation & Observation Forms: Art translated and standard based forms for Student Teaching
The material presented below is an overview of important information–but it does not contain all the information found on the syllabus.
“Learning to be a teacher is like learning an art. It requires depth of experience for self-reflective understanding and continued development. It requires related experiences and deep personal involvement. Most important, learning to be a teacher, like learning an art, requires a series of tangible products in which we can review and see, over time, the pattern of our development and the form of our individuality” (Burkhart and Neil in Identity and Teacher Learning). In this class, art students in the process of becoming teachers will continue to search to find insight into the basic philosophical understanding of what may be termed an educational experience: who they are, what they do, and how they define themselves in the context of the teaching situation. Moreover, the student teachers are encouraged to create art pieces as their critical art teaching reflections for professional development.
Instructional Methodology: This course is designed to allow students to explore their role as a practitioner. While providing new information from expert educators, classes will primarily be student-centered, participatory, interactive, supportive, and inquiry- based. Arts-based approached are also applied to encourage student teachers for generating artistic inquiries and insights.
Standards and Objectives: As a result of the discussion and reflection in EDUC493A and analysis of teaching experiences completed in EDUC485A and EDUC485B, the following objectives will be achieved:
1. Students will be able to create, develop, write and execute lesson plans for K-12 art students.
2. Students will be able to integrate art lesson plans into fully developed units of instruction.
3. Students will be able to demonstrate proper use of materials, techniques, and processes used in teaching K-12 students.
4. Students will be able to incorporate and analyze multiple assessment strategies in evaluating the art making process of K-12 students.
5. Students will be able to demonstrate effective methods to engage K-12 students in articulating ideas and responses to works of art—their own and others.
6. Students will be able to demonstrate professional attitudes and actions in their teaching and learning; planning and creating a résumé, ePortfolio, and TWS.
7. Students will be able to describe basic concepts of school law, professional organizations, special education requirements, parent-teacher interaction, and approaches to successful classroom management.
Upon completion of EDUC493A, EDUC485A and EDUC485B students are expected to meet all Colorado Teacher Quality Standards:
Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Quality Standard IV: Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.
(Please be attentive to that the standards are revised from five to four in 2018 summer.)
Accommodations: If you need specific accommodations due to disability, or other circumstances, please meet with me as soon as possible. I am committed to facilitating your success. Also note the office of Resources for Disabled Students, 100 General Services Building, 491-6385.
I will endeavor to ensure that this classroom is free of any harassment which has the purpose or effect of creating an intimidating, hostile or offensive learning environment. Please notify me if you feel harassed on the basis of race, ethnic or cultural background, gender or sexual orientation. Also note the Equal Opportunity Office, 101 Student Services Building, 491-5836.
Academic Integrity and the Honor Pledge: Colorado State University has long upheld values of academic and scholastic integrity. The General Catalog’s “Policies and Guiding Principles” asserts that CSU “expects students to maintain standards of personal integrity that are in harmony with the educational goals of the institution” – citing “principles of academic honesty” as the first example. (1.6 Page 1).
Likewise, the General Catalog and Graduate Bulletin both note that CSU has “twice been ranked among the nation’s Top Character Building Institutions by the Templeton Foundation” and that “the foundation of a university is truth and knowledge, each of which relies in a fundamental manner upon academic integrity. . . .” (Catalog 1.6 Page 6, Graduate Bulletin, page 51) It is with this tradition that CSU has instituted a Student Honor Pledge.
The Pledge follows: I will not give, receive or use any unauthorized assistance.
Students in EDUC493A will be asked to thoroughly read the syllabus and professionalism rubric and sign the Honor Pledge after discussion with the instructor.