ࡱ> a Kjbjb,, &NN8:(::::::: +++8,,, Whx-222225T7UUUUUUU,wXRZp V:48224848 Vh9::22Vh9h9h948(:2:2Uh9NtJ::::48Uh9h9R::Sl- w+\8 RSSV0WlS9[h99[4Sh9:  dp  pKENNESAW STATE UNIVERSITY UNDERGRADUATE PROPOSAL New Course (NOT General Education) I. Proposed Information Course Prefix and Number:  FORMTEXT ARED 3309  Course Title:  FORMTEXT Visual Art for Early and Middle Grades  Credit Hours (format should be # - # - #):  FORMTEXT 02 -  FORMTEXT 00 -  FORMTEXT 02 Prerequisites:  FORMTEXT 45 Credit Hours  (Prerequisites are courses or requirements that non-negotiable and must be successfully completed by any student before enrolling in the course or program under consideration. Corequisites are courses that can be taken before or in the same semester as the course under consideration. Courses at the upper-division level will require lower-division competencies or prerequisites.) Course Description for the Catalog:  FORMTEXT A course designed for preparing elementary school educators to integrate meaningful art experiences into the classroom. Prospective elementary classroom educators develop basic concepts, skills, methods of instruction, and teaching competencies in the specific area of the visual arts. II. Justification for Course A. Explain assessment findings which led to course development.  FORMTEXT This course has been taught in tandem with Music for Early and Middle Grades for the past six years. Prior to that time, Art Education and Music Education offered discrete courses for the Early and Elementary Major. A request is being made (with the support of the Department of EECE) to return FEAD 3340 to the two separate courses (MUED 3340 and ARED 3309) with two semester hours each.  B. Explain for Prerequisites: What is the substance of content in each prerequisite that commands its inclusion as a prerequisite to the proposed course?  FORMTEXT The course is a Methods Course with a 3000 number. Students need previous courses in the EECE major that will give classroom and field experience basics before taking a Methods course in a specific subject area. What is the desired sequence of prerequisites?  FORMTEXT Completion of 45 hours (General Education Course work). What is the rationale for requiring the above sequence of prerequisites?  FORMTEXT Required for admission to the Teacher Education program. How often are the required prerequisites offered?  FORMTEXT The required prerequisites are offered each semester. C. Give any other justification for the course.  FORMTEXT  Prior to 2001-2002, students received Fine Arts instruction in two separate courses. This delivery design fulfilled the appropriate EECE curriclur goals and objectives. Art and music belong to the genre of Fine Arts, yet each has discrete concepts, goals, and methods of assessment. In today's world, classroom teachers need the skills necessary to teach art and music in an authentic way that will develop the creativity of young students, while integrating these skills into the other curriculur areas.  III. Additional Information A. Where does this course fit sequentially and philosophically within the program of study.  FORMTEXT Junior level specific subject area methods sequence for EECE and Middle Grades. B. What efforts have been made to ensure that this course does not duplicate the content of other college courses with similar titles, purposes, or content?  FORMTEXT This is the only art methods course offered for the non-art major.  C. Where will the course be located in the program (elective, required in Area F, required or elective for the major)? Indicate and justify its placement in the curriculum.  FORMTEXT This is a required methods course taken to enhance teaching skills of EECE and Middle Grades majors.  D. How often will this course be offered?  FORMTEXT The course will be offered during the academic year (fall and spring) and as a summer session. The course will be offered once a week in a two-hour session.  E. All sections of the course will be taught with the understanding that the following apply:  FORMTEXT The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning (See attached syllabus).      Purpose of the Course  FORMTEXT The purpose of this course is to prepare prospective professional learning facilitators to incorporate meaningful art experiences into the elementary curriculum. Art, present in all cultures throughout history, provides a unique mode of aesthetic education. Critical and creative thinking via the arts are vital curricular and societal components of the essential and comprehensive educational plan. ARED 3309 will explore the broad commonalities of personal expression and creativity offered within art forms and will inform and enable teachers to facilitate knowledge and skills in the specific area of the visual arts. Content of the course is consistent and specifically keyed to the Quality Core Curriculum of the State of Georgia, National Standards in Art Education, and the National Art Education Association. A substantial portion of this course is structured on the comprehensive art education model. Emphasis is placed upon: Responding to art, developing knowledge and skills in critical thinking, creative production, historical and cultural perspective, and aesthetics. Art skill and knowledge development designed to enable teachers to conduct and facilitate art activities with students. Planning, developing and implementing balanced and meaningful art experiences for students, employing a variety of methods and techniques. Introducing the student to the developmental characteristics and maturational levels of child development in art. Teaching art concepts through a variety of experiences which engage the student in cognitive, affective, and psychomotor interactions with the arts of different cultures. Engaging the student in critical analysis of the visual arts in order to develop, expand, and establish personal criteria for increased appreciation of the visual arts. Developing multicultural awareness and classroom equity issues, including adaptive strategies for students with exceptionalities. Introducing the role of art in general education and its importance in the total development of elementary students.       Objectives of the Course  FORMTEXT The following objectives are specific outcome-based expectations derived from the Course Goals and the Conceptual Framework of the Bagwell College of Education, NCATE Art Program Standards for Elementary Teacher Preparation, the National Standards for Art Education, The National Standards for Art teacher Preparation, the Discipline Based Model for Art Education, and the State of Georgia Quality Core Curriculum. The student will be able to: 1. recognize the characteristics of creativity and discuss their importance in the elementary classroom. 2. distinguish between art preferences and judgments. 3. expand aesthetic awareness through the study and utilization of the elements and principles of design in discussions, games and projects. 4. understand the stages of development in childrens art and conduct an analysis of a childs artwork. 5. experiment with a variety of media and materials utilized in the teaching of elementary art (drawing, painting, sculpture, puppetry, etc). 6. assess quality in the visual arts through art critical strategies and make aesthetic judgments concerning artworks. 7. develop an understanding of the visual arts as related to various styles and forms in multicultural and interdisciplinary contexts. 8. create a DBAE lesson plan which incorporates appropriate methods of instruction and assessment.      Course Content  FORMTEXT A course designed for preparing elementary school educators to integrate meaningful art experiences into the classroom. Prospective elementary classroom educators develop basic concepts, skills, methods of instruction, and teaching competencies in the specific area of the visual arts. F. What instructional methodologies will be incorporated into the course to stimulate group process, writing skills, multiculturalism, and educational outcomes?  FORMTEXT A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are ethnicity, race, socioeconomic status, gender, giftedness, disability, language, religion, family structure, sexual orientation, and geographic region. An emphasis on cognitive style differences provides a background for the consideration of cultural context.  G. Outline the plan for continuous course assessment. What are the department, school, college, or professional standards which will be used for the assessment? How will it be determined that the course is current, meeting the educational needs of students and responsive to educational standards? How often will the course assessment be done by the department?  FORMTEXT As a member of the PTEU Council the Art Education department is involved in a yearly assessment process. The ePortfolio software Chalk and Wire will be utilized as a tool to assess the course. Rubrics will be developed to track student learning objectives and course evaluation. H. REQUIRED SYLLABUS CONTENTS (See  HYPERLINK "http://www.kennesaw.edu/academicaffairs/acadpubs/facultyhandbook/f.instruct.pdf" Faculty Handbook on page 3.10 for details about KSU syllabi.) Course Prefix Number and Title  FORMTEXT ARED 3309 Visual Art for Early and Middle Grades (See attached syllabus for compete answers to numbers 2 - 9).  Instructor:  FORMTEXT       Office:  FORMTEXT       Telephone:  FORMTEXT       Learning Objectives  FORMTEXT     Text(s)  FORMTEXT   Course Requirements/Assignments  FORMTEXT       Evaluation and Grading  FORMTEXT       Weekly Schedule of Topics  FORMTEXT       Academic Honesty Statement  FORMTEXT       Attendance Policy  FORMTEXT       IV. Resources and Funding Required What resources will be redirected to accommodate this course?  FORMTEXT This course is currently being taught under the combined number and prefix FAED 3340. The resources from FAED 3340 will be redirected to accommodate this course.  Explain what items will cause additional cost to the department/school/college. Personnel  FORMTEXT Presently in place  Computer Technology  FORMTEXT Presently in place Library resources  FORMTEXT Presently in place Equipment  FORMTEXT Presently in place  Space  FORMTEXT Presently in place  V. COURSE MASTER FORM This form will be completed by the requesting department and will be sent to the Office of the Registrar once the course has been approved by the Office of the President. The form is required for all new courses. DISCIPLINE:  FORMTEXT Art Education  COURSE NUMBER:  FORMTEXT ARED 3309 COURSE TITLE FOR LABEL:  FORMTEXT Visual Art/Early/Middle Grades (Note: Limit 30 spaces) CLASS-LAB-CREDIT HOURS:  FORMTEXT 02 -  FORMTEXT 00 -  FORMTEXT 02 Approval, Effective Semester:  FORMDROPDOWN   FORMTEXT 2007 Grades Allowed (Regular or S/U):  FORMDROPDOWN  If course used to satisfy CPC, what areas?  FORMTEXT N/A Learning Support Programs courses which are required as prerequisites:  FORMTEXT N/A APPROVED: Vice President for Academic Affairs or Designee KENNESAW STATE UNIVERSITY UNDERGRADUATE PROPOSAL New Course (NOT General Education) Course Prefix and Number:  FORMTEXT ARED 3309 Responsible Department:  FORMTEXT Visual Arts Proposed Effective Date:  FORMTEXT Fall 2007 Signature Page Submitted by:  FORMTEXT Diana Gregory 11/06/2006NameDate   FORMTEXT       Approved  FORMTEXT       Not Approved Department Curriculum Committee Date FORMTEXT       Approved  FORMTEXT       Not Approved General Education Council* Date FORMTEXT       Approved  FORMTEXT       Not Approved Professional Teacher Education Unit Program Area* Date FORMTEXT       Approved  FORMTEXT       Not Approved Department Chair Date FORMTEXT       Approved  FORMTEXT       Not Approved College/School Curriculum Committee AND/OR Teacher Education Council* Date FORMTEXT       Approved  FORMTEXT       Not Approved College/School Dean Date FORMTEXT       Approved  FORMTEXT       Not Approved Undergraduate Policies and Curriculum Committee Date  FORMTEXT       Approved  FORMTEXT       Not Approved Dean of University College Date*For curriculum proposals involving General Education courses, there should be collaboration by the Department Curriculum Committee and the General Education Council. For Teacher Preparation proposals, there should be collaboration by the Department Curriculum Committee, the Professional Teacher Education Unit (PTEU) Program Area Committee, the Teacher Education Council, and the College/School Curriculum Committee.  PAGE 1 Form updated Spring 2006. 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