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Course Criteria
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3.00 Credits
Through research in a specific area of special education, the candidate will design and implement a multi-faceted, interactive and engaging art project using assisted technology for an individual with special needs. Candidates will field test their design during the second half of the course. A journal and research paper documenting the process of project design and implementation are required.
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3.00 Credits
Students are introduced to current methods, strategies, and resources in teaching English as Second Language (ESL) learners. An overview of a variety of ESL teaching methods focusing on the use of the arts will be demonstrated. Students are offered multiple opportunities to observe, apply, and reflect upon varied instructional approaches to teach ESL. Observations of classrooms with English as a Second Language students and design of a thematic unit using art are required.
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3.00 Credits
This course introduces the candidate to the rationale, process and methods of traditional qualitative and quantitative educational research methods as well as art-based research and prepares the candidate to select and develop a plan of inquiry, including steps to implement the plan, to review and develop theory, and to develop techniques associated with teacher and art educator action research. Requirements include development of a research plan and evaluation of quantitative and qualitative research studies reported in scholarly journals.
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3.00 Credits
Assessment strategies in art education for typical art education students are researched, discussed and applied. Projective Tests such as the Thematic Apperception Test (TAT), The House-Tree-Person Test (HTP) are explored as well as and the Brigance Assessment tool will be explored. Case studies highlighting differences in assessment strategies for individuals will be researched and reviewed. The candidate will field test an assessment strategy for an individual with special needs. The outcome of the field testing is analyzed and presented. Requirements include a portfolio of current assessment strategies and a written and oral presentation of findings.
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7.00 Credits
For three intensive weekends in January, the candidate spends seven hours in the studio on Saturday and five hours on Sunday, (total 36 hours) in advanced courses in painting, drawing and mixed media. Forty-five additional hours of independent studio time will be completed during the semester that culminates in a class critique. Three meetings with the instructor during the semester are required.
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3.00 Credits
The process of determining an original essential question and the requirements of a Thesis are discussed. Under the supervision of an advisor, the candidate gathers data through research and field-testing that supports/disproves the candidate's thesis question. Requirements include: writing, teaching and assessing lesson plans, and maintaining a written and visual journal. The candidate meets with the advisor at least three times during the semester.
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3.00 Credits
The legal implications of the law and its impact on parents, school community, society and art curricula are researched and discussed. Regulations governing special education will be addressed, including IDEA, (Individuals with Disabilities Education Act) IEP (Individual Educational Plan), LRE (Least Restrictive Environment) and inclusion. Panel discussions representing various points of views on special education are presented. Presentation of a paper researching the impact of Special Education laws on a family, school or community is required.
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3.00 Credits
Under the guidance of a thesis advisor, the candidate continues to design, research and assess an essential question relating to the teaching of art to special populations. The candidate will meet with their advisor once a week. The thesis in both written and oral form with visual documentation will be successfully reviewed and approved by the thesis committee. The culminating public event includes an exhibition of the thesis process, research, and implementation.
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3.00 Credits
A two-semester sequence of courses introduces the key concepts and historical periods in Western Art from the pre-classical era until the advent of Romanticism, ca. 1820. Students will acquire visual and verbal vocabularies of art history, learn to differentiate historical styles, techniques and media as well as identify significant monuments and objects. First-Year Art History requirements.
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3.00 Credits
A two-semester sequence of courses introduces the key concepts and historical periods in Western Art from the pre-classical era until the advent of Romanticism, ca. 1820. Students will acquire visual and verbal vocabularies of art history, learn to differentiate historical styles, techniques and media as well as identify significant monuments and objects. First-Year Art History requirements.
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