Pennsylvania State University-Main Campus · Courses
AED
56 courses with the subject AED, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
AED 101SIntroduction to Art Education3
This course introduces students to issues, concepts, and ideas in Art Education. A ED 101S Introduction to Art Education (3) The objective of the course is to introduce students to basic ideas, areas of inquiry, and experiences in art education. This will be a required course that serves as the first of a sequence of courses in the Art Education major and will provide a beginning point for the rest of the courses in the major. The Art Education Program has two emphases. The first leads to public school teacher certification and the second to an understanding of arts education in settings such as museums and community arts organizations. This introductory course will be broadly based and the content and will be applicable to students in both emphases. This course will be conducted in a seminar format. Evaluation methods for the course will include, for example, critical response papers to readings, observation reports of early field experiences, tests, and portfolio assessment.
AED 201WHistory and Philosophy of Art Education in Schools and Cultural Institutions3
Introduction to historical, philosophical, and sociological foundations art education in schools and cultural institutions, museums, and community organizations. A ED 201W A ED 201W History and Philosophy of Art Education in Schools and Cultural Institutions (3)Art education is not an isolated phenomenon; art teaching and learning has always occurred in the context of broader cultural changes and a range of social factors, including technological developments and population diversity. This course examines the historical, philosophical, and sociological foundations of art education in the United States. Art education can be found in a variety of formal and informal settings, including schools, community arts organizations and museums. Students will examine questions such as, what was the purpose of teaching art in the past? Was art study a means to improving social status, to attaining technical literacy, or to vocational training? Did education in art promote a democratic way of life? Or did it help reproduce existing divisions of race, gender, class, and ethnicity in American society? This course examines past and present developments in art education, paying special attention to the relation of art teaching and learning in contexts of art worlds, schooling, cultural institutions, and changing demographics. While the course will focus on art education in the United States, art education in a global context will be addressed as appropriate.
AED 211WInterpreting Art Experience: Social-cultural Perspectives3
A ED 211W Interpreting Art Experience: Social-Cultural Perspectives (3) (W)(GA)(BA) This course meets the Bachelor of Arts degree requirements and is a "writing across the curriculum" course. Through reflective and exploratory writing about art experiences, participants in the course explore how art can teach and be learned within specific cultures and subcultures. Students investigate how interpretations and valuations of images and objects respond to and influence social-cultural perspectives. Students develop critical consciousness of art experiences as transformative learning and as collective memory. Explorations are guided through an introduction to theories of ways of knowing through art experiences such as embodied, sensory, relational, entangled, intersectional, collaborative, community-based, and through affect and lived experiences, among other theories. Students draw upon their own personal and cultural histories and consult accounts written by others to explore the role of visual art in contemporary life. Students research art experiences as case studies to individually and collectively discern social-cultural perspectives.
AED 212Interpreting Art Experience: Educational Implications1
In-depth study of the educational implications of the information on art making and response introduced in A ED 211. A ED 212 Interpreting Art Experience: Educational Implications (1) A special discussion section attached to A ED 211 and required of students majoring in art education. A ED 212 focuses on the educational implications of the perspectives on art experience presented in A ED 211. This segment of the course will attend specifically to issues related to learners and learning in the visual arts, including characteristics of learners at various stages of development and the ways in which curriculum and instruction can and should be shaped by these considerations.
A ED 225 Diversity, Pedagogy, and Visual Culture (3) (GA;US)(BA) meets the Bachelor of Arts degree requirements. This course is an examination of diversity, pedagogy, and visual culture using interdisciplinary approaches and research drawn from various disciplines including art education, history, sociology, cultural studies, and gender studies to explore issues of diversity in various contexts: schools, social media, and cultural institutions such as museums and arts organizations. This course will be structured to accommodate the needs of diverse learners through collaborations, peer presentations, video presentations, discussions, critiques, and lectures. Audio visuals, videos, visual culture artifacts, film clips, slides, and other visual projections are integral to the course, and will be used to vividly illustrate the issues and topics addressed in the presentations and readings. These provide multiple perspectives from various sources. A primary goal of this course is to promote a critical understanding of oneself as a social being (i.e., identity formation) through reflection and the examination of one's immediate experiences, and by asking critical questions about existing social arrangements and relationships between diverse groups. By participating in the course, students will gain a greater understanding of self as having been socialized and acculturated in very particular ways, and how that affects the ways in which they think about themselves, their future careers, and relationships with other people and institutions within society. By the end of this course, students will have a greater understanding of diversity as broadly defined in relationship to visual culture. Students will also be able to critically explore issues of race, gender, class, ability, religion, and sexual identity, among others, and the pedagogical challenges and opportunities posed by such diversity.
This course is an examination of the strategies, techniques, and theories of learning associated with participatory communities of art, design, and craft practice often found in makerspaces, as well as an introduction to case study methodology for studying these communities both online and in person. This broad range of materials, technologies, and processes emphasizes creativity, sharing knowledge, and do-it-yourself practices that are a part of maker culture. In this context, making may include advanced digital fabrication and traditional forms of craft. Coursework will involve students' hands-on creative production choosing from a variety of maker practices. Additionally, readings and discussion will focus on social and cultural factors in community practices, iterative and creative processes of design, and collaborative learning in maker settings. To increase our understanding of makers and makerspaces, students will utilize case study as a social science methodology. Students will learn by making artifacts, doing case study research, and synthesizing theories and practices of learning in maker cultures.
AED 322Media Arts Pedagogies, Transcultural Dialogues, & Bioethics3
The course explores how emerging technologies impact beliefs, practices, research, and communication regarding the nature of knowledge, learning, teaching, remix culture, visuality, materiality, self, and art. Engage with emerging technologies to learn about media arts and pedagogies that address bioethical issues of injustice, equity, diversity, and inclusion in which the borders of self are questioned. Course content considers the premise that humans are not discreet entities but connected through technologies in ways that are socio-cultural, geopolitical, and techno-biological. Through course experiential activities, gamification pedagogies, and a virtual fieldwork component in building and piloting ethical and accessible educational practices in online teaching, students explore identity formation encoded in social-technological practices. The Transcultural Dialogue project builds international relationships creating collaborative art and generating dialogue. The transcultural dialogue theme weaves, throughout the course, issues of contemporary visual culture, cultural practices in relation to particular places, and pedagogical approaches designed to erode assumptions, ignorance, and misunderstandings. Through media arts pedagogies, the course raises bioethical concerns such as systemic injustice and approaches creativity as a social process in developing curriculum and teaching with emergent technologies.
The study and creation of contemporary art forms as visual culture critiques provide curricular and pedagogical approaches to art education. A ED 323 Visual Culture and Art Education (3)This course is for Art Education majors in the Schools option. Students will: * Read, critically examine, and discuss postmodern "texts" in relation to the ways in which the works and the critical writing that surrounds them participate in, among other issues, the construction of race and gender, and the creation of power and control. * Reflect critically on contemporary writings that address the nature of art, visual culture, artmaking, exhibition, and interpretation as pedagogical processes for making meaning through art. * Create installations, videos, and performances or any combination of the three forms, individually and/or in groups. The purpose of this course is: 1. To assist students to insightfully interpret and create artworks through both writing and artistic media. 2. To provide students with the bases for understanding, interpreting, and critically analyzing contemporary visual culture, which can provide the content of curriculum outlines and unit and lesson plans that students develop in the course for use during internships, student teaching, and as art educators. 3. To provide students with opportunities to develop connections between artworks and their own lives, the lives of their prospective students, and the societies in which they will live. 4. To encourage students to consider race, class, sexual identity, age, and gender issues in art, art education, cultural production, exhibition venues, and career opportunities. TEXTS include popular arts, film, television, video/computer games, music, theatre, fashion, museums, contemporary art, and newsmedia.
AED 355QShow Me Where it Hurts: Healthcare and Creative Inquiry3
Show Me Where It Hurts: Healthcare and Creative Inquiry is an interdisciplinary exploration of the dynamics of healthcare using both storytelling and artmaking as research methods. Stories of healthcare professionals, caregivers, and self-care will be explored to understand the actions and emotions that constitute empathy as the ability to relate to another person's experiences. By the end of the course, students' deeper understanding for how sharing experiences through the arts can increase empathy in human relationships will augment perspectives on care within healthcare systems either as professionals or patients. The course investigates methods for developing empathy that employ narrative and arts-based inquiry while also exploring a range of resources unique to Penn State to increase understanding such as the Graphic Medicine Series and the Art and Design Research Incubator (ADRI). Students will develop multiple modes of communication appropriate to the social sciences and the arts to develop effective communication in writing, presenting, and artmaking in thematic projects. The course pursues three themes throughout the semester: Theme 1: Seeing, Knowing, and Understanding " Engaging with forms of narrative, art and performance to understand how artists and social scientists use observation, data, and interpretation to inform their practices Theme 2: Developing Capacity for Empathy " Utilizing art studio explorations with materials and techniques combined with reflective writing practices, students engage in creative thinking skills to heighten empathic ways of knowing through the medium of art and narrative. Theme 3: Analyzing Perspectives in Art and Health " Analyze case studies focused on art and health to explore healthcare from three perspectives: healthcare professionals, caregivers, and self-care.
This course provides a broad exploration of student teaching experience and professional practices at the preK, primary and secondary levels. In particular, it investigates areas of curriculum development and classroom management under supervision from a qualified instructor. It considers teacher preparation and builds an awareness of best practices for art educators, especially in relation to experiential learning. As this course serves as the final capstone course for the art education major, students will learn of the importance of professional standards and practices in art education and identify and apply contemporary approaches in art education to determine their own preferred methods of teaching. Teacher preparation and experiential learning are enhanced through reflection, refinement, and synthesis of coursework. Building on these insights, students conduct eight weeks of supervised student teaching and apply this practicum experience to create a comprehensive professional art teacher portfolio. Students will complete and publicly present, their teaching and learning portfolios that includes evidence of professional preparation, biographical information, samples of artwork and writings on art, and reflective statements explaining the selection and significance of specific items.
Synthesis of preservice art education coursework; introduction to professional practices and standards; completion of teaching and learning portfolio. AED 490 Capstone Course in Art Education (2) The capstone course has four major objectives for student learning. Each student will synthesize the experiences and understandings developed through prior courses in the undergraduate art education program. - Students will become aware of emerging trends in art education and reflect on implications of those trends for their future teaching and learning. Each student will complete, and publicly present, a teaching and learning portfolio that includes evidence of professional preparation, biographical information, samples of artwork and writings on art/visual culture, and reflective statements explaining the selection and significance of specific items. Students will gain understanding of the importance of professional standards and practices in art education. Student learning will be evaluated through assessment of the preprofessional teaching portfolio, and through a combination of written assignments, individual and small group oral presentations, and active participation in class discussions. Students will collaborate on a final installation, performance or exhibition demonstrating their readiness for the final internship. Since this is the final course in the major prior to student teaching or the internship, attendance is very important and will count toward part of the final grade. Students need access to a computer lab. The capstone course in the art education major should be taken in the final semester before student teaching or a final internship. Since one goal of the course is helping students synthesize what they have learned in their prior courses, successful completion of all of the required courses in the major is prerequisite to enrollment in the capstone course. Students will have been introduced to the teaching and learning portfolio in their introductory art education course and should have developed pieces for their pre-professional teaching portifolios in most of their earlier art education courses. Much of the work of the capstone course will, therefore, focus on reflection, refinement, and synthesis.
Comprehensive instruction in craft, health, cultural, museum, studio, gallery or social agency. Students supervised by University personnel and arts personnel.
A ED 495A A ED 495A Art Education Student Teaching Practicum (7) The Pittsburgh-based elementary or middle-level field experience fulfills the student teaching requirement for Pennsylvania certification to teach art in elementary and secondary schools. It is offered each semester, and student teachers are placed through the School District University. Collaborative in Pittsburgh Public Schools. An on-site Art Education faculty Supervisor supervises students. Assignments, required seminars, and professional development activities meet the teaching prerequisites outlined by NCATE (National Council for Accreditation of Teacher Education) and the Standards for Pre-Service Teachers in Urban Education. Experiences and assignments provide evidence in each of the four domains for teacher preparation: Domain A - Planning and Preparing for Student Learning, Domain B - Teaching, Domain C - Analyzing Student Learning and Inquiring into Teaching, and Domain D - Fulfilling Professional Responsibilities. The work completed in this course (a digital and/or paper-based portfolio, and documented performance-based assessment of teaching as assessed by the university supervisor and mentor teachers/clinical instructors) will demonstrate fulfillment of the teaching/domain standards. The outcome of this work is to produce multiple experiences that support professional and personal development while preparing students for upcoming positions teaching art in multiple public and private contexts at both elementary and secondary levels. At the culmination of the student teaching semester, students will have both practical and theoretical understandings in addition to materials for application within the classroom.
A ED 495B A ED 495B Art Education Student Teaching Practicum (8) The Pittsburgh-based middle-level or secondary field experience fulfills the student teaching requirement for Pennsylvania certification to teach art in elementary and secondary schools. It is offered each semester, and student teachers are placed through the School District University Collaborative in Pittsburgh Public Schools. An on-site Art Education faculty Supervisor supervises students. Assignments, required seminars, and professional development activities meet the teaching prerequisites outlined by NCATE (National Council for Accreditation of Teacher Education) and the Standards for Pre-Service Teachers in Urban Education. Experiences and assignments provide evidence in each of the four domains for teacher preparation: Domain A - Planning and Preparation for Student Learning, Domain B - Teaching, Domain C - Analyzing Student Learning and Inquiring into Teaching, and Domain D - Fulfilling Professional Responsibilities. The work complete in this course (a digital and/or paper-based portfolio, and documented performance-based assessment of teaching as assessed by the university supervisor and mentor teachers/clinical instructors) will demonstrate fulfillment of the teaching/domain standards. The outcome of this work is to produce multiple experiences that support professional and personal development while preparing students for upcoming positions teaching art in multiple public and private contexts at both elementary and secondary levels. At the culmination of the student teaching semester, students will have both practical and theoretical understandings in addition to materials for application within the classroom.
A ED 495C A ED 495C Art Education Student Teaching Practicum (7) The Centre Region-based elementary or middle-level field experience fulfills the student teaching requirement for Pennsylvania certification to teach art in elementary and secondary schools. It is offered each semester, and student teachers are placed through the School of Visual Arts at Penn State in cooperation with public schools in the Centre Region. An Art Education faculty Supervisor supervises students. Assignment, required seminars, and professional development activities meet the teaching prerequisites outlined by NCATE (National Council for Accreditation of Teacher Education) and the Standards for Pre-Service Teachers in Urban Education. Experiences and assignments provide evidence in each of the four domains for teacher preparation: Domain A - Planning and Preparing for Student Learning, Domain B - Teaching, Domain C - Analyzing Student Learning and Inquiring into Teaching, and Domain D - Fulfilling Professional Responsibilities. The work completed in this course (a digital and/or paper-based portfolio, and documented performance-based assessment of teaching as assessed by the university supervisor and mentor teachers/clinical instructors) will demonstrate fulfillment of the teaching/domain standards. The outcome of this work is to produce multiple experiences that support professional and personal development while preparing students for upcoming positions teaching art in multiple public and private contexts at both elementary and secondary levels. At the culmination of the student teaching semester, students will have both practical and theoretical understandings in addition to materials for application within the classroom.
A ED 495D A ED 495D Art Education Student Teaching Practicum (8) The Centre Region-based middle-level or secondary field experience fulfills the student teaching requirement for Pennsylvania certification to teach art in elementary and secondary schools. It is offered each semester, and student teachers are placed through the School of Visual Arts at Penn State in cooperation with public schools in the Centre Region. An on-site Art Education faculty Supervisor supervises students. Assignments, required seminars, and professional development activities meet the teaching prerequisites outlined by NCATE (National Council for Accreditation of Teacher Education) and the Standards for Pre-Service Teachers in Urban Education. Experiences and assignments provide evidence in each of the four domains for teacher preparation: Domain A - Planning and Preparing for Student Learning, Domain B - Teaching, Domain C - Analyzing Student Learning and Inquiring into Teaching, and Domain D - Fulfilling Professional Responsibilities. The work complete in this course (a digital and/or paper-based portfolio, and documented performance-based assessment of teaching as assessed by the university supervisor and mentor teachers/clinical instructors) will demonstrate fulfillment of the teaching/domain standards. The outcome of this work is to produce multiple experiences that support professional and personal development while preparing students for upcoming positions teaching art in multiple public and private contexts at both elementary and secondary levels. At the culmination of the student teaching semester, students will have both practical and theoretical understandings in addition to materials for application within the classroom.
AED 495EInternship in Museums and Cultural Institutions15
S ED 495E A ED 495E Internship in Museums and Cultural Institutions (15) The internship at a museum or other cultural institution completes the requirements for the Museums and Cultural Institutions option for the BS in Art Education. It is generally scheduled full-time for a period of 12 consecutive weeks during a double summer session, although it may also be taken during the fall or spring semester. The internship enables interns to meet their own educational objectives through participation in a supervised experience that moves them out of the classroom into the workplace. Prospective interns are encouraged to select internship sites that offer educational experiences relevant to their professional goals and desired careers.The internship incorporates guidelines consistent with theStandards and Guidelines for Museum Internshipsprepared by the New England Museum Association and published by the American Association of Museums (1993, 2000). A formal written internship agreement signed by the intern supervisor at the sponsoring museum or cultural institution, and by the prospective intern and university supervisor outlines the objectives of the internship, the intern's duties and responsibilities, the responsibilities of the museum and university supervisors, and the means by which the intern's work will be evaluated. Interns are integrated into the ongoing work and education programs of the museum and treated as staff members. They assume professional responsibilities and are expected to complete a project or some discrete portion of a major project that is being undertaken by the education department of the museum. Interns become acquainted with functions, programs and departments of the museum in addition to those to which they have been assigned in order to understand the relationship of their educational work to that of the museum, to the community, and to the museum field in general. Interns may participate in any workshops, lectures, professional courses, and staff training seminars that may occur at the museum during period of internship. They are also encouraged to seek professional employment after completion of the internship, and reasonable accommodation is made to allow them time to look for positions, prepare application materials, and attend interviews.Interns submit a weekly journal of activities and reflections to the university supervisor, as well as a summary report at the end. The museum supervisor submits an evaluation documenting the intern's actual working/learning experiences and critically assessing these experiences. The final evaluation is based on this assessment, on the intern's weekly journal and final report, and on the university supervisors's onsite observations and interviews.
Examination of past and present research in art education, an introduction to general methods of research, and critical evaluation of research in art education.
A blended summer course with on-campus and online components and a focus on intersections among contemporary art, curriculum, and pedagogy. AED 513 Summer Institute on Contemporary Art (3) This course is a summer session offering with a focus on intersections between contemporary art and curriculum. A collaborative effort between the Palmer Museum of Art and the Art Education Program, the course employs an innovative instructional approach that combines an intensive one-week intensive on-campus experience followed by correspondence, discussion, and presentation of final student projects using an online course management system during the ensuing five weeks. The course is designed to appeal to practicing K-12 educators, art educators, art education graduate students, and interested students from other disciplines as a forum in which to strengthen their focus on interdisciplinary curriculum theory and design constructed from collaborative interpretations of contemporary works of art and visual culture. As a critically challenging learning experience, this course will prepare students to thrive in a global environment by providing principles of interpretation as the foundation for encounters with beliefs, issues, and practices informed by and evidenced in contemporary works of art and visual culture. Due to the interdisciplinary interpretations and curriculum projects that will result from meaningful engagement with contemporary works of art, the course will promote interdisciplinary teaching and program development. The innovative format: a one-week intensive experience followed by discussion and presentation of final projects supported by an online course management system; challenges conventional approaches to instruction and presentation of evidence of student learning, thereby responding to and requiring new ways to assess and improve student learning outcomes in and through contemporary visual art.
AED 522Participatory Visual Inquiry in the Public Sphere3
Theory and praxis seminar to consider contemporary practices of participartory inquiry and public action with an emphasis on visual methodologies. A ED 522 Participatory Visual Inquiry in the Public Sphere (3) Students will analyze practices of participatory inquiry in response to social and cultural issues, situations, and challenges taken up by visual artists and interdisciplinary collectives who intend their work to construct new knowledge and positive change through collective action. Students will discuss and identify societal situations and propose possible responses as sites for participatory inquiry. A key focus of the course is the exploration of theories and practices of collaborative inquiry in the public sphere with emphasis on visual methodologies. The course revolves around related and overlapping concepts such as participatory democracy, participatory culture, ideas to actions, collaborative inquiry, collaborative design, community-based research, public pedagogy, and action research. The course is intended to function as a discursive space to broaden perceptions about contemporary art and inquiry practices; informal and public pedagogies; the interdisciplinary roles of art and artists in society, community-based projects and inquiry; and ways collaborative artmaking and cultural production can function as forms of research. Course content focuses on community artworks, interdisciplinary creative projects, and other forms of cultural production created for and existing within the public sphere in response to specific issues, challenges, and conditions. Examples of such work include public murals, public performance interventions, environmental responses, community health and change interventions, and social media activism, among others.
Transdisciplinary creativity develops new knowledge, metaphors, visualizations, and insights through performative renderings from dialogue, collaboration, exploration, and experimentation. Transdisciplinary creativity is the coming together of two or more disciplines in order to create something more than the individual or the community by recognizing, combining, and utilizing knowledges of all participants. Moreover, transdisciplinary creativity is a social process that develops sense-abilities. Sense-ability is the capacity to attend to the sensory and sensation, as a collective affective awareness of the environment. Students in the course will explore how different methodologies enhance understanding of complex issues such as sustainability, climate change, climate diaspora, environmental racism, and resource depletion. The national and international scope of environmental conversations is forging alliances across disciplines around urgent matters such as climate change. Rather than STEAM being used as an acronym for Science, Technology, Engineering, Arts, and Mathematics, STEAM is explored, in this course, in terms of collectives such as EcoArtTech, in which their work is eco-social justice action to create STEAM. Moreover, STEAM is considered as transdisciplinary creativity for eco-social justice. From a transdisciplinary view of STEAM, works of art are not an appendage or a singular discourse. STEAM is a transdisciplinary approach to environmental issues. STEAM as an action emphasizes ecology, transdisciplinary research, and creativity as a social process.
Critical examination of current and emerging arts education policies in the United States in relation to federal, state, and local education and cultural policies. AED 524 Arts Education Policy and Advocacy (3) Students who are going to become leaders in arts education should understand social and political forces that shape the landscape where they work. Although art educators were identifying policy needs and submitting resolutions with policy recommendations to national agencies during the interwar years, arts education policy gained importance during the 1960s with the founding of The National Endowments for the Humanities and Arts. Arts education "as opposed to art, dance, music, or theatre education" is a political construct forged in order to successfully advocate for inclusion of visual and performing arts in National Educational Goals during the late twentieth century. In this course, students will explore what counts as policy for arts education and how policy discourse is framed; who constitutes stakeholders and policy makers; contexts where policy is advocated and created; and how advocates develop and communicate proposals for needed policies. Working in small groups, students will examine recent issues related to arts education policy, presenting those issues in class.
Disability is normal. Ableness is temporary. However, social stigmas, misunderstandings, and notions of "normal" exclude students and adults with disabilities. How have artists with disabilities offered worldviews that decenter normal? To pursue decentering normal, students in the course explore the creative practice of contemporary artists labeled by society as disabled to understand how their viscerally empowered art can function pedagogically to decenter notions of normal. Decentering notions of normal begins with identifying and challenging social systems that-through visual, lingual, and technological cues-communicate which traits are considered normal and which are not. While the analysis of linguistic and visual representations is instructive for articulating identity construction and its relationship to power and privilege, these lines of inquiry within disability studies overlook the realities of embodied difference that are a part of many people who live with disabilities. Notions of a normalized body frame certain patterns of behavior, cognition, affect, and physicality from which bodies are measured as either within or outside of the frame of normalized learning spaces such as schools. The Feminist Disability Studies and Disability Justice readings in the course go beyond labeling difference and invest in articulating and understanding difference as interconnected relationships in which inclusion may be fostered.
Factors affecting art curriculum decisions, analysis, selection, organization, preparation of curriculum. Evaluation and sources of art curriculum improvement and innovation.
Formal courses given on a topical or special interest subject which may be offered infrequently; several different topics may be taught in one year or semester.
Exploration of relationships between communication technologies and beliefs about the nature of knowledge and the nature of art. AED 811 New Media and Pedagogy (3) Due, in part, to contemporary processes of globalization and the development of digital technologies and the Web; new issues, possibilities, and opportunities regarding media communities and art pedagogy emerge in the field of art education. This is the focus of this course. Course participants have the opportunity to explore the aesthetic communicative and pedagogical implications of intertextual Webs, hypertext and hypermedia, blogs, wikis, simulations, the body interfaced in virtual reality, threaded dialogue, WebQuests, online games, media communities, adaptive and assistive technologies, and media-rich essays. Learning activities will be in the form of explorations and creation with the links and resources provided, and focused discussions about these explorations and how to teach this content at participants' teaching sites. Following 5 thematic explorations, course participants write a capstone essay to construct a speculative fiction of a teaching scenario based on the content of the course imagined in a future teaching site. The main priorities in Exploration 1 are to imagine possibilities of human-technology interfaces for creating and critiquing art. In Exploration 2, participants select a social networking tool from the course's resources to conduct a collaborative mini-project concerning self-representation online and power relational networks of social, physical, technological, and discursive inscriptions or conditions. Exploration 3, involves using the Internet as a primary medium for art creation and involves developing criteria to critique interactive Net art. The focus of Exploration 4 is free, downloadable authoring programs outside of a commercial economy, which enables the creation of interactive experiences without the need for specialized programming knowledge or database support. Exploration 5 involves participants creating a socially responsive visual culture WebQuest, which is an inquiry-oriented activity in which learners construct knowledge through interacting with, evaluating, and connecting diverse, and sometimes contradictory, resources on the Internet in order to form new insights that they share in a tangible form intended to make a difference in the world. This is one of the required courses for the M.P.S. in Art Education. There is no prescribed sequence and no prerequisites for art education courses in the M.P.S. program.
Diversity issues in museum and K-12 art education contexts. AED 812 Diversity, Visual Culture, and Pedagogy (3) This course examines diversity, visual culture, and pedagogy in various settings: the artworld, popular media, and cultural settings such as schools and museums. Diversity pertains to gender, sexual identity, social class, ethnicity, ability, age, and other attributes that shape our identities. This course pays special attention to issues of power and privilege in relation to diversity and visual culture. It examines ways that various forms of visual culture, situated in various social contexts, teach us who we are, what is "normal" in our society, and how we might change oppressive social conditions that currently exist. As defined in the course, visual culture includes paintings, sculptures, prints, and other forms of fine art as well as advertisements, news images, scientific images, television programs, and films. It includes toys, comic books, children's art and more. Visual culture includes all manifestations of cultural life that are significant for their visual features. Pedagogy refers not only to formal methods of instruction, such as teaching and learning in classrooms. It also includes informal instruction through the arts, the media, popular forms of entertainment, and other social practices. Pedagogy includes being positioned by, or addressed in certain ways by various forms of visual culture. It includes the ways we actively interpret, use, and recreate forms of visual culture in our lives. Objectives of the course include understanding diversity as defined in relation to various forms of visual culture; understanding the complex interactions of ethnicity, class, gender, sexual identity, and other aspects of diversity in visual culture; understanding issues of power and privilege in relation to visual culture; and understanding pedagogical issues related to visual culture, including forms of address and interpretation, as well as pedagogical practices such as teaching and learning in classrooms. By the end of the course, participants should be able to critically examine social constructions of race, class, gender, sexual identity, and other aspects of diversity in visual culture through both written and visual analyses. Participants should also be able to develop and implement units of instruction related to visual culture, and reflect on their own and others' teaching practices in schools and museums.This is one of the required courses for the M.P.S. in Art Education. It is offered every other year with a maximum enrollment of 15 students.
Inquiry into the public pedagogy of contemporary visual culture for relevancy to museum and K-12 art education contexts. AED 813 Public Pedagogy (3) This course prepares art teachers to become producers of a socially just world by becoming critical public art pedagogues who extend their teaching environment. As defined in the course, critical public pedagogy of art, as an educational and artistic practice, is a critical stance concerning socio-pervasive artifacts, processes, and interfaces that acculturate and assimilate values, beliefs, and sensitivities.Public pedagogy is the use of a public medium and/or space such as the Internet, films, television, magazines, shopping malls, and sports arenas to influence behaviors and beliefs. Public pedagogy enacts societal curricula that are easily consumed because of its ubiquitous nature. Awareness of consumption of public pedagogy is important because of its global reach. Educators need to be versed in how to facilitate investigations of public pedagogy and how to guide students to develop critical public pedagogical practices. From spheres of influence radiating from art to a multidirectional layered matrix of sensibility, this course explores contemporary art that addresses and enacts public pedagogy through (inter)actions of cultural interfaces such as humans, technologies, localities, and politics. Such artworks are performed networks of relations. Contemporary artists' praxis involving intertextuality, palimpsest, remix, code-switching,double-coding, subversion, and hypersignification is explored through video, installation, performance, and other contemporary art forms. Objectives of the course include understanding processes of consumption and production of public pedagogy, and understanding contemporary art practices. By the end of the course, participants should be able to develop and implement units of instruction related to contemporary art and public pedagogy, and reflect on their own and others' teaching practices in schools and museums.This is one of the required courses for the M.P.S. in Art Education. It is offered every other fall semester with a maximum enrollment of 15 students.
Pedagogy and contexts for learning in museums and other cultural institutions. AED 814 Informal Learning (3) The course introduces participants to theories and practices of informal learning, and to the possible contexts including museums, schools and other cultural institutions in which informal, free choice learning may occur. These provide a framework for participants to use in preparing, implementing, and evaluating a learning project or other intervention in their own institutions or communities. The course includes a strategic and policy analysis of the contexts in which free choice learning projects may occur, a review of the social and economic significance of informal, free choice learning in an information age and global economy, an introduction and critical discussion of constructivist theories of informal learning, a review of specific pedagogical practices that may be effective in implementing informal learning for school-age students, adults, and senior citizens, an introduction to tools for evaluating the effectiveness of these practices, and the development, implementation and assessment of an informal learning project or interventionby each participant using other participants as consultants in the process.This is one of the required courses for the M.P.S. in Art Education. It isoffered every other year with a maximum enrollment of 15 students.
Develop a reflective process to improve strategies, practices, and knowledge of the environments within which art education is practiced. A ED 815 Action Research in Art Education (3)This course prepares M.P.S. in Art Education candidates to conduct action research in their teaching context as part of a community of practice by recognizing and sharing existing tacit knowledge about teaching and learning conceptualized in specific social and physical environments. Action research is a reflective and iterative inquiry process with the aim of improving strategies, practices, and knowledge of the environments within which one teaches. Course participants will learn how to conduct research that develops, leads to, implements, and assesses a genuinely well-informed social action in the midst of an emerging teaching and learning landscape. The course uses a blend of Web technology, print, and other media to maximize flexibility without sacrificing professor and student interaction. Communication tools, including bulletin boards and e-mail, are used to foster a collaborative environment, providing participants with the opportunity to learn from one another about the unique schools and cultural institutions each comes from and as well as their varied professional experiences.A ED 815 will be offered via World Campus as an online course will be offered every spring semester. Enrollment will be limited to 15 students.
