Articulation

Graduate Courses

A sampling of courses offered

9610 Students and Teachers as Artists



CALENDAR DESCRIPTION

Fundamental to any successful art program is a clear understanding of what it means to be an artist. This course will present premodernist, modernist, and postmodernist Western conceptions of artistry and explore how each can be nurtured in classroom settings and beyond.

COURSE DESIGN

Teachers and Students as Artists has been designed to provide art educators with opportunities to enrich and extend their professional practice along three interrelated strands. First, the students will discuss assigned readings drawn from four themes: Teachers as Artists, Students as Artists, Art in the Classroom, and Art Beyond the Classroom. Second, the students will research, post, and discuss applications to professional practice related to each of the four themes. This second strand will allow the students to focus their graduate learning on personal teaching contexts and research interests. The third strand involves the preparation of a culminating work in which the students will identify and explore a single issue drawn from one of the four themes. Student progress will be assessed every two weeks through the completion by the students of a self-evaluation form and instructor feedback.

9611 Teaching Art to Diverse Student Populations



CALENDAR DESCRIPTION

This course offers strategies for adapting traditional art curricula to meet the instructional and artistic needs of gifted, exceptional, multicultural, and Aboriginal student populations.

COURSE DESIGN

Teaching Art to Diverse Student Populations has been designed to provide art educators with opportunities to enrich and extend their professional practice along three interrelated strands. First, the students will discuss assigned readings drawn from four themes: Artistic Giftedness, Learning Exceptionalities, Multicultural Students, and Aboriginal Students. Second, the students will research, post, and discuss applications to professional practice related to each of the four themes. This second strand will allow the students to focus their graduate learning on personal teaching contexts and research interests. The third strand involves the preparation of a culminating work in which the students will identify and explore a single issue drawn from one of the four themes. Student progress will be assessed every two weeks through the completion by the students of a self-evaluation form and instructor feedback.

9612 Education through Artistic Themes and Processes



CALENDAR DESCRIPTION

An historical and philosophical examination of the characteristics of humanities education. The aim of this course is to develop a clearer understanding of the contribution of the humanities to primary, secondary, and tertiary curricula.

COURSE DESIGN

Education through Artistic Themes and Processes has been designed to provide art educators with opportunities to enrich and extend their professional practice along three interrelated strands. First, the students will discuss assigned readings drawn from four themes: Humanities, Curriculum, Research, and Culture. Second, the students will research, post, and discuss applications to professional practice related to each of the four themes. This second strand will allow the students to focus their graduate learning on personal teaching contexts and research interests. The third strand involves the preparation of a culminating work in which the students will identify and explore a single issue drawn from one of the four themes. Student progress will be assessed every two weeks through the completion by the students of a self-evaluation form and instructor feedback.

9613 Curriculum Issues in Arts Education



CALENDAR DESCRIPTION

This course critically examines arts education through an appraisal of past and current practices of curriculum development, implementation, and evaluation. Various issues will be explored including: trends in contemporary arts education; comparative and international arts education; political influence in curriculum design; and cultural diversity in the arts classroom.

COURSE DESIGN

Curriculum Issues in Arts Education has been designed to provide art educators with opportunities to enrich and extend their professional practice along three interrelated strands. First, the students will discuss assigned readings drawn from four themes: Contemporary Education, Comparative Education, Political Influences, and Other Voices. Second, the students will research, post, and discuss applications to professional practice related to each of the four themes. This second strand will allow the students to focus their graduate learning on personal teaching contexts and research interests. The third strand involves the preparation of a culminating work in which the students will identify and explore a single issue drawn from one of the four themes. Student progress will be assessed every two weeks through the completion by the students of a self-evaluation form and instructor feedback.

9620 Responding to Art in the Classroom and Community



CALENDAR DESCRIPTION

This course will focus on how the fundamentals of art history, art criticism, and aesthetics can be integrated with studio activities K-12. Strategies for accessing gallery and museum education will be addressed, as well as assessment and evaluation in art.

COURSE DESIGN

Responding to Art in the Classroom and Community has been designed to provide art educators with opportunities to enrich and extend their professional practice along three interrelated strands. First, the students will discuss assigned readings drawn from four themes: Assessment & Evaluation, Art History, Art Criticism & Aesthetics, and Galleries & Museums. Second, the students will research, post, and discuss applications to professional practice related to each of the four themes. This second strand will allow the students to focus their graduate learning on personal teaching contexts and research interests. The third strand involves the preparation of a culminating work in which the students will identify and explore a single issue drawn from one of the four themes. Student progress will be assessed every two weeks through the completion by the students of a self-evaluation form and instructor feedback.