Art Education (AE)

The changing role of the visual arts in public education is examined as an introductory foundation to the field of art education. The significance of art experiences for children of all ages is explored through readings, research, observations and participation. Theories of visual learning and artistic development are observed and analyzed. A 10 hour observation/participation component in the schools is required. Falls.

The changing role of the visual arts in public education is examined as an introductory foundation to the field of art education. The significance of art experiences for children of all ages is explored through readings, research, observations and participation. Theories of visual learning and artistic development are observed and analyzed. A 20 hour observation component in schools is required. Springs and Falls.

Students will gain instructional strategies that are socially and culturally sustaining, reinforce critical thinking and exploration, and facilitate meaningful art curricula for students encompassing a range of needs and abilities. Students will analyze the historical and social contexts that have shaped contemporary art education, and the roles community and connection play with student motivation and management. Requires 90-hours observation. Springs and Falls. (DICO)

Examines children’s cognitive and artistic development, materials, and processes in the context of instructional planning at the elementary and secondary levels. Accompanied by the study of constructivist teaching methods, dialogic, motivation, and essential questions. Readings, research discussion, studio production and classroom observations provide the framework for the study of Art Education as a discipline incorporating studio production, aesthetics, art history and criticism. Examines art materials health and safety regulations. Requires a 10 hour school observation component. Additional course fee required. Springs.

Prerequisite(s): AE 2000.

The content and structure of the public school visual art curriculum at elementary, middle and secondary levels are examined as a major contributing factor to the educational development of all children. Following a review of the literature and an exploration of current best practices, a curriculum model and authentic assessment strategies are developed. Emphasis is placed on state and national standards in the visual arts and reflects state mandates on visual arts assessment in K-12 public education. Technology-based research methods are introduced. A 10 hour observation/participation component in the schools is required. Springs.

Prerequisite(s): AE 3060.

Examines children’s cognitive and artistic development, materials, and processes in the context of instructional planning at the elementary and secondary levels. The study of constructivist teaching methods through readings, discussion, studio production and classroom observations provides the framework for the study of Art Education. Examines art materials and health and safety regulations. Requires 10 hours observation. Springs and Falls.

Through coursework, discussion, observations, and teaching, pre-service educators will develop and facilitate socially and culturally relevant curricula for students encompassing a broad range of needs and abilities. Course content includes instructional sessions, writing meaningful and impactful curricula, as well as developing assessment methods. Requires a 80-hour observation component. Springs.

Provides opportunity for immersion in a specialized topic/area concerning studio art, art history, multicultural arts traditions, special education, technology, graphic design and/or art education, which contemporary art educators address as professionals. Guest artists, educators and professionals working with faculty members are invited to teach this course and share their experience and expertise in selected areas of specialization. Students may repeat this course when it is offered under a different topic.

Prerequisite(s): Junior status as Art or Art Education major.

This is the capstone experience in the Art Ed program and accompanies the Art Education Internship in Teaching. Through face-to-face meetings, web-based discussions, writing, readings, and a studio practice we will explore critical issues in art education for the emerging contemporary artist educator. Presentation of an electronic portfolio and the NH TCAP are required. Falls and Springs. Springs and Falls. Instructor permission required. Prerequisite(s): minimum 2.70 cumulative GPA; completion of program requirements in Art Education and education by the beginning of the Internship experience; permission of the Art Education Coordinator and the Coordinator of Internships.

Prerequisite(s): minimum 2.70 cumulative GPA; completion of program requirements in Art Education and education by the beginning of the Internship experience; permission of the Art Education Coordinator and the Coordinator of Internships.

Corequisite(s): AE 4990.

Advanced work in a limited area of art education, developed and executed in consultation with an Art Department faculty mentor. Consent required of the instructor who will supervise the independent study and the Department Chair.

Prerequisite(s): Senior standing.

The culminating field-based experience for Art Education majors, leading to teacher certification. During this continuous full-time experience, preservice educators gradually assume responsibility for a full range of visual art education classes in a K-12 setting. The internship in teaching is conducted under the supervisory guidance of a Mentor Teacher and University Supervisor. A required seminar complements this experience. Springs and Falls. Instructor permission required.

Prerequisite(s): AE 2550, AE 2660, AE 3550, AE 3770.

Corequisite(s): AE 4880.