|
Professional
Education Program Evaluation Report (PEPER II) |
MATRIX Form I-C |
|||||
|
8710.4900
Teachers of Visual Arts |
Identify coding used to indicate
placement or assignment of standards : K=Knowledge,
A= Assessed |
|||||
|
|
ART 110 (2D)
|
ART
122 (3D)
|
ART 117 (4D)
|
ART 150 (AH)
|
ART 343 |
ED 341 |
|
Subp. 3. Subject matter standard. A candidate for licensure as a
teacher of visual arts must complete a preparation program under subpart 2,
item C, that must include the candidate's demonstration of the knowledge and
skills in items A to F. |
||||||
|
A. A teacher of visual arts demonstrates
an understanding of and how to teach aesthetic principles and habits and
knows processes for evaluating them.
The teacher must: |
||||||
|
(1) know how
to make careful and clear distinctions to support factual claims from value
and meaning claims; |
|
|
|
KA |
|
|
|
(2) know that
learning about art involves questioning, making conclusions, and forming
concepts of the nature of art to distinguish works of art from other objects;
|
|
|
|
KA |
|
|
|
(3) understand
that philosophers of art have reached quite different conclusions about what
art is; and |
|
|
|
KA |
|
|
|
(4) know
questioning strategies that lead to understanding the nature, relationship,
and value of art. |
|
|
|
|
A |
KA |
|
B. A teacher of visual arts understands
and evaluates art theory and art studio practice. The teacher must: |
||||||
|
(1) understand
and apply formal elements/principles of design; |
KA |
KA |
KA |
|
|
|
|
(2) understand
and apply theories of color, spatial relationships, and perception; |
KA |
|
|
|
|
|
|
(3) know ways
for developing ideas for artistic metaphors derived from exploring of
physical world, needs of people, psychological interests, reflecting on
sensory and formal qualities; |
|
|
KA |
|
|
|
|
(4) be able to
make technical and aesthetic decisions and modify ideas as work proceeds; |
|
|
KA |
|
|
|
|
(5) develop
skills in manipulating 2D and 3D art materials and explore a variety of
methods and effects; |
KA |
KA |
KA |
|
|
|
|
(6) know the
various standards to consider in determining whether a work is finished or
successful; |
KA |
|
|
|
|
KA |
|
(7) be able to
apply artistic standards to judge personal art work; |
|
|
|
|
A |
KA |
|
(8) know how
to alternate between invention, the role of artist, and selection, the role
of critic; |
|
|
|
|
KA |
|
|
ART 110 (2D) |
ART
122 (3D)
|
ART 117 (4D) |
ART 150 (AH) |
|||
|
(9) understand
the sustained personal effort and the pleasure and satisfaction of producing
a work of art; and |
|
|
KA |
|
A |
|
|
(10)
demonstrate competence in a minimum of one medium or process in each of the
following six studio art areas, with an emphasis in at least two areas: |
||||||
|
(a) drawing,
including experiences in rendering, gesture, and contour; |
KA |
|
|
|
|
|
|
(b) painting,
for example, experiences with water color, tempera, oil, acrylic, or mixed
media; |
KA |
|
|
|
|
|
|
(c) sculpture,
for example, experiences with wood, metal, fibers, paper mache, molding,
casting, or found objects; ceramics, for example, experiences with glazing,
hand building, throwing, and firing; or architecture, for example,
experiences with model making, rendering, and computer imaging; |
|
KA |
|
|
|
|
|
(d) graphic
arts; photography, experiences with still, black and white, film processing,
and digital imaging; or printmaking, for example, experiences with silk
screening, monoprinting, relief printing, stenciling, serigraphy, engraving,
intaglio; |
|
|
KA |
|
|
|
|
(e) fiber
arts, for example, experiences with weaving, papermaking, quilting, or
stitchery; and |
|
KA |
|
|
|
|
|
(f) computer
graphics, video and animation, performance art, or conceptual art. |
|
|
KA |
|
|
|
|
C. A teacher of visual arts understands
that works of art are affected by where and when they were produced. The teacher must: |
||||||
|
(1) understand
the effect of culture and temporal contexts on the appearance of artworks and
the point of view of persons of other cultures or other times in interpreting
the art; |
|
|
|
KA |
|
|
|
(2) analyze
and interpret contextual information about traditional art forms within
various cultures; |
|
|
|
KA |
|
|
|
(3) understand
the chronological development of art from prehistoric to present; and |
|
|
|
KA |
|
|
|
(4) use art
historical research processes. |
|
|
|
KA |
|
|
|
D. A visual arts teacher understands,
produces, and evaluates critical interpretations of works of art. The teacher must: |
||||||
|
(1) understand
that art critics base their judgment of artworks on specific standards,
interpret how artworks function in society, and select appropriate standards
for judging artworks; |
|
|
|
|
KA |
|
|
ART 110 (2D) |
ART
122 (3D)
|
ART 117 (4D) |
ART 150 (AH) |
|||
|
(2) know how
to apply a variety of critical perspectives in interpreting works by
investigating significant meaning and expressive content of the works, to
synthesize description and analysis into an interpretive judgment; and |
|
|
|
|
KA |
|
|
(3) know how
to use criticism models to compare and contrast qualities within artwork
using the sensory, formal, technical, and expressive scanning model and the
description, analysis, interpretation, and judgment strategies model. |
KA |
|
|
|
A |
|
|
E. A teacher of visual arts understands
central concepts common to the teaching and learning of art education
content. The teacher must
understand: |
||||||
|
(1)
philosophical influences within art education; |
|
|
|
|
|
KA |
|
(2) the goals
and purposes of art education, making principled decisions about practice; |
|
|
|
|
|
KA |
|
(3) the
historical foundations of art education and training in visual art; |
|
|
|
|
|
KA |
|
(4) art
education research to enhance teaching effectiveness; |
|
|
|
|
|
KA |
|
(5) the
importance of the arts to the individual, school, community, and society to
include careers, hobbies, and leisure time activities; |
|
|
|
|
|
KA |
|
(6) how to
budget an art program and manage art classroom procedures; |
|
|
|
|
|
KA |
|
(7) how to
conduct meaningful and appropriate assessments and evaluations of programs;
and |
|
|
|
|
|
KA |
|
(8) safe use
of tools, equipment, materials, and processes in visual art education
learning environments. |
|
KA |
|
|
|
|
|
F. A teacher of visual arts must
demonstrate an understanding of the teaching of visual arts that integrates
understanding of visual art with an understanding of pedagogy, students,
learning, classroom management, and professional development. The teacher of visual arts to
children, preadolescents, and adolescents must: |
|||||
|
|
|
||||
|
(1) understand
and apply educational principles relevant to the physical, social, emotional,
moral, and cognitive development of children, preadolescents, and
adolescents; |
KA |
|
|
KA |
|
|
(2) understand
and apply the research base for and the best practices of kindergarten and
primary, intermediate, and middle and high school education; |
|
KA |
|
KA |
|
|
(3) develop
curriculum goals and purposes based on the central concepts of visual arts
and know how to apply instructional strategies and materials for achieving
student understanding of this discipline; |
|
|
|
KA |
|
|
(4) understand
the role and alignment of district, school, and department mission and goals
in program planning; |
|
|
|
KA |
|
|
(5) understand
the need for and how to connect students' schooling experiences with everyday
life, the workplace, and further educational opportunities; |
|
KA |
|
|
|
|
(6) know how
to involve representatives of business, industry, and community organizations
as active partners in creating educational opportunities; |
|
|
|
KA |
|
|
(7) understand
the role and purpose of co-curricular and extracurricular activities in the
teaching and learning process; |
|
|
|
KA |
|
|
(8) understand
the impact of reading ability on student achievement in visual arts,
recognize the varying reading comprehension and fluency levels represented by
students, and possess the strategies to assist students to read art content
materials more effectively; and |
|
|
KA |
|
|
|
(9) apply the
standards of effective practice in teaching students in kindergarten through
grade 12 through a variety of early and ongoing clinical experiences with
kindergarten and primary, intermediate, middle level, and high school students
within a range of educational programming models. |
KA |
KA |
KA |
KA |
|