| Assignment | Key Learning Objectives |
| Art Start (3 person teams):
Write, test and implement a 30-minute mini-lesson for the class, that is engaging, learner driven and universally accessible. 10% |
Instruction 1: Implement learning opportunities that are engaging, learner driven, and universally accessible, maximizing student choice. (Democratic Citizenship and Student Advocacy)
Becoming a Reflective Practitioner 2: Write in a variety of discipline-specific forms, formal and informal, for multiple purposes. (Writing Requirement)
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| Peer Interview Comic (task analysis)
Interview a classmate about a skill they have, and create a How-To comic based on the information you collect. 5% |
Instruction 2: Apply understanding of effective learning environments, differentiating instruction and communication strategies to classroom management. (Professional Skills and Disposition)
Becoming a Reflective Practitioner 2: Write in a variety of discipline-specific forms, formal and informal, for multiple purposes. (Writing Requirement) Becoming a Reflective Practitioner 3: Compose multiple texts to garner new knowledge and critically think through ideas. (Writing Requirement)
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| Mentor Contemporary Artist profile and dialog:
Go see an exhibition of contemporary, living artist(s) Do a lightning talk for the class about this artist’s big ideas and generate questions to guide a class discussion on this artist’s work 5% |
Curriculum Design 1: Generate substantive, inquiry-based curricular ideas based on contemporary arts practices and other culturally relevant sources. (Critical Inquiry and Intellectual Development)
Instruction 3: Develop strategies and skills for asking good questions, engaging students in dialog and deepening student learning. (Democratic Citizenship and Student Advocacy) Becoming a Reflective Practitioner 2: Write in a variety of discipline-specific forms, formal and informal, for multiple purposes. (Writing Requirement)
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| Lesson Plan based on mentor artist:
Write a lesson using SUNY NP template inspired by your mentor artist. Align this lesson with NCCAS standards
15% |
Curriculum Design 1: Generate substantive, inquiry-based curricular ideas based on contemporary arts practices and other culturally relevant sources. (Critical Inquiry and Intellectual Development)
Curriculum Design 3: Organize lessons and learning segments aligned with NCCAS Core Art Standards. (Critical Inquiry and Intellectual Development, Professional Skills and Disposition)
Curriculum Design 4: Practice the process of developing ideas, drafting, revising, editing, and reflecting on writing (Writing Intensive)
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| Student Interview and Case Study:
Select a student from your field experience and look at examples of their artwork. Observe the student at work, assignment and question them about their choices, processes and meaning. Ask them if they make art outside of the classroom, and if so, what interests them the most. Summarize and synthesize your insights and reflections from this interview along with your personal observations of this student’s artwork in a 750- 1000 word essay. 5%
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Instruction 3: Develop strategies and skills for asking good questions, engaging students in dialog and deepening student learning. (Democratic Citizenship and Student Advocacy)
Becoming a Reflective Practitioner 1: Reflect on your and your students’ artistic development, learningprocesses and context for learning to revise and refine your teaching practices. (Professional Skills and Disposition) Becoming a Reflective Practitioner 2: Write in a variety of discipline-specific forms, formal and informal, for multiple purposes. (Writing Requirement) Becoming a Reflective Practitioner 3: Compose multiple texts to garner new knowledge and critically think through ideas. (Writing Requirement)
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| Teacher Interview
Conduct an interview with your cooperating art teacher based on a series of guided questions, plus your own. Summarize and synthesize your insights and reflections from this interview along with your personal observations of this teacher’s classroom practices in a 750- 1000 word essay. 5%
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Becoming a Reflective Practitioner 1: Reflect on your and your students’ artistic development, learning processes and context for learning to revise and refine your teaching practices. (Professional Skills and Disposition)
Becoming a Reflective Practitioner 2: Write in a variety of discipline-specific forms, formal and informal, for multiple purposes. (Writing Requirement) Becoming a Reflective Practitioner 3: Compose multiple texts to garner new knowledge and critically think through ideas. (Writing Requirement)
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| Learning Segment
Write a 5 lesson learning segment that incorporates your Mentor Artist Lesson. Include 2 and 3d projects. At least one lesson utilizes technology. At least one lesson references an artist from an under-represented socio-cultural group. 30% |
Curriculum Design 2: Translate developmental information, understanding of diverse learners, and culturally responsive teaching into curriculum design for adolescent art learners. (Culturally Responsive Practice and Social Justice, Democratic Citizenship and Student Advocacy)
Curriculum Design 3: Organize lessons and learning segments aligned with NCCAS Core Art Standards. (Critical Inquiry and Intellectual Development, Professional Skills and Disposition) Curriculum Design 4: Practice the process of developing ideas, drafting, revising, editing, and reflecting on writing ( Critical Inquiry and Intellectual Development ) Instruction 3: Develop strategies and skills for asking good questions, engaging students in dialog and deepening student learning. (Democratic Citizenship and Student Advocacy) Becoming a Reflective Practitioner 2: Write in a variety of discipline-specific forms, formal and informal, for multiple purposes. (Writing Requirement) Becoming a Reflective Practitioner 3: Compose multiple texts to garner new knowledge and critically think through ideas. (Critical Inquiry and Intellectual Development )
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| Fieldwork Sketchnotes
Document fieldwork experiences on a weekly basis through visual and written notetaking based on weekly prompts 10% |
Becoming a Reflective Practitioner 1: Reflect on your and your students’ artistic development, learning processes and context for learning to revise and refine your teaching practices along with your visual communication skills (Professional Skills and Disposition)
Becoming a Reflective Practitioner 2: Write in a variety of discipline-specific forms, formal and informal, for multiple purposes. (Professional Skills and Dispositions)
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| Inside/Outside School Artist book
Create an original artist book that is based on your personal reflection on you and your students artistic development and learning processes, and takes account of inside/outside school life experiences. Write an accompanying artist statement describing your material and conceptual choices. 15% |
Becoming a Reflective Practitioner 1: Reflect on your and your students’ artistic development, learning processes and context for learning to revise and refine your teaching practices. (Professional Skills and Disposition)
Becoming a Reflective Practitioner 2: Write in a variety of discipline-specific forms, formal and informal, for multiple purposes. Professional Skills and Disposition ) Becoming a Reflective Practitioner 3: Compose multiple texts to garner new knowledge and critically think through ideas. (Critical Inquiry and Intellectual Development )
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