“The arts, it has been said, cannot change the world, but they may change human beings who might change the world.” Maxine Greene
How might art and art making build understanding, bridge differences, address inequalities and nurture empathy?
How can contemporary and historical artists provide role models and become mentors for you and your future students?

As art educators, we aim to teach in a sustainable, ethical, and equitable manner that is inclusive of students coming from diverse backgrounds and life experiences. We use the Sustainable Development Global Goals as a framework to incorporate ethical, equitable and sustainable practices in our curriculum. This course focuses on art learning in middle and secondary schools.

The following Learning Objectives are aligned to the School of Education Conceptual Framework.

Curriculum Design

1. Generate substantive, inquiry-based curricular ideas based on contemporary arts practices and other culturally relevant sources, aligned with the UN sustainable development goals. (Critical Inquiry and Intellectual Development)
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)
3. Organize lessons and learning segments aligned with NCCAS Core Art Standards. (Critical Inquiry and Intellectual Development, Professional Skills and Disposition)
4. Practice the process of developing ideas, drafting, revising, editing, and reflecting on writing (Professional Skills and Disposition)

Instruction

1. Implement learning opportunities that are engaging, learner driven, and universally accessible, maximizing student choice. (Democratic Citizenship and Student Advocacy)
2. Apply understanding of effective learning environments, differentiating instruction and communication strategies to classroom management. (Professional Skills and Disposition)
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, learning processes and context for learning to revise and refine your teaching (Professional Skills and Dispositions)
2. Write in a variety of discipline-specific forms, formal and informal, for multiple purposes. (Professional Skills and Disposition)
3. Compose multiple texts to garner new knowledge and critically think through ideas. (Critical Inquiry and Intellectual Development,)