Classes

ART 332—Introduction to Art Education

An introduction to the field of art education, including the study of its historical, sociological, and theoretical foundations and their effect on its practice in the K-12 classroom. Offered fall semester. Prerequisites: ART 152, and ART 157. Credits: 3.
Examples of class projects: Students created a clay endangered animal habitat. Animal and environment constructed entirely out of found and recycled materials.

The classroom environment and material preparation for a project, creating a habitat for endangered animal.

Art Education students created printing tools using tires. Students planned and created a workshop for special needs students. The final product was a collaborative mural based on Argentinean artist exhibition.

Art education students working with special needs students to create patterns and textures using tires as printing tools .

ART 333—Curriculum Development and Practice

This course, designed for art education majors, provides experience in curriculum and teaching portfolio development as well as classroom observation to provide the future art teacher with a firm foundation for teaching in the K-12 classroom. Offered winter semester. Prerequisites: ART 332. Credits: 3. 

Examples of class project: Students visited a classroom with a developed art project to complete with the students. 

A first grade student completing a collaborative drawing as a part of the art education students' project.

ART 334—Teaching the Nontraditional Canon

This is a cross-cultural, hands-on, interactive, discussion and production course intended to inform the practice and delivery of a cross-cultural curriculum in a K-12 setting. Offered fall and winter semesters. Prerequisites: ART 332 and ART 333; permission of instructor. Credits: 3. 

Examples of class project: Students created postcards to further explore the concept of the place and community using technology that could be integrated into a K-12 educational setting.

Mitch Moore, 2010. “A PLACE OF ______________” allows for the viewer to put their own ideas about barns into words. Given this blank viewers determine what they think about the image and are not forced to think only one way about what they see. In this image the barn continues to be the main subject but it is concealing store shelves that are lined with goods. These shelves are typical of a supermarket, an essential component to urban society as people are limited in their capacity to be self-sustaining. At the same time this barn could be seen as being taken over by the urban society’s expansion and made use of this abandoned building. This can be seen as very ironic given the nature of a farm to produce food though it was abandoned, now society has expanded to this once rural setting and taken over the farm to sell goods from farms" (2010).

   For more information on the requirements for the Art Education major, please refer to Grand Valley State University’s course guide here.