Instructor: Laurel Lampela, Ph.D., Masley Hall Room 205, 277-5519
Class time: Tuesdays, 4:00 - 6:45 pm
Office hours: Tuesdays, 1:00 - 3:00 pm
Email: lampela@unm.edu, www.unm.edu/~lampela/index.html
Course Description: Examination of the contemporary developments, trends and issues in the field of art education as they relate to society, education and art.
Texts: Lampela, L. & Check, E. (Eds.). (2003). From our voices: Art educators and REQ
artists speak out about lesbian, gay, bisexual and transgendered issues.
Lampela, L. (2004). Course Packet. COE Publications. REQ
Einser, E. & Day, M. (2004). Handbook of Research and Policy in Art Education OPT
Freedman, K. (2003). Teaching Visual Culture OPT
Dorn, C.M., Madeja, S.S., & Sabol, R. (2004). Assessing Expressive Learning OPT
Attendance: Students are expected to attend class regularly. Two absences are allowed. Three absences will result in one letter grade lower. Four absences will be reason for failure. Three times tardy or leaving early will equal one absence. The grade of I (Incomplete) is given only when circumstances beyond the student's control have prevented completion of the work of a course within the official dates of a session.
Class Assignments: All written work is to be typed, double-spaced and turned in on time. One point will be deducted for each weekday the paper or project is late. All late work must be turned in by the last day of class. Please keep cell phones and beepers turned off during class. Students who have special needs that may affect their ability to benefit from their educational experience are asked to disclose those needs to me as early as possible so I can arrange appropriate accommodations.
Course Requirements Total Points Possible
1. Abstracts of readings (50 - 100 words, 5 pts each) 40
2. Student-led discussion, solo or team, (choose topic from class calendar) 10
3. Timed writing (based on reading of article or discussion, in-class) 10
4. Annotated Bibliography (10 citations) 40
|
Grading:
A+ 100 Superior
A 95 - 99 Distinguished; surpassed expectations
A- 90 - 94 Admirable; above most expectations
B+ 88 - 89 Excellent; met expectations
B 83 - 87 Respectable work; completed most assignments well
B- 80 - 82 Good work; accomplished all requirements
C+ 78 - 79 Fair work; accomplished most requirements
C 73 - 77 Mediocre work
C- 70 - 72 Poor work
F 69 and below Failing
COURSE CALENDAR
ART ED 590: Current Trends in Art Education
Week Day Class content, Readings, Assignments
1 Aug 24 Introductions, syllabus, assignments
Sexual Diversity
DUE: Abstract #1
Sep 7 READ: Lampela & Check (Chap. 7, 9, 11 & 18)
Course Reader, pp. 6-22
Visual culture
4 14 4:00PM: Meet with Ms. Nina Stephenson, Fine Arts Librarian
Zimmerman Library, 2nd Floor, Ford Room 254
5:30PM Meet back in Masley Hall
READ: Course Reader, pp. 23-49
DUE: Abstract #2
DUE: Abstract #3
READ: Course Reader, pp. 79-96
Gender Issues
7 Oct 5 READ: Course Reader, pp. 97-134
DUE: Abstract #4
8 Oct 12 READ: Course Reader, pp. 135-160
DUE: Abstract #5
Curriculum and Assessment
9 19 READ: Course Reader, pp. 161-197
Comic Books
10 26 READ: Course Reader, pp. 198-219
DUE: Abstract #6
Everyday life, Postmodernism, and Studio Practice
11 Nov 2 READ: Course Reader, pp. 220-256
Dialogue and Inquiry
12 9 READ: Course Reader, pp. 257-268
DUE: Abstract #7
New and Future Technologies
13 16 READ: Course Reader, pp. 269-277
DUE: Abstract #8
Art Partnerships
14 23 READ: Course Reader, pp. 278-299
15 30 Discussion of Annotated Bibliographies
DUE: Annotated Bibliography
16 Dec 7 Discussion of Annotated Bibliographies
17 14 Discussion of Annotated Bibliographies
References
Adams,
M. (2002). Interdisciplinarity and community
as tools for art education and social change. In Y. Gaudelius & P. Speirs
(Eds.), Contemporary issues in art education. Upper Sadde River, NJ: Prentice Hall.Barrett, T. (2003). Interpreting visual culture. Art Education, 56 (2), 6-12.
Barrett, T. (2003). Letter to the editor. Art Education, 56 (4), 5.
Bitz, M. (2004). The comic book project: The lives of urban youth. Art Education, 57 (2), 33-39.
Chen, J. (2003). The comic/anime fan culture in Taiwan: With a focus on adolescentsÕ experiences. The Journal of Social Theory in Art Education, 23, 89-166.
Clark, R. (1996). Art Education: Issues in a Postmodern Pedagogy. Reston, VA: National Art Education Association.
Congdon, K. & Blandy, D. (2001). Viewers sound off: A feminist analysis of vernacular art criticism of ÒAll My ChildrenÓ and ÒAnother WorldÓ on electronic Ôboards.Õ The Journal of Gender Issues in Art and Education, 2, 61-75.
Cosier, K. & Sander, J. (2004). LGBTIC Column. NAEA News, 46 (4), 17.
Desai, D. (2003). Multicultural art education and the heterosexual imagination: A question of culture. Studies in Art Education, 44 (2), 147-161.
Dorn, C.M., Madeja, S.S., & Sabol, R. (2004). Assessing Expressive Learning: A practical guide for teacher-directed authentic assessment in K-12 visual arts education. Mahway, NJ: Lawrence Erlbaum Associates.
Efland, A.D., Freedman, K., & Stuhr, P. (1996). Postmodern Art Education: An Approach to Curriculum.
Erickson, M. (2004). Interaction of teachers and curriculum. In E. Einser & M. Day (Eds.), Handbook of Research and Policy in Art Education. Mahway, NJ: Lawrence Erlbaum Associates.
Evedon, F. (2000). Lois LaneÕs lament: the denigrating images of women in superhero comic books. The Journal of Gender Issues in Art and Education, 1 (31-42).
Freedman, K. (2003). Teaching visual culture. New York: Teachers College Press.
Garber, E. (2003). Teaching about gender issues in the art education classroom: Myra Sadker Day. Studies in Art Eduation, 45 (1), 56-72.
Garber, E. (1996). Art criticism from a feminist point of view: An approach for teachers. In G. Collins & R. Sandell (Eds.), Gender issues in art education: Content, contexts, and strategies. Reston, VA: NAEA.
Gude, O. (2004). Postmodern principles. Art Education, 57 (1), 6-13.
Hicks, L. (2004). Infinite and finite games: Play and visual culture. Studies in art education, 45 (4), 285-297.
Jeffers, C. (2002). Tools for exploring social issues and visual culture. In Y. Gaudelius & P. Speirs (Eds.), Contemporary issues in art education. Upper Sadde River, NJ: Prentice Hall.
Keifer-Boyd, K. T. (2002). Open spaces, open minds: Art in partnership with the earth. In Y. Gaudelius & P. Speirs (Eds.), Contemporary issues in art education. Upper Sadde River, NJ: Prentice Hall.
Kim, N.Y. (2002-2003). The Journal of Gender Issues in Art and Education, 3, 21-40.
Krug, D. (2002). Teaching art in the contexts of everyday life. In Y. Gaudelius & P. Speirs (Eds.), Contemporary issues in art education. Upper Sadde River, NJ: Prentice Hall.
Lampela, L. & Check, E.(Eds.) (2003). From our voices: Art educators and artists speak out about lesbian, gay, bisexual and transgendered issues. Dubuque, IA: Kendall/Hunt.
Manifold, M. (2004). Images voices-envisioned landscapes: Storylines of information-age girls and young women. The Journal of Social Theory in Art Education, 24, 234-256.
Pryer, A. (2002-2003). Lessons in Òcultural snipingÓ: The visual narratives of Jo Spence. The Journal of Gender Issues in Art and Education, 3, 5-19.
Sharpe, L. (2003). Teaching critical practice for future technologies. The Journal of Social Theory in Art Education, 23, 151-166.
Sullivan, G. (2004). Studio art as research practice. In E. Einser & M. Day (Eds.), Handbook of Research and Policy in Art Education. Mahway, NJ: Lawrence Erlbaum Associates.
Tavin, K. (2003). Wrestling with angels, searching for ghosts: Toward a critical pedagogy of visual culture. Studies in Art Education, 44 (3), 197-213.
Tavin, K., Lovelace, L. Stabler, A. & Maxam, J. (2003). From Bucktown to Niketown: Doing visual culture studies (Chicago Style). The Journal of Social Theory in Art Education, 23, 60-87.
Tuman, D.M. (2000). Defining differences: A historical overview of research regarding the differences between the drawings of boys and girls. The Journal of Gender Issues in Art and Education, 1, 17-30.
Walker, S. (2003). What more can you ask? Artmaking and inquiry. Art Education, 56 (5), 6-12.
Zander, M.J. (2004). Becoming dialogical: Creating a place for dialogue in art education. Art Education, 57 (3), 49-53.
Home
Syllabi