ART 8650 Theoretical Perspectives in Art Education

This is a graduate level seminar, which focuses on theoretical perspectives in the area of art education and the relevance of theory to the practice of curriculum development and implementation, and scholarly writing in art education. Students will explore and engage with selected theories of the 20th and 21st century's that hold a place of prominence in current research, curriculum, and pedagogical dialogues in the field of art education. This course will involve careful reading of the work of key theorist through both primary sources and secondary sources that exemplify putting theory to work in art education and related fields. This course is not intended to promote particular theories or theorists, but rather to assist graduate students in their development as researchers and scholars who persist in the difficult work of challenging the limitations of personal experience, understanding, and ways of knowing through engagement with theories that can offer alternative perspectives.

Credits

3

Student Learning Outcomes

Upon the completion of this course, students will be able to demonstrate the following outcome-based learning skills:

1. To demonstrate advanced depth and breadth of knowledge of research of theories/theorists as they relate to qualitative and post-qualitative research in art education
2. To understand and be able to demonstrate advanced depth and breadth of knowledge of the role of theory in qualitative research, and especially in a post-qualitative research as it applies to art education
3. To demonstrate an advanced ability to read, interpret, reflect, and respond critically to scholarly works of various theorists
4. To demonstrate an advanced ability to read, analyze, reflect, and respond critically to scholarly writings that put theory to work, particularly in art education
5. To understand the influence of modern and postmodern developments in general curriculum and art education curriculum theory and be able to apply these to current curricular trends
6. To be able to analyze curriculum theory and apply this analysis to real-world contexts
7. To map personal research interests in relation to research paradigms and related theories/theorists
8. To experiment with theory in relation to research pursuits
9. To demonstrate high standards of scholarly writing by applying learning skills and concepts relevant to writing in the field of art education
10. To continue developing as a knowledgeable, inquisitive, and collaborative learner in diverse, democratic learning communities

TEACHER CORE CANDIDATE LEARNING OUTCOMES (CCLO’S):

The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2009, are addressed in this course. The ten outcomes are correlated to the 2013 InTasc Model Core Teaching Standards and Learning Progressions for Teachers 1.0.

1. Specialist Candidates will demonstrate advanced depth and breadth of knowledge and skills   in academic discipline and pedagogy. Standard 3 (INTASC 4, 5)
2. Specialist Candidates will demonstrate the ability to use research to promote student learning and to contribute to the teaching profession. Standard 5(INTASC 9)
3. Specialist Candidates will demonstrate high standards for professional practice through continual self -assessment and reflection. Standard 7 (INTASC 4, 9, 10)
4. Specialist Candidates will demonstrate high standards for academic rigor, intellectual inquiry, and professional integrity. Standard 7 (INTASC 4, 5, 9, 10)