1

ARTE 302: Organization of School Art Programs

Fall 2010 M/W 1:00 – 2:50 Room 225 A+D
Aug 20, 2010 subject to minor revisions
Dr. Elizabeth M. Delacruz 118 Art + Design
Professor of Art Education edelacru@illinois.edu
Education Consultant, Krannert Art Museum 333-0855
Editor, Visual Arts Research Journal Office hrs: M 10 – noon and by appointment

Course Objectives: To develop informed insights about secondary school art curricular
programming. More specifically:

To facilitate acquisition of knowledge and competencies articulated by the National Art

Education Association, the Illinois State Board of Education, and the UIUC Council on
Teacher Education identified as fundamental to teaching art in a culturally diverse society; with
particular interest in secondary educational contexts.

To provide an opportunity to develop greater understandings about and practical resources for
teaching art in secondary school settings, with attention to integrating inquiry about diverse
contemporary art and visual culture in contemporary life within a thoughtfully constructed studio art
program.

To develop insights about and strategies for engaging adolescent learners with personally
meaningful, socially relevant art learning experiences.

To connect professional practice to community contexts in meaningful ways.

To engage future art teachers with creative and educational uses of information technologies.

Course Requirements:

Work in this course represents a balance of scholarly inquiry about young people, particularly
secondary school age students (20%); your own curriculum research development and development of
materials for teaching (50%); a self-study of your own artistic development (20%); and ISBE Common
Assessment Portfolios (10%). Specific assignments will involve you in reading about current
perspectives relevant to secondary art education; considerations of ways to engage students in
meaningful study and creation of art; inquiry into artistic processes and strategies (both yours and your
future students'); development of your professional teaching resumes and portfolios; and an artist’s self
study that brings together your experiences, insights, and views about art, with implications for art
education for 21st century students. Plan to spend about 6-8 hours weekly on homework outside of
class time.

Scholarly Readings: Students will examine relevant scholarly texts and submit written
responses that apply concepts in these readings. Readings address current research and insights
related to issues in contemporary art education; research and perspectives on adolescents; and
current perspectives on teaching art. Specific requirements for written responses to readings
will be provided. Student reading responses and applications are evaluated in terms of their
fulfillment of specific objectives given for each reading assignment.
2

Short-term Inquiries and Problems: Problems to be engaged include: (1) finding out what teens
care about, and what occupies their free time these days; (2) investigating the artistic
productions of talented secondary students, with attention to the nature and content of their
artwork, identification of their artistic interests, and the development of youth talent in high
school art programs; and (3) examinations of research about contemporary teen and family life
in the US. Specific guidelines for each inquiry problem will be provided. Student work is
assessed in terms of degree to which they fulfill objectives of specific assignments.

9-Week Curriculum Development Project: Based on findings about contemporary secondary

youth, you will develop curricular materials for secondary art settings. Curricular plans will
take the form of student-ready instructional handouts that promote informed and thoughtful
inquiry about and creation of personally meaningful, socially relevant art. Handouts will be
supplemented by a PowerPoint Lesson set up and a Self-Assessment Handout for students.
Specific guidelines for this project will be provided. Curriculum projects are assessed in terms
of degree to which work submitted fulfills specific objectives, thoroughness, clarity, and
professional quality of presentation materials.

• You will orally present your work to the class on the due date. Make one original high
quality double-sided printout of each of the four handouts for me to keep. * You may need
to go to Kinkos to do this. We will have projection equipment ready for you to use on the
presentation day – you can show the class your handouts digitally on your laptop. Please
bring the correct projector adapter for your computer, and have the right adapter before
class begins. Based on peer and instructor feedback during your presentation, you will
revise your curriculum materials and post all of these materials to TwitDocs. And let us
know where to look. You must manage file size of your PowerPoint presentations to make
them upload-able to TwitDocs. Each image should be reduced to 100 DPI and about 600 x
800 pixel dimensions, before placing them on a PowerPoint slide.

Self-Study of Your Own Artistic Development. Students will conduct a self-study of their own
development as an artist-teacher. You will share images and research about your own art in
class in a professionally designed 15-minute, 30-slide PowerPoint or Web-based presentation
focusing on your own growth as an artist/teacher/emerging scholar. Themes and specific
content to be included in this research project will be given on a separate handout. You will
also write a first person autobiographic account of your own artistic development (an
autobiographic final paper, about 2-3 pages). Your self-study will be assessed in terms of
degree to which work submitted fulfills specific objectives, thoroughness, clarity, and
professional quality of presentation materials. You must turn in your self-study PowerPoint
presentation on a CD to Dr. Delacruz (or a web-address if your self study is web-based),
accompanied by your printed paper. Grad students who have already completed a self-
study in ARTE 402 may do an independent research project in ARTE 302, focusing on
teaching secondary level art.

• You will show and present your self-study on the presentation day using the digital
projector. You are responsible for having your own properly working laptop computer
along with the right adapters for the digital projector. You may check out adapters in
advance from the A+D checkout window. You may need to reserve the adapter a few days
3

prior to your presentation. PLAN and practice ahead of time. Have your presentation
materials ready to go before class begins.
ISBE Artifacts and Reflective Statements for this course. CoTE Common Assessment Portfolio
Requirements for ARTE 302: In ARTE 302, we will complete Section II. Artifacts and Reflective
Statements Related to Meeting the Standards of your common Assessment Portfolio. Specific ISBE
artifacts have been assigned to this course and are listed below. Any other remaining ISBE Standards
artifacts not completed in earlier courses are also due in this course.

Course Section II Standards Section III Impact

ARTE 203/204 IPTS 2, 4, 5, 10, 11
LA 1, 2
ARTE 301 IPTS 1, 3, 6, 8, 9
TECH 3, 7, 8
ARTE 302 IPTS 7
LA 3
TECH 1, 2, 4, 5, 6
EDPR 438 Section III
EDPR 442

1. Students should review Section II. Artifacts and Reflective Statements Related to Meeting the
Standards of their individual Common Assessment Portfolio records found on the UIUC Council
on Teacher Education (CoTE) Student Portal website. http://www.cote.illinois.edu/
2. Reflective Statements should each answer the following 4 questions: Please use the following
headings and write in response to each heading: 1. Standard (as stated on the ISBE standards
document/website. 2. Describe the artifact. 3. How does the artifact meet the standard? 4. How
does the artifact demonstrate your growth and development as a teacher?
3. Any Artifacts and Reflective Statements not yet rated as “meets” or “exceeds standards” will be
due in ARTE 302.
4. Using the checklist provided at the end of this syllabus, please indicate which additional Artifacts
and Reflective Statements you still need Dr. D. to evaluate and rate on your Online CoTE Common
Assessment Portfolio. (I am assuming that the ones that are assigned to this course are to be
included)
5. You are required to assemble all 22 of your Section II. Artifacts and Reflective Statements Related
to Meeting the Standards Artifacts and Reflective Statements onto one CD and turn that CD in to
Dr. D. at designated time on our calendar. This includes all Artifacts and all Reflective Statements
for the Illinois Professional Teaching Standards, Language Arts Standards for all Illinois Teachers,
and Technology Standards for all Illinois Teachers.
6. All Artifacts assigned to ARTE 302 should each be converted to an individual PDF, and combined
with the accompanying Reflective Statement into one PDF file per Standard.

Educational Placement Folder/Files. ECSO is an optional resource for students, alumni, faculty,
administrators, and employers for job placement in elementary and secondary schools,
community/junior colleges, colleges and universities, and other educational-related settings.
http://www.ed.uiuc.edu/ecso/

Resume. If you have not already done so, prepare an up-to-date professional resume. We will take one
class session to give you feedback on your resume in peer groups. Based on peer feedback – give Dr.
Delacruz your revised resume, and she will provide further feedback to you. If you completed a resume
4

in ARTE 301, you may use our in-class resume day session to finish your ISBE CD. All students
should give Dr. Delacruz a printed copy of their final resume.

Attendance and Deadlines Policy

Art Education Program attendance, punctuality, and deadlines policies are in effect for this
course. Any tardiness and unexcused absences will result in an automatic reduction of your final grade
in this course. Please refer to the UIUC student handbook for specific University attendance policies,
including what kinds of class absences are considered excused by the University.

Presentation deadlines cannot be changed, and students not prepared to present at their assigned
times will loose their opportunity to present their work in class. Any written work or presentation not
completed by due dates is automatically graded down one letter grade.

• Contact me for any absences – If you find that you need to be absent from class, you MUST
e-mail me prior to or on the same day of your absence. I can see you after class for an
explanation of what you missed the previous session.

• Buddy System: Exchange e-mails and phone numbers with two classmates. If you are
needing to be absent, call your buddy for assignments, handouts, and explanations of what
you missed. If your buddy is missing from class, grab a handout for her/him. E-mail
him/her to see is she/he is o.k. Extend yourselves to one another as colleagues.

• Make up for missed presentations – If you incur an excused absence on your presentation
day due to an unforeseeable emergency or illness, although we cannot take time away from
scheduled activities to make up for your missed presentation, you may turn in your
presentation materials to me for full credit.

Required Texts

Readings are at http://web.library.uiuc.edu/ereserves/ (to save you $$ and time)

Required Materials

• A decent laptop computer of your own, a decent color printer and paper
• Adapter for a digital projector, in hand and ready to go on your presentation day
• 3 CDs to turn in CoTE ISBE materials, Self Study, and Curriculum research
• Compact Peripheral drive for storage (many styles available)

Talking Points: Write your “Talking Points” in a one-page document in any format – and include the
following: Write a 2-3 sentence summary of the main arguments of the readings, briefly define any
essential terms that are relevant to you, then identify areas of the essays that you want to raise in class
for discussion. These areas for discussion could include: findings and insights from the reading that
you find interesting and relevant; things you want to remember from the reading; related issues that the
reading brings to mind; questions the reading raises in your mind; disagreements you have with the
author and why, etc. Make sure your name is on your Talking Points.
5

Research Briefs: A “Research Brief” is a one-page summary of research findings. Start with a three-
sentence overview of the research conducted (who, what, when, where, and by whom). Then list in
bullet form main findings that you believe to be most relevant. Use complete sentences. Give the web
address of the sites you used. Make sure your name is on your Research Brief.
Evaluation and Grading

Final grades are based upon evaluation of the quality of your written materials, your
preparation and professionalism, and your investment in course objectives and activities.
Assessment criteria and self-assessment forms are provided with major assignments. Program
attendance policies are in effect for this course. Using the point system below, students should
know their standing at anytime during the semester.

Course work: % or weights Points, for evaluation purposes

20% Scholarly readings & responses, short research/inquiry • 20 points for all, collectively
problems, assignments and in class presentations: typed and
handed in for evaluation, handouts for classmates. Includes
readings, Giftedness research and recommendations (gifted
articles you find, summary, analysis of talented secondary
student Scholastic winners), Free Choice Readings, and
Surveys of youth.

50% Curriculum Research for Secondary setting: Contribution • 5 Points for Curriculum Planning
to a 9-week curriculum that integrates contemporary Grid
approaches; accompanying instructional materials (PPT Lesson • 25 Points for the Handouts
Set Up, Assessment Handout). • 15 Points for PowerPoint Lesson
Set up
• 5 points for Assessment Handout

20% Self-Study (ugrads) or Indie-Research Project (grads):

PowerPoint slide presentation and artist's statement (10-15 of • 20 Points for Self Study (15 for
your best works with accompanying texts, along with an artist's the PPT and 5 points for the
autobiography/thesis (final paper). Paper)

10% ISBE Student Common Assessment Portfolio CD

aka: ISBE CoTE CAP CD • 10 points. You may not student
teach until this is done.

Professional Resume
• Expected for employment
Professionalism: Attendance, punctuality, focus, clarity,
preparedness, dependability, thoroughness, time-management, • Expected. See UIUC Student
resourcefulness, problem-solving skills, consideration of Handbook attendance policies
others, and contributions to class. and the Art Education Undergrad
Handbook

Grading Scale:
6

97-100 points = A+; 94-96 points =A; 90-93 points = A-

87-89 points = B+; 84-86 point s=B; 80-83 points = B-
77-79 points = C+; 74-76 points =C, 70-75 points = C-
60-69 points = D; Below 60 points = Failure

UIUC Council on Teaching Education CoTE Conceptual Framework

Teaching and Learning in a Diverse Society

ARTE 302 seeks to instill in students those values that support and align with the UIUC Conceptual
Framework: Teaching and Learning in a Diverse Society, which states the University’s shared vision
for preparing educators to work effectively in P-12 schools. The overall theme of Teaching and
Learning in a Diverse Society is supported by two primary components, called “pillars”: (1)
establishing community in teaching and learning environments; and (2) guiding the development of
inquiring and reflective minds.

Pillar One: Establishing Community in Teaching and Learning Environments.

• Create and maintain positive and effective learning environments that recognize the diverse
talents and needs of all students.
• Effectively communicate with students, parents, colleagues, and others to support and
enhance learning communities.
• Exhibit professional conduct and dispositions consistent with the commitment to ‘establishing
community in teaching and learning environments’.

Pillar Two: Guiding the Development of Inquiring and Reflective Minds.

• Demonstrate thorough knowledge of the subject matter they will teach.
• Display a disposition toward inquiry.
• Develop and deliver appropriate instruction that reflects the knowledge bases of subject
matter content, pedagogy, and human growth and development.
• Assess student learning and use results of assessment to revise and improve teaching.
• Engage in critical self-reflective techniques to improve teaching.
• Seek and participate in opportunities for continuing educational and professional growth.
• Locate, critically evaluate, and use multiple resources – including technology – to enhance
curricula and instruction.

Providing the foundation for these pillars are two essential elements: (1) a commitment to
Service, and (2) the understanding and effective use of technology. These pillars and their
foundational elements under gird all parts of UIUC professional teacher preparation programs.

Websites utilized in this course

• UIUC Council on Teacher Education: http://www.ed.uiuc.edu/cte
• Council on Teacher Education Common Assessment Portfolio portal: http://www.cote.illinois.edu/
• Illinois State Board of Education: ISBE Standards:
IPTS - http://www.isbe.state.il.us/profprep/CASCDvr/pdfs/24100_ipts.pdf
LA - http://www.isbe.state.il.us/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdf
Tech - http://www.isbe.state.il.us/profprep/CASCDvr/pdfs/24120_coretechnology.pdf
• UIUC Library Electronic Reserves: http://web.library.uiuc.edu/ereserves/
• UIUC Educational Career Services Office: http://www.ed.uiuc.edu/ecso
7

• Twitter http://twitter.com Convert files to PDF and use hashtag#ARE302F10 for all posts.
• Olivia Gude’s spiral curriculum:
http://www.uic.edu/classes/ad/ad382/sites/Olivia/OG_01.html.
• Gude’s 2009 NAEA Lowenfeld Lecture
http://alumniconnections.com/olc/filelib/NAEA/cpages/9003/Library/2009_LowenfeldLecture_Oli
viaGude.pdf

Checklist of ISBE Artifacts and Reflective Statements / CoTE Common Assessment

Portfolio (CAP) submitted on a CD and to be Evaluated by Dr. Delacruz

aka: ISBE CoTE CAP CD, or ISBE CD for short

For the all artifacts assigned to ARTE 302, combine your Artifact with your Reflective
Statement if possible, and then convert your individual Artifact and its accompanying
Reflective Statement to a single PDF for each Standard.

Your Name ___________________________ Date _________________________

Course Section II Standards What is the Is the Reflective Are both the
Artifact you Statement complete Artifact and
submitted on (all 4 questions Statement for
the CD? thoughtfully each Standard
answered) and converted to a
included on the CD? single PDF?
ARTE IPTS 7
302
LA 3
TECH 1
TECH 2
TECH 4
TECH 5
TECH 6
Other Addl Standard to be
courses evaluated by Dr. D.
Other Addl Standard to be
courses evaluated by Dr. D.
Other Addl Standard to be
courses evaluated by Dr. D.
Other Addl Standard to be
courses evaluated by Dr. D.
Other Addl Standard to be
courses evaluated by Dr. D.
Other Addl Standard to be
courses evaluated by Dr. D.
Other Addl Standard to be
courses evaluated by Dr. D.
8

Remember: Reflective Statements should each answer the following 4 questions: Please use the
following headings for your Reflective Statements and write in response to each heading: 1.
Standard (as stated on the ISBE standards document/website. 2. Describe the artifact. 3. How does the
artifact meet the standard? 4. How does the artifact demonstrate your growth and development as a
teacher?
9
ARTE 302 Fall 2010 Tentative Calendar (subject to minor adjustments)

M Aug23 Course intro – discuss syllabus, e-reserves

Using Twit Docs and Sendspace for sharing course materials
ISBE Artifacts Common Assessment Portfolio Overview
Develop Adolescent Survey instrument in class

W Aug 25 Young People and Art Education

• Due today: Read Wilson (2004): required of everyone.

Wilson, B. (2004). Child art after Modernism: Visual culture and new narratives. In
E. W. Eisner & M. D. Day (Eds.) Handbook of research and policy in art
education (pp. 299 – 328). Reston: National Art Education Association.

• One additional free choice reading, or find one on your own that relates

Chapman, L. H. (1978). The junior high years 7-9. In L. H. Chapman, Approaches

to art in education (pp. 203-233). San Diego: Harcourt.

Freedman, K., & Schuler, K. (2002). Please stand by for an important message:
Television in art education. Visual Arts Research, 28(2), 16-27.

Grauer, K. (2002). Teenagers and their bedrooms. Visual Arts Research, 28(2), 86-
93.

Matuga, J. (n.d). New pictures of the artroom: Peer interactions and artistic
development. Retrieved May 21, 2006 from
http://webpages.charter.net/schmolze1/vygotsky/matuga.html

Steele, J. R. (1999). Teenage sexuality and media practice: Factoring in the

influences of family, friends, and school. The Journal of Sex Research, 36(4), 331-
341.

Toku. M. (2001). What is Manga? The influence of pop culture on adolescent art.
Art Education,54(2), 11-17.

Simpson, J. W., Delaney, J. M., Carroll, K. L., Hamilton, C. M., Kay, S. I.,
Kerlavage, M. S., & Olson, J. L. (1998). Artistic challenges (Age 11 – 13). In
Simpson, et. al., Creating meaning through art: Teacher as choice maker (pp. 54-
66). Merrill: Upper Saddle River, New Jersey.

• Reading Response. Typed “Talking Points” – 1 page, single-spaced, post to

TwitDocs. Convert files to PDF and use hashtag #ARE302F10 for all TwitDocs posts.
Post assignments only to this hashtag

• Go to the Pew Research Center http://pewinternet.org/topics/Teens.aspx and read one

of their surveys or presentations about teens (pick one of interest to you). Write up a
1-page “Research Brief” of a Pew survey or presentation and post to TwitDocs.
10

M Aug 30 Contemporary Life, and Culture of Caring, and Contexts for the Organization of
Middle & High School Art Programs
Reading Response (Typed Talking Points – 1 page – post to TwitDocs) Read Taylor and
one article written by me from the list below, or articles you find on your own that deal
with adolescents, contemporary art, contemporary culture, media culture, and education.

Delacruz, E. M. (2009). Mapping the terrain: Globalization, art, and education”. In

Delacruz, E. M., A. Arnold, M. Parsons, and A. Kuo, (Eds.), Globalization, art,
and education. Reston, VA: National Art Education Association. (original
manuscript is online at:
https://netfiles.uiuc.edu/edelacru/www/delacruz_globalization.pdf)

Delacruz, E. M. (in press). What Asian American artists teach us about the
complicated nature of 21st Century Americans’ multilayered, transcultural, and
hybridized identities and art practices: Implications for an intercultural and social
justice oriented approach to teaching art.” In Chung, S. K. (Ed.). Teaching Asian
art. Reston, VA: National Art Education Association. (original manuscript online
at https://netfiles.uiuc.edu/edelacru/www/delacruz_hybridized_identities.pdf)

Delacruz, E. M. (2009). From bricks to mortar to the public sphere in cyberspace:

Creating a culture of caring on the digital global commons. International Journal
of Education & the Arts, 10(5). (2009). Available:
http://www.ijea.org/v10n5/index.html

Delacruz, E. M. (2005). Commentary: Art education in civil society. Visual Arts

Research, 31(2), 3-9. (UI Library e-reserves)

Taylor, P. G., Carpenter, S. B., Ballengee-Morris, C., Sessions, B. (2006).

Community & world connections through service learning. In Taylor et .al.
Interdisciplinary approaches to teaching art in high school (pp. 89-98). Reston:
National Art Education Association. (UI Library e-reserves)

 Also due today: Your Discussions with Young People (informal conversations).
(Use the in-class collaboratively developed questions we developed for
conducting these informal discussions, and add your own).

Talk informally to some young people (minimum of 5 jr. and/or sr. high
school age students). Find out about their interests, how they spend their
time, their views about schools, about art, friends, influences in their life,
aspirations, etc. Add ideas developed in class to your inquiries. Do not ask
for names/age/schools etc. This is very informal.

Write a short synopsis of what you found in your conversations.

Include some of the most interesting verbatim responses. Format your
written report for readability.

Post to TwitDocs using hashtag #ARE302F10

11
W Sep1 Artistic Giftedness: What is it, how is it addressed in schools?

• Read Pariser/Zimmerman (2004) article, along with one additional article that you
select from e-reserves (or find on your own) that deal with artistically gifted students
and/or school programs for artistically gifted students.
• If you have previously read Pariser & Zimmerman or the articles below, in a different
course, choose 3 other articles relating to artistic giftedness and teaching the artistically
gifted. (The Pariser/Zimmerman is comparable to 2 essays in terms of size and
complexity)

Type a 2-page directed-summary. Post to TwitDocs. Include in your summary the

following: (a) define artistic giftedness, describing attributes of artistically gifted
students and art work that demonstrates that the maker is gifted, (b) discuss school and
societal procedures for identifying artistic giftedness, (c) discuss school programming
available for artistically gifted students, (d) critically analyze assumptions, procedures,
and outcomes of school-based artistically gifted programming, (e) raise issues of your
own.

Pariser, D., & Zimmerman, E. (2004) Learning in the visual arts: Characteristics of
gifted and talented individuals. In E. W. Eisner & M. D. Day (Eds.). Handbook of
research and policy in art education (pp. 379-408). Reston, VA: National Art
Education Association.

Clark, G., & Zimmerman, E. (2004). Student characteristics. In G. Clark & E.

Zimmerman, Teaching talented art students (pp. 52- 79). Reston: National Art
Education Association.

Duncum, P. (1999). A multiple pathways/multiple endpoints model of graphic

development. Visual Arts Research, 25(2), 38-47.

Lohman, D. F. (2005). An aptitude perspective on talent: Implications for

identification of academically gifted minority students. Journal for the Education of
the Gifted 28 (3/4), 333-360.

Smith-Shank, D. (1996). The amazing artworlds of culturally advantaged high

school students. Art Education, 49(2), 50-54.

• Also due today – Find online H.S. Art Programs that display talented student
artworks. Identify and briefly highlight in writing three exemplary H.S. “showcase”
programs. Give info about the program (where, what, who, etc), website address, what
kind of work is there, what makes it exemplary. Be prepared to share your highlights in
class. Post to TwitDocs your typed list of your websites and your 2-3-sentence
description of each exemplary art program at the end of class today. Use our
hashtag: #ARE302F10

Labor Day Monday Sep 6

12
W Sep 8 Contemporary Approaches to Art Education:
• Read & Post To TwitDocs a one-page summary of & reflection on Gude’s ideas
(write this up as ½ summary, ½ personal reflection)

(a) Gude’s (2009) NAEA Lowenfeld Paper,

http://alumniconnections.com/olc/filelib/NAEA/cpages/9003/Library/2009_Lowenfeld
Lecture_OliviaGude.pdf
(b) Gude’s website: http://www.uic.edu/classes/ad/ad382/sites/Olivia/OG_01.html.
Read one of the following: Contemporary Community Curriculum: Developing New
Models for Art Education; Rubric for a Quality Art Curriculum, You Belong Here, and
Fellows and Others.
(c) Look at Gude’s 2 articles: Postmodern Approaches (2004) and Principles of
Possibility (2007). I assume that you have previously read these two articles, but
review her suggested principles again.

• Also due today: Using Gude and contemporary activist artists (artists you identify) as a
starting point, write down 3-4 ideas for lessons based on PM art approaches (a short
paragraph describing each lesson idea and listing contemporary culturally diverse
artists as sources is sufficient). Post to TwitDocs. Please combine this page with the
above summary, and post a two-page document to TwitDocs.

M Sep 13 Online Research about Contemporary Youth Issues and Realities:

Find current material on-line about contemporary adolescent youth behaviors, family
life, and school life in the US. Information/data must be no more than 5 years old.
Topics (sign up for your topic ahead of time): Teen drug use; alcohol use; sexual
behaviors, birthrates, birth control, abortions, etc; eating disorders and body image;
teen obesity and its related diseases; teen physical abuse, verbal abuse, sexual abuse by
adults (parents, family friends, strangers, caregivers, teachers, religious persons); teen
bullying and harassment; Internet predators, teen cyber-bullying and harassment; teen
on teen violence (date rape, violence, guns/knives/fighting, gang violence, etc); Family
life in the US (divorce rates, family makeup, mobility); Family incomes - trends; US
demographic trends; public-private school enrollments, kinds of private schools,
debates/data about public funding of education.
• Make an informative, densely packed, one-page Research Brief – format as a
handout that gives classmates the “big picture” and include your references.
• Print one copy of your handout for me; Convert to PDF and Post to TwitDocs. Use
hashtag#ARE302F10 for all posts
• Work on 9-Week Curriculum outside of class.

W Sep 15 Online research on youth. Continue discussions.

• Work on 9-Week Curriculum outside of class.

M Sep 20 Finish discussions from on-line research on youth. Then in-class Curriculum Research &
Development Workshop if time.
• Work on 9-Week Curriculum outside of class.
13
W Sep22 Finish discussions from on-line research on youth. Then in-class Curriculum Research &
Development Workshop if time.
• Peer and Instructor consulting during class time.
• Work on 9-Week Curriculum also outside of class

M Sep 27 In Class Curriculum Research & Development Workshop

• Peer and Instructor consulting during class time.
• Work on 9-Week Curriculum also outside of class

W Sep 29 9-Week Curriculum Presentations: Grid and All handouts one printed copy due to Dr. D.
• Bring one Printed copy of all your handouts to class on your presentation day.
• Work on Supplementary Materials (PPTs and Assessment handouts) outside of class

M Oct 4 9-Week Curriculum Presentations

• Bring one Printed copy of all of your handouts to class on your presentation day.
• Work on Supplementary Materials (PPTs and Assessment handouts) outside of class

W Oct 6 9-Week Curriculum Presentations

• Bring one Printed copy of all of your handouts on your presentation day.
• Work on Supplementary Materials (PPTs and Assessment handouts) outside of class

M Oct 11 Finish 9-Week Curriculum Presentations. Then Curriculum Development workshop if

time. Peer and instructor consulting during class time.
• Bring working drafts of Supplementary materials for development and assistance
during class time (PPTs and assessment handout).
• Work on Supplementary Materials (PPTs and (PPTs and Assessment hdts) also outside
of class

W Oct 13 Curriculum Research & Development Workshop. Peer and instructor consulting during
class time.
• Bring working drafts of Supplementary materials for development during class time
(PPTs and assessment handout).
• Work on Supplementary Materials (PPTs and Assessment hdts) also outside of class

M Oct 18 Present PowerPoint on a Lesson Setup, and share your assessment Handout.
• Print and bring one copy of your assessment handout for Dr. D.
• Work on CoTE/ISBE Portfolio and your Self-Study of your own art outside of class

W Oct 20 Present PowerPoint on a Lesson Setup, and share your assessment Handout.
• Print and bring one copy of your assessment handout for Dr. D.
• Work on CoTE/ISBE Portfolio and your Self-Study of your own art outside of class

M Oct 25 Present PowerPoint on a Lesson Setup, and assessment Handout.

• Print and bring one copy of your assessment handout for Dr. D.
• Work on CoTE/ISBE Portfolio and your Self-Study of your own art outside of class

W Oct 27 Finish Present PowerPoint Lesson Setup, and assessment Handout. Then ISBE in class
Working Session.
14
• Print and bring one copy of your assessment handout for Dr. D.
• Work on CoTE/ISBE Portfolio and your Self-Study of your own art outside of class

M Nov 1 ISBE In-Class Working Session: FINISH ISBE Artifacts and Reflective Statements today
• Work on CoTE/ISBE CD-Portfolio and your Self-Study of your own art outside of
class

W Nov 3 Resume Day

• Bring 3 printed copies of your professional resume to class today for peer review.
If your resume is already done to your satisfaction, you may bring one copy of your
resume to me.
• CD of ALL 22 Reflective Statements and Artifacts due to Dr. D. along w/checklist

M Nov 8 Self-Study or Grad Student Indie Research In-class Workshop

• Peer and Instructor consulting during class time.
• Work on your self-study outside of class

W Nov 10 Self Study or Grad Student Indie Research In-class Workshop

Peer and Instructor consulting during class time.
• Work on your self-study outside of class

M Nov 15 Self Study or Grad Student Indie Research In-class Workshop

Peer and Instructor consulting during class time.
• Work on your self-study outside of class

W Nov 17 Self Study or Grad Student Indie Research In-class Workshop

• Final day for peer and instructor consulting during class time.

M Nov 29 Student presentations on Self-Study or Grad Indie Research

• Work on Final Papers outside of class

W Dec 1 Student presentations on Self-Study or Grad Indie Research

• Work on Final Papers outside of class

M Dec 6 Student presentations on Self-Study or Grad Indie Research

• Turn in Final papers Today – one Printed Copy, accompanied by your self study
PowerPoint on a CD

W Dec 8 Finish presentations, then Course Closure activities

• ICES & Round Table Discussion
• Make appt with me if you need help on anything
• Post all final revised 9-week Curriculum documents to TwitDoc or Sendspace.com by
noon today (Grid, Teaching Handouts, PPT, and future Stu. Assessment handout).
• Send your classmates and instructor an email link after you’ve posted material.

Rest of Exam week: Loose ends, late material, individual consultations and assistance.
15
ARTE 302 Fall 2010 Important Due Dates
Your Assignment Record
Filled out in advance by you, turned in on last class day, end of semester

Your name_____________________________ Date _________________

W Aug 25 ____ Talking Points for Wilson and one Free-Choice essay that you find
____ Research Brief from a survey of youth conducted by the Pew

M Aug 30 ____ Talking Points for Delacruz & Taylor and/or Free Choice that you find
____ Your Findings & Insights from Talking to Adolescents using your/our questions

W Sept 1 ____ Summary from readings about artistic Giftedness

____ Written Highlights – Exemplary H.S. Art Programs on-line showcase

W Sept 8 ____ Summary of Gude’s Contemporary Approaches, followed by your own ideas for
H.S. lessons based on contemporary art approaches

M Sept 13 ____ Summary/Handout from web findings about today's youth and family life

W Sept 29 ____ 9-Week Curriculum Presentation. Grid & four properly printed 2-sided handouts
____ Print one copy of your grid and your handouts & bring to class for Dr. D. to keep
____ PRINT one copy of each student handout as a double-sided document
____ Your own Self-Assessment of your work on this assignment, filled out by you

M Oct 18 ____ Presentation of your Selected Lesson (“Lesson Setup”) Setup (PPT),
and a future student Self-Assessment Handout that you create for that lesson
____ Print & bring one copy of your projected future student self-assessment handout
____ Your own Self-Assessment of your work on this assignment, filled out by you

W Nov 3 ____ Your Final Perfect Awesome Resume

____ CD of ALL 22 Reflective Statements and Artifacts (your ISBE-CD)
____ ISBE CD checklist telling Dr. D. what you turned in and additional artifacts to
evaluate

W Nov 17 ____ Self-Study or Grad Indie Research. PPT Presentation and one printed copy of your
creatively designed future student self-assessment handout
____ Your own Self-Assessment of your work on this assignment, filled out by you

W Dec 8 ____ One printed copy of your Final Self-Study Paper due to Dr. Delacruz
____ A labeled CD with your Self Study Images/PowerPoint (or a web link)
& Self-Study Paper, or website link to this material given to Dr. Delacruz
____ A labeled CD given to Dr. Delacruz with your 9-week Curriculum materials,
including your four student learning handouts, each formatted as a two-sided
document,; your Grid, PPT lesson set up, and future student self-assessment handout

W Dec 8 ____ One copy of this checklist filled out in advance by you and turned in to Dr. D.