Report: Task Force C and D: Content of Instruction

National Art Education Association

Report: Task Force C and D: Content of InstructionAuthor(s): Bruce BurkeSource: Art Education, Vol. 26, No. 8 (Nov., 1973), pp. 8-10Published by: National Art Education AssociationStable URL: http://www.jstor.org/stable/3191862 .

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Report: Task Force C and D Content of Instruction

The material developed by the task force is an unedited collection of ideas developed by participants during the two-day institute. It does not represent a finished statement on the topic. It is printed here merely as a base for future work and study.

Report: Task Force C Following is a listing of the conclusions that were reached, and at least generally agreed upon, by members of Task Force C. Though it is prob- ably self-evident it should be stated that these conclusions do not represent complete concensus, nor do they reflect adequately the total range of the issues discussed, or of the learning that took place on the part of the task force participants.

I. With respect to performance based or competency based teacher education models, and to other related models for educational change. The art education profession, as represented by the members of this group, concede that after three days of information, opinion, and deliberation, four definite views remain:

A. Some art educators totally reject these models as methods of preparing art teachers.

B. Many teachers, though dubious of the merits of PBTE, will be forced through external pressures to implement such methods. It is therefore incumbent upon the profession to be of service to these colleagues.

C. Some are relatively indifferent to the pmblem, tending to view it as largely procedural in nature.

D. Some see PITE as having definite potential for improving art education and are eager to study it further and to implement it within their programs.

II. Given the probable responsibility of having to implement PETE, or some version of it, the task force sought to develop in an hierarchical order, those competencies that it felt would be most important for future art education majors. They are as follows:

A. The student should develop a positive attitude toward, and a clear understanding of the integrating relationship between the production of art and the teaching of art. In short, this group saw as its first priority the establishment within the student of those values that are implied by the term "artist-teachers".

B. The student should develop a personal comn- mitment to designed change as a basic concept related to the conduct of one's life, both personal and professional.

C. The student should acquire the-ability to create an organic community for learning. In other words, he should develop a sensitivity to all factors, overt and covert, that determine what is being learned by all the members of that unique entity that is "the class". (It would be fair to suggest, with respect to this competency, that the group saw increased, supervised field experience as being of primary importance.

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D. The student should develop a good understanding of the potential of all forms of communication and sensory responsiveness.

E. The student should develop to a high degree those skills necessary to both teach well and continue to grow professionally in his own art. Moreover, he should be helped to understand the purposes of skill development, both for himself and for his students.

F. The student should develop a strong sense of professionalism. This statement seemed to be in response to an increasing number of art teachers who appear to see themselves as laborers in education, having little responsibility to their students or their discipline outside of working hours. Harlan Hoffa's article in the November, 1972, issue of Art Education describes the perceptions of today's art education students that provoked this item.

G. The student should develop a strong sensitivity to those socio-anthropological factors that determine the nature of his teaching environment, and, indeed, of his world.

III. Regardless of the divergence of opinion con- cemrning the newly proposed models of educational method, the participants feel that their national Association should establish a special commission to do the following: A. Collect data on PMITE, CBTE, and other simi-

lar models for educational method relevant to teacher training.

B. Study, organize, and disseminate this material in the most complete manner possible.

C. Devote future workshops, seminars, con- ferences, and publications to this end, that our profession might be as well informed as possiblW.

Report: Task Force D Introduction: Task Force "D" concluded that before the content of instruction could be identified, an attempt should be made to identify the prospective art teacher candidate. The Task Force concerned itself with four areas: Attitudes, Knowledge, Performance, and Product. This outline is sug- gested as a working outline for further research and redefinement.

THE ART TEACHER CANDIDATE I. ATFITUDES -CHARACTERISTICS OF THE AIRT TEACHER CANDIDATE

Learner Product 1. Where am I? 1. Open minded. 2. What do I do 2. Receptive to criticism Sto change? 3. Secure

Developer 4. Less egocentric 1. How can I change 5. Able and willing to

or modify these express themselves learners to become (verbalize and

articluate

A. Should possess a sense of humor. B. Should be emphatic by:

1. Pbssessing the qualities of a good listener 2. Willingness to take suggestions.

C. Should be able to display a feeling of warmth by: 1. Displaying the ability to accept people as

they are. 2. Displaying the ability to support a

request from a student whether verbal or non-verbal.

3. Displaying the ability to encourage positive behavior.

D. As a person he/she should be genuine, sincere, honest, kind, and respectful.

E. Should be actively inventive and creative both verbally and non-verbally. Included would be 1. An adventurous nature. 2. A sense of joy in discovery 3. An inquisitive nature 4. Ability to perform 5. Ability to be flexible in personal and group

encounters 6. Ability to seek and accept a challenge

in a positive manner. F. Should display the ability to communicate

orally, in the written form, and visually through a variety of art media.

G. Should display a genuine enthusiasm and a total commitment to people through teaching and personal social contacts.

H. Should develop a self-concept by asking: 1. As a learner, where am I?

2. How can I affect a positive change? 3. How can I change or modify the students

entrusted to me?

I. Should develop an ability to self-assess by developing a personal rating system for each of the above points.

(Art teacher experiences which may result in changing and/or reinforcement of attitudes-field-oriented and classroom) J. Involvement in intensive small group sessions

to develop interpersonal skills and communication skills. 1. Value clarification-techniques. 2. Public speaking 3. Public experience 4. Sensitivity training and experience

K Involvement in intensive small group sessions in creative problem solving to deal with: 1. Independent research techniques. 2. Interpretation of research results. 3. Self-discovery procedures of instruction.

L Assessment procedures of teaching profi- ciency. 1. Rating system, self, peers and

administration.



2. Closed circuit video taping. 3. Panel assessment

4. Personality inventories (a partial list) a. Carcoff and Truix

b. Osbom-Parnes Techniques c. E. Paul Torrance Test

d. P. Guilford test

5. Checklist: paper panel assessment video tape self-evaluation observation peer-evaluation

teacher-evaluation

a. Re-cycle Flow Chart:

student

examine attitudes

enact change re-cycle to

t • student teacher internalize qualities

facilitation for qualities and attitudes in children in school

II. KNOWLEDGE-THE ART TEACHER CANDIDATE SHOULD IDENTIFY WITH AND DISPLAY A KNOWLEDGEABLE BACKGROUND OF THE FOLLOWING AREAS:

A. CONTENT OF ART 1. What art is and what art includes.

2. Rationale. Educational value of art

3. Philosophy of art education

4. Basic conceptual ideas inherent in art

5. Vocabulary 6. Technical knowledge in at least one art area

in depth 7. Media analysis and use

8. History of art

9. Artist's attitudes

10. Career education (Art & art related) a Life long values of art b. Vocational

c. Avocational

d. Hunrian value through art

11. Knowledge of different curriculum designs a Media approach b. Concept approach

12. Research methods in art education

13. Knowledge of interdisciplinary common- alities and uniqueness of art within the clustering.

14. Content of art relating to ethnic contribu- tions in the field and survivalism

15. Allied arts approach 16. Liberal arts relationships: Sociology,

Humanism

17. Environmental art (man's images in the world)

B. ORGANIZATIONAL AND MECHANI- CAL SKILLS. TEACHER NEEDS TO KNOW ABOUT:

1. Planning art facilities for instruction

2. How to organize:. a. Space b. Materials

c. Displays 3. Making appropriate selections (economy: avoid waste.)

4. Techniques for organizing extra cur•rdil activities

5. Lesson planning 6. Classroom management 7. How to keep records

8. Using audiovisual equipment 9. Writing, preparing: brochures, pamphlets, handouts.

410. How to make art visible.

11. Acquire ability to operate power tools.

12. Should understand function of tools

13. Use of media, tools, and equipment

C. PSYCHOLOGY AND METHODOLO- GY OF ART. TEACHER NEEDS TO KNOW ABOUT: 1. Motivational device

2. Psychology of perception 3. Stages of growth and development 4. Art (value) of/for exceptional children

5. Making experience relationships-pro- mote them.

6. Continuum (how to build) analyze content for appropriate age groups

7. How to utilize teaching methods a. Teaching strategies b. Know learning theories.

8. How to individualize an art program--pro- viding various sensory experiences.

9. How to develop a curriculum based on student's needs and interests.

10. Utilizing environmental and community resources.

11. How to approach teaching at different levels.

12. How to identify basic behaviors and use behavioral terms to describe them

13. How to deal with "Reading" in art

14. Utilizing general education knowledge (Heterogeneous and Homogeneous).

15. Adapting instruction to different environ- ments.

16. Using general education methods.

17. Using demonstration skills. D. ASSESSMENT. TEACHER NEEDS TO

KNOW ABOUT: 1. Methods of evaluation available.

a. Tests

b. Methods

2. How to use results of assessment recycling

3. How to think in ternms of performance first.

4. How to evaluate (specific techniques of criticism-several models for critiques, etc.).

5. How to use data available in the school.

6. How to use research methods.

7. How to conduct critiques. III. PERFORMANCE-THE ART

TEACHER CANDIDATE SHOULD BE KNOWLEDGEABLE AND ABLE TO PER- FORM SATISFACTORILY IN THE FOLLOWING AREAS:

A. Communication. 1. Competency to communicate visually. 2. Ability to articulate what it means to com-

municate visually to parents, students, administrators, peers, and community.

3. Ability to develop a learning environment.

a. Displays b. Exhibitions c. Demonstrations

d. Community activities.

4. Ability to communicate techniques, skills, and tools of a variety of media.

5. Ability to communicate the cognitive body of knowledge central to the area of art such as art elements, principles, vocabulary, and history.

B. Classrom organization demonstrates ability to: 1. Maintain order and discipline. 2. Order supplies 3. Distribute materials

4. Organize supplies 5. Design and maintain functional physical

arrangement. This would include concerns such as: a. Traffic Flow

b. Furniture/facility c. General classroom attitude

C. Curriculum planning demonstrates ability to: 1. Define goals and modes of achievement 2. Plan learning experiences in art singly and

in sequence. 3. Plan for needs of individuals through

curriculum design D Curriculum implementation demonstmrates:

1. Ability to implement a sequence of learning experiences.

2. Flexibility, alter plans, take advantage of topical events.

3. Ability to utilize a variety of instructional strategies and learning theories.

4. Ability to meet needs of individuals

E. Motivation demonstrates ability to: 1. Provide imaginative appmaches to stimu-

lation

2. Develop self-motivation within students.

3. Develop an awareness of a variety of materials.

4. Develop an awareness of the human

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element and community resources for motivation.

F. Assessment demonstrates ability to: 1. Assess the at program structure.

2. Assess personal needs of students

a. According to maturation levels.

b. According to individual ability.

c. According to individual interests.

3. Assess the realization of the goals. a. Long range goals

b. Short range goals

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G. Evaluation demonstrates ability to: 1. Ability to evaluate student's cognitive af-

fective and psychomotor growth through art experience both non-verbal and verbal.., all based on the stated goals and objectives.

2. Self-evaluate activity and performance

3. Develop self-evaluation on student's part.

H. Social and professional involvement shows evidence of: 1. Participation in community related

activities.

2. Participation in local and/or national professional organizations

3. Participation in art related activities.

(Assessment will be denoted by observations, matrix analysis, videotape, tape recording, self-appraisal forms, and written examination).

IV. PRODUCT-FINAL ASSESSMENT AND QUALITATIVE ANALYSIS OF THE SUC- CESS OF THE ART TEACHER CANDIDATE WILL BE TO ASSESS THE STUDENT OF THE TEACHER, I.E., THE PRODUCT. THE PRODUCT, THEREFORE, WILL AFTER A PERIOD OF ART EDUCATION EXPERIENCES, DISPLAY AND USE ART KNOWL- EDGES AND SKILLS IN THE FOLLOWING WAYS: (the age level of the student will be a factor in the total assessment of the growth). A. Knowledge of media process.

1. Appropriate to the level of understanding and stage of development of the student.

2. Ability to express satisfactorily with both two-dimensional and three-dimensional art materials.

B. Knowledge of art elements 1. Ability to recognize, identify, use, and

establish interrelationships of the art elements as they are found in all art forms, either man made or in the natural environment.

2. Ability to recognize, identify, use, and establish relationships of the variations of the art elements as they are found in other disciplines of the student's experiences.

C. Knowledge of artists, designers, and craftsmen and their visual productions.

1. Identify and verbalize art forms from:

a. Our cultural heritage including artifacts.

b. Contemporary trends

c. Current trends to future possibilities

2. Recognize the impact of art in daily living via industry, product research, and consumership.

D. Knowledge of the interrelationship of art and the natural environment.

E. Knowledge of art vocabulary 1. Know the meaning of and use the prmper

names of tools and media procedure.

2. Know the meaning of and use the proper names and characteristics of the art elements in relationship to where they are found.

3. Know the selected artist by name and the title of his work of art. Identify the appropriate era of the selected artist.

4. Ability to identify and articulate the art form as it is found in the natural environment.

5. Ability to articulate and make value judgments in matters dealing with the work of the designer and craftsman.

F. Assessment and evaluation of the total child in relationship with the following general areas. 1. Art attitudes

a. Visual

b. Verbal

2. Value judgments and decision making.

G. The student will be able to: 1. Display an attitude of concern and responsi-

bility for the environment and its impact on the life we lead.

2. Approach his art experiences with

eagerness and satisfaction.

3. Show self-motivation and determination by completing tasks.

4. Display a feeling of success over the value of his "own art work and accomplishments."

5. Visit an art museum or gallery on his own initiative.

6. Accept with open-mindedness a variety of approaches in art.

7. Acquire an interest in and give enthusiastic support to the programs and services offered by the museums and galleries in his community.

8. Exhibit perceptual, intellectual, and emotional openness in working with art materials.

9. Demonstrate habits of self-direction. self-evaluation, and self-motivation.

10. Use the elements and principles of design in producing and responding to works of art.

11. Make value judgments about media and works in the visual arts.

12. Use his creative powers (originality, in- ventiveness, and imagination.)

13. Acquire knowledge of man's visual art

heritage and the roles of artists and designer craftsmen from various cultures.

14. Make discriminating choices as a con- sumer.

15. Comprehend and use the language of art

16. Recognize and place value on the importance of individual differences through art.

17. Discover and use visual relationships in the natural and manmade environment.

18. Exhibit the skill of visual synthesis through art experiences.

19. Make and justify judgments about art.

20. Utilize leisure time with art activities.

21. Gain vocational information in life careers.

22. Know and recognize the relationships that exist between art and the other disciplines of the humanities (literature, music, and particularly the history of ideas and philosophy) during a given period.



Documents

Report: Task Force C and D: Content of Instruction