Becoming an Art Teacher - Tapa blanda

Preface: Recognizing Bats and Ways to Avoid Them. PART 1: PREPARING FOR TEACHING. 1. EXPLORING OUR ROOTS. Art to Support Society. Art to Enhance the Individual Child. Art as a Curricular Discipline. Art Education of the 1980s and 1990s. A Vision for Art Education Today. 2. EMPHASIZING ART MAKING. Artistic Expressions of Children. Three Types of Productive Activities: Close-Ended, Open-Ended, and Laissez-Faire. Teaching Models to Sequence Studio Activities. 3. PLANNING VERBALLY AND VISUALLY. Planning Verbally. Moving from the Planning Continuum to a Unit Plan. Planning Visually. Technology Applications to Planning and Teaching. Integrating Verbal and Visual Planning Strategies. 4. PROCESSING THROUGH PLANNING TOWARD TEACHING. Preparing to Write a Lesson Plan. Lesson Components and Planning Strategies. Expanding a Unit Plan Through a Sequence of Lesson Plans. Moving from Planning to Teaching. PART 2: MOVING INTO THE CLASSROOM. 5. PREPARING FOR YOUR STUDENTS. Creating the Physical Environment. Creating the Emotional Environment. Getting to Know Your Students. 6. TEACHING THE LANGUAGE OF VISION. Defining the Language of Vision. Approaches to Teaching the Language. Sample Activities to Develop Visual Language Skills. Presenting Visual Concepts Visually. 7. PROMOTING CREATIVITY. Creativity in the Context of Art Education. Characteristics of Creative Behavior. Strategies to Promote Creativity. The Creative Problem-Solving Teaching Model. 8. ENCOURAGING REFLECTION. Reflecting on Art Behaviors. Assessing Art Products. Engaging in Critical Dialogue. PART 3: EXPANDING INTO THE OUTSIDE. 9. EMBRACING DIVERSITY. Multiculturalism within the Context of Art Education. Multicultural Unit Planning. Flexible Approaches to Planning. 10. MAKING INTERDISCIPLINARY CONNECTIONS. Approaches to Interdisciplinary Education. Planning Interdisciplinary Units of Study. Analysis of the Integration Process. 11. FOCUSING ON ART CRITICISM AND AESTHETICS. Art Criticism within the Context of Art Education. The Art Criticism Teaching Model. Aesthetics Within the Context of Art Education. Connecting Aesthetics to Studio Production. 12. PRESENTING ART HISTORY. Strategies for Teaching Art History. Use of Cultural Exemplars. The Art History Teaching Model. PART 4: SEEING THE BIG PICTURE. 13. INTEGRATING THE COMPONENTS. Integrating Art Criticism, Aesthetics, and Art History. Integrating Response and Productive Components. Integrating the Four Art Education Domains in a Unit Plan. Integrating Units in a Yearly Plan. 14. ADDRESSING STANDARDS, ASSESSMENT, AND ACCOUNTABILITY. Investigating National Visual Arts Standards. Relating National Standards to the Contents of this Book. Demonstrating Accountability. 15. DEMONSTRATING TEACHER COMPETENCIES. Articulating a Philosophy of Art Education. Developing an Art Education Portfolio. Presenting Yourself at an Interview. POSTSCRIPT. REFERENCES. INDEX.

This book introduces the student to the field of teaching, discusses theory and practice of Art Education, and synthesizes and prepares students to make the transition from student to Art teacher. It presents art education as an integration of philosophy, history, theory, and practice. Bates illustrates how to apply theory to practice as an art educator. Models, methods, and experiences are provided to enlighten, inspire, and amuse. BECOMING AN ART TEACHER is a refreshing approach to art methods.