Senate Reference No. 02-20
TO: Jane
Grant, Chair, Senate Executive Committee
FROM: Carol
Lawton, Chair, Curriculum Review Subcommittee
DATE:
SUBJECT: Proposal
for Bachelor of Arts with a major in Art Education
The Curriculum
Review Subcommittee supports the proposed Bachelor of Arts with a major in Art
Education, with the caveat that the Visual Arts department seek sources of
funding for library resources needed to support the program. We find that the
proposal requires no Senate review, and are reporting this finding to the
Senate for information only.
Approving Not
Approving Absent
M. Codispoti R.
Duchovic
G. Hickey T.
Guthrie
C. Lawton, Chair D.
Mansour-Cole
J. Moore R.
Narang
B. Resch B.
Salmon
D. Oberstar
S. Sarratore
__________________________________________________________________________________________________
New Program in Teacher Education
Initial Level
INSTITUTION: Indiana University-Purdue
University Fort Wayne (IPFW)
COLLEGE: School of Visual and
Performing Arts
DEPARTMENT: Visual Arts
DEGREE PROGRAM TITLE:
Bachelor of Arts with a major in Art Education
FORM OF RECOGNITION TO BE
AWARDED/DEGREE CODE: Bachelor of Arts.
The transcript will read
Bachelor of Arts with a major in Art Education, Indiana University.
SUGGESTED CIP CODE: 131205
LOCATION OF PROGRAM/CAMPUS
CODE: Indiana University-Purdue University Fort Wayne/1812
PROJECTED DATE OF
IMPLEMENTATION: Fall 2003
Standard I - Rationale
a. Project Purpose:
The Department of Visual Arts of the
The
visual arts teach alternate ways of thought and expression, of organization and
perception. Public and private schools
employ faculty to teach the fundamentals of the visual arts to students in all
grades. The Bachelor of Arts with a
major in Art Education will prepare teachers to contribute to the artistic
understanding and growth of school children as visually sophisticated and
sensitive individuals. IPFW will prepare
art education graduates to meet these expectations. As a leader in education, it is the role of
IPFW to meet the art education needs of the schools of northeastern Indiana, IPFW’s primary service region.
The proposed program will utilize the existing B.F.A
and B.A. courses in Art and the Professional Education courses of the School of
Education to develop the knowledge and skills requisite to teach art in all
grade settings. The Department of Visual
Arts will provide curriculum to prepare students for employment as art
teachers, credentialed faculty with distinctive expertise in teaching and
knowledge of the visual arts disciplines, studio facilities and equipment. The School of Education brings highly
qualified faculty with expertise in the art of teaching to prepare prospective
teachers for the classroom. The School
of Education has recently undergone a thorough assessment process in which
education courses have been modified to meet the current Interstate New Teacher
Assessment and Support Consortium (INTASC) and Indiana Professional Standards
Board (IPSB) standards. The general
education curriculum of IPFW rounds out the program by providing balanced study
in linguistic and numerical foundations, physical and natural sciences,
humanistic thought, and the social sciences.
b. Need: No public higher education institution in northeastern
In June of 2002, the Department of Visual Arts
conducted a Need/Demand Survey. The
Need/Demand Survey went to 321 Public School Superintendents within a 150 mile radius
of Fort Wayne. Eighty six (86)
superintendents responded to the survey.
In
answer to the question,
What are the best numerical estimates of projected
employment opportunities for art education graduates over the next five years?
Superintendents responded:
1. Elementary Art Teachers 104
2. Secondary Art Teachers 108
3. Others 55
The Need/Demand Survey went to 269 current
students. Thirty one (31) current
students responded to the survey. In
answer to the question,
If the B.A. in Art Education were available at IPFW,
would you enroll in the program? Current students responded:
1. Yes 20
2. No
7
3. No Answer Given 4
The Need/Demand Survey went to 491 alumni. Fifty three (53) alumni responded to the survey. In answer to the question ,
If the B.A. in Art Education were available at IPFW,
would you enroll in the program? Alumni responded:
1. Yes 29
2. No 20
3. No Answer Given 4
The response is clearly favorable for offering a B.A.
with a major in Art Education. (A copy
of the surveys can be seen in Appendix III.)
The proposed art education degree provides a
convenient and affordable art education degree for the citizens of northeastern
Indiana. The proposed degree does so
with
institutional economy, in that all of the art,
professional education and general education courses are currently being taught
at IPFW for other degree programs, with the exception of the Art Education
Methods I & II courses, which will be new courses.
c. Assumptions: The assumptions upon which the program is based are
the tripartite foundations of quality education programs in
d. Curricular
Summary:
The degree will require satisfactory completion of:
1). IPFW degree requirements,
2). School of Education, professional education
requirements, and 3). Department of Visual Arts degree
requirements. To earn the
Bachelor of Arts with a major in Art Education, students must complete 125
credit hours distributed as follows:
Art Core 45
Professional Education Courses 38
General Education Requirements 42
TOTAL
125
e. Clientele to
be Served:
The Bachelor of Arts with a major in Art Education
will serve undergraduate students in the service area of Indiana University-Purdue
University Fort Wayne. The program will
attract students with a variety of backgrounds, including (1) high school
graduates seeking a college degree in art education; (2) current art majors
pursuing the B.F.A in Art or B.A. in Art who want to gain teaching licensure;
(3) alumni and other returning students seeking a teaching certificate in art;
(4) students transferring from other institutions who desire an art education
degree from Indiana University; (5) public school teachers who are interested
in shifting to the art discipline and whose school corporation requires state
teaching licensure; and (6) teachers in private schools whose corporation does
not require licensure but wish to earn an art education degree from Indiana
University. The program will serve full
and part-time students, male and female students, traditional and
non-traditional students. The scheduling
of courses, such as offering evening classes, will be sensitive to the needs of
working students.
A.
Performance-Based: The
Bachelor of Arts with a major in Art Education will be “performance-based”
rather than “sequentially based.”
Included in the performance-based assessment of teacher preparation will
be a teacher education portfolio reflecting the student’s experience at
IPFW. The portfolio will be reviewed
periodically throughout the students’ study allowing students and teachers the
opportunity to offer constructive criticism and address areas needing
improvement. The portfolio will contain:
* artifacts:- such as evidence
of course work; samples of projects, lesson plans, samples of teaching
experiences, research papers, letters of
recommendation from cooperating teachers; art portfolio of the candidate’s art
work, etc.;
* reflections:- students will
provide written analysis of what they have learned relative to the evidence
provided.
* competence:- how these
artifacts demonstrate competence in fulfilling the IPFW, INTASC and IPSB
standards.
(“Guidelines
for Preparing a Portfolio,” SOE, IPFW, See Appendix I)
B. Distinctive
Features: The proposed Bachelor of
Arts with a major in Art Education has the following special features which
make it distinctive:
(1) The
program is solidly grounded in the foundations of art to ensure graduates are
exceptionally strong in drawing and design, the basic principles and skills
upon which art is based.
(2) Art education majors will have the
opportunity to explore a wide variety of studio options with highly qualified professionals
in the studio disciplines of painting, drawing, printmaking, sculpture,
ceramics, metals, photography, computer art and design. In addition to the traditional three credit
courses, students will be able to select from one-credit studio art and theory
courses, offered on a rotating basis in the summer and the academic-year.
(3) Art
education students will have the opportunity to gain teaching experience in the
IPFW Community Arts Academy. The CAA
program offers instruction to K-12 children and adults in a variety of arts
classes and media. Students teach in the
program under the supervision of art education faculty, who monitor
instructional content and teaching methods and serve as advisors. Current art classes include the following:
Art Workshop: Beginners, Grades K-2; Intermediate,
Grades 3-5
Arts Technology Workshop: Grades 6-12
Drawing for Teens: Grades 6-12
Printmaking: Grades 6-12
(4) The
program effects economy in public baccalaureate education by utilizing existing
courses, faculty and facilities.
C.
Philosophical Goals of the Program:
Art
education majors will be able to:
(1) Demonstrate
a thorough understanding of basic skills of the visual arts through the work
they produce in their studio classes.
(2) Demonstrate in-depth knowledge of art through
successful completion of a series of
artwork portfolio assessments by Department of Visual Arts Faculty.
(3) Demonstrate
an appropriate knowledge of the historical and theoretical basis of art through
projects and testing in art history classes.
(4) Demonstrate
knowledge and application of principles of teaching art in all grade settings
through successful completion of teacher education portfolio assessment in the
School of Education at a series of prescribed checkpoints.
(5) Demonstrate
the ability to select, adapt, develop, modify, and evaluate materials for
instruction with students of different needs.
(6) Demonstrate an understanding of the learning
process demanded of learners of various ages, cultures, and goals and ways to
make the learning process effective in view of the diversity of the learners.
(7) Demonstrate
knowledge of art education by meeting the INTASC and IPSB Standards with a
teacher education portfolio developed throughout the student’s academic career,
and presented to the School of Education at the time of student teaching.
Standard II - Curriculum
1. The Program is related to the Interstate
New Teacher Assessment and Support Consortium (INTASC) continuum in terms of
the standards on which the model is based.
All of the INTASC standards are addressed within the
body of the professional education curriculum, the general education curriculum
and the art curriculum. Sample syllabi from
the Department of Visual Arts and the School of Education, referencing INTASC
and IPSB Standards, can be seen in Appendix II
Following is Table I, demonstrating that through
completion of the Art Education Program, all INTASC Standards will be met.
TABLE I
|
Interstate New Teacher Assessment and Support
Consortium Standards |
Courses from the Proposed IPFW Major in Art
Education that meet INTASC Standards |
|
Principle 1. The teacher understand the central concepts,
tools of inquiry, and the structures of the discipline(s) he or she teaches
and can create learning experiences that make these aspects of subject matter
meaningful for the students. |
Foundations: FINA P121, P122, P151, P152 Art History: FINA H111, FINA H112 FINA & VCD 200, 300, 400 level courses EDUA F300, EDUC H340, EDUC W200, EDUC P250, EDUC
M201 EDUC X401, Methods Courses: EDUC M330, EDUC M430 |
|
Principle 2. The teacher understands how children learn
and develop, and can provide learning opportunities that support their
intellectual, social, and personal development. |
EDUC H340, EDUC W200, EDUC P250, EDUC M201 EDUC
X401, Student Teaching: EDUC M482 |
|
Principle 3. The teacher understands how students differ
in their approaches to learning and creates instructional opportunities that
are adapted to diverse learners. |
EDUC P250 EDUC M201, EDUC H340, EDUC W200, EDUC X401 Student Teaching: EDUC M482 |
|
Principle 4. The teacher understands and uses a variety of
instructional strategies to encourage students’ development of critical
thinking, problem solving, and performance skills. |
EDUC H340, EDUC W200, EDUC P250 EDUC M201, EDUC X401 Methods Courses: EDUC M330, EDUC M430 |
|
Principle 5. The teacher uses an understanding of
individual and group motivation and behavior to create a learning environment
that encourages positive social interaction, active engagement in learning
and self-motivation. |
EDUC W200, EDUC P250, EDUC M201, EDUC H340, EDUC
X401 Student Teaching: EDUC M482 |
|
Principle 6. The teacher uses knowledge of effective
verbal, nonverbal, and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom. |
EDUC W200, EDUC P250, EDUC M201, EDUC H340, EDUC
X401 Methods Courses: EDUC M330, EDUC M430 Student Teaching: EDUC M482 |
|
Principle 7. The teacher plans instruction based upon knowledge of
subject matter, the community, and curriculum goals. |
Foundations: FINA P121, FINA P122, FINA P151, FINA
P152 Art History: FINA H111, FINA H112 FINA & VCD 200, 300, 400 level courses EDUC W200, EDUC P254, EDUC H340 Methods Courses: EDUC M330, EDUC M430 Student Teaching: EDUC M482 |
|
Principle 8. The teacher understands and uses formal and
informal assessment strategies to evaluate and ensure the continuous
intellectual, social and physical development of the learner. |
EDUC W200, EDUA F300, EDUC P254, EDUC H340, EDUC X401 |
|
Principle 9. The teacher is a reflective practitioner
who continually evaluates the effects of his/her choices and actions on
others (students, parents, and other professionals in the learning community)
and who actively seeks out opportunities to grow professionally. |
EDUC W200, EDUC P250, EDUC M201, EDUC H340 Methods Courses EDUC M330, EDUC M430 Student
Teaching: EDUC M482 FINA & VCD 200, 300, 400 level courses |
|
Principle 10. The teacher fosters relationships with
school colleagues, parents, and agencies in the larger community to support
students’ learning and well being. |
EDUC W200, EDUC P250, EDUC M201, EDUC P254, EDUC
H340 Student Teaching: EDUC M482 |
2. The program is based on a model that
specifies the purposes, processes, outcomes and evaluation of the program.
The model is performance-based with specified program
goals and annual program assessment as required by the IPFW Assessment
Program. Assessment meets newly required
INTASC and IPSB standards as well as accreditation requirements of NCATE. The IPFW program review process includes
entrance, interim and exit (internal and external) assessment measures, and
program outcomes and evaluation. (For
the Assessment Model see Standard IV; Admission Retention and Exit Policy, p.
16-18)
Following is
Table II showing how the proposed IPFW Major in Art Education Curriculum meets
all of the IPSB Standards.
Table II
Standards for Teachers of Visual Arts
Courses from the Proposed IPFW Major in Art Education
Curriculum
fulfilling IPSB Standards from Licensing Rules 2002
|
|
Standard #1: Philosophy and Justification |
Standard #2: Curriculum |
Standard #3: Instruction |
Standard #4: Student Learning |
Standard #5: Assessment |
Standard #6: Classroom Management |
Standard #7: Professional Growth and Development |
|
Performances |
1. Foundations: FINA P121 FINA P122 FINA P151 FINA P152 2. FINA &VCD 200,300,400 level courses 3.Invitation to Teaching EDUA F300 4.Education
and American Culture EDUC H340 |
1. Methods Courses EDUC M330, M430 2. Supervised Teaching EDUC M482 3. FINA & VCD 300, 400 level courses 4. Reading
in the Content Area EDUC X401 |
1. Methods Courses EDUC M330, M430 2. Supervised Teaching EDUC M482 3.Special Needs Courses, EDUC K201, K206 4.Psychology
Courses, EDUC P250, P254 |
1. Methods Courses EDUC M330, M430 2. Supervised Teaching EDUC M482 3. Special Needs Courses, EDUC K201, K206 4.
Psychology Courses, EDUC P250, P254 |
1. EDUA F300 2. Methods Courses EDUC M330, M430 3. Supervised Teaching EDUC M482 4. Special Needs Courses, EDUC K201, K206 5.
Psychology Courses, EDUC P250, P254 |
1. Supervised Teaching EDUC M482 2.
Psychology Courses, EDUC P250, P254 |
1. FINA &VCD 200,300,400 level courses 2. Art History FINA H111 FINA H112 3. Invitation to Teaching, EDUA F300 4.Reading in Content Area, EDUC X401 5.Education
&American Culture EDUC H340 |
|
Knowledge |
1. Art History FINA H111 FINA H112 2. FINA &VCD 300,400 level courses 3.Invitation to Teaching EDUA F300 4.
Education and the American Culture EDUC H340 |
1. Art History FINA H111 FINA H112 2. FINA &VCD 200,300,400 level courses 3. Reading in the Content Area EDUC X401 4.Micro- computers in the Classroom EDUCW200/ M101 |
1. Art History FINA H111 FINA H112 2. Foundations: FINA P121 FINA P122 FINA P151 FINA P152 3. FINA &VCD 200,300,400 level courses 4. Special Needs Courses EDUC K201, K206 5.
Psychology Courses, EDUC P250, P254 |
1. Methods Courses EDUC M330, M430 2. Special Needs Courses, EDUC K201, K206 3.
Psychology Courses, EDUC P250, P254 |
1. EDUA F300 2. Supervised Teaching EDUC M482 3. Special Needs Courses, EDUC K201, K206 4. Psychology Courses, EDUC P250, P254 |
1. Methods Courses EDUC M330, M430 2. Supervised Teaching EDUC M482 3.
Psychology Courses, EDUC P250, P254 |
2. FINA &VCD 200,300,400 level courses 3. Invitation to Teaching EDUA F300 4. Reading in the Content Area, EDUC X401 5. Education & American Culture EDUC H340 |
|
Dispositions |
1. Art History FINA H111 FINA H112 2. FINA &VCD 200,300,400 level courses 3. Invitation to Teaching EDUA F300 4.
Education & the American Culture EDUC H340 |
1. Art History FINA H111 FINA H112 2. FINA &VCD 200,300,400 level courses 3. Reading
in the Content Area EDUC X401 |
1. Art History FINA H111 FINA H112 2. Foundations: FINA P121 FINA P122 FINA P151 FINA P152 3. FINA &VCD 200,300,400 level courses 4. Methods Courses EDUC M330, M430 5. Supervised Teaching EDUC M48 6. Special Needs Courses, EDUC K201, K206 7.
Psychology Courses, EDUC P250, P254 |
1. FINA &VCD 200,300,400 level courses 2. Methods Courses EDUC M330, M430 3. Supervised Teaching EDUC M482 4. Special Needs Courses, EDUC K201, K206 5.
Psychology Courses, EDUC P250, P254 |
1. EDUA F300 2. Supervised Teaching EDUC M482 3. Special Needs Courses, EDUC K201, K206 4. Psychology Courses, EDUC P250, P254 |
1. Methods Courses EDUC M330, M430 2. Supervised Teaching EDUC M482 3. Psychology Courses EDUC P250, P254 |
1. Art History FINA H111 FINA H112 2. FINA &VCD 200,300,400 level courses 3. Invitation to Teaching, EDUA F300 4. Reading in the Content Area, EDUC X401 5.
Education& American Culture EDUC H340 |
3. The model is
reflected in curricular design and planning, course syllabi, instructional
design, practice and evaluation.
The performance-based model is reflected in curricular
design, course syllabi and evaluation of student learning. The curriculum balances a combination of art
studio, history, and theory courses with education methods, theory and
practicum courses. The performance based
course syllabi support the development of an artwork portfolio and a teacher education portfolio containing
artifacts demonstrating competency in meeting IPSB and INTASC standards. (For “Guidelines for Preparing a Portfolio,”
SOE, see Appendix I) (For sample syllabi
see Appendix II.) Numerous check points
throughout the curriculum provide faculty with an opportunity to assess student
performance through portfolio evaluation and interviews with students.(For
Portfolio Review Assessment Procedures see Standard IV; Admission Retention and
Exit Policy, p. 16-18.)
4. Candidates
receive appropriate depth and breadth in general education through a
well-planned sequence of courses and experiences.
The IPFW General Education curriculum is designed to
provide broad exposure and appropriate depth through 45 credits from the
following six categories: Linguistic and Numerical Foundations (12); Physical
and Natural Sciences (9); The Individual, Culture and Society (9); Humanistic
Thought (9); Artistic Expression (3) and Inquiry and Analysis (3). The general education curriculum follows:
45 (42) GENERAL
EDUCATION REQUIREMENTS
|
12 |
Linguistic and Numerical Foundations |
|
|
6 |
Reading/Writing |
ENG W131, ENG W233 |
|
3 |
Listening/Speaking |
COM 114 |
|
3 |
Math |
MA168, STAT125 or MA153 |
|
9 |
Physical and Natural Sciences |
|
|
3 |
Biological Sciences |
BIOL 100 or BIOL 250 |
|
6 |
Sciences other than Biology |
Astronomy, Chemistry, Geology, Physics, Bioanthropology |
|
9 |
The Individual, Culture and Society |