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Faculty

Visual arts teacher preparation programs provide candidates with faculty who are competent and committed to preparing future teachers of art.

Visual arts teacher preparation programs provide faculty who:

There are twenty- seven full time tenured faculty members in the art department at EMU. Two tenured faculty members work primarily in the art education area. 

1.1

hold advanced degrees, have extensive knowledge and practice in art and art education, and have demonstrated competence in teaching K-12 for at least three years.

One tenured faculty member holds a Ph.D.  in Art Education with an M.F.A. in Metalsmithing.  She holds a Michigan Teaching Certificate in K- 12 Art Education and has taught three years in public school.  She has taught methods classes for fifteen  years at EMU and is a practicing studio artist. 

One tenured faculty member holds a M.F.A. with a dual concentration in Drawing and  Art Education. He taught in public school in Missouri for six years and holds Teaching Certificates in both Illinois and Missouri.   He has taught methods classes at EMU for seventeen years and is a practicing studio artist.

1.2

demonstrate a thorough understanding of comprehensive art education and familiarity with the complex relationships among the disciplines demonstrated in the art of today and the past; to include art making, art and design history, art criticism, aesthetics, visual, and cultural studies and media literacy.

One tenured faculty member holds a Michigan Teaching Certificate in K- 12 Art Education and has taught three years in public school. The other tenured faculty member taught in public school in Missouri for three years and holds a Missouri Teaching Certificate.  The fulltime instructor has also taught for three years in a public school situation.  All part time instructors are currently teaching in public schools.  All have a master's degree in Art Education.  Several have twenty years experience teaching k-12.

EMU follows a DBAE philosophy throughout all methods courses (ART 300, Art Integration for the Elementary Teacher, ART 317, Teaching of Art, and ART 416, Methods and Materials).  Most tenured faculty and instructors hold a B.F.A.  This 54 - hour major encompasses studio, art history, and art education. The instructors also hold either M.A. and/or M.F.A. degrees which include research, writing across the curriculum, technology, and current practices

1.3

remain active in the profession through their participation in professional art and art education associations at the local, state, and national levels.

The faculty and instructors are active members of the National Art Education Association and Michigan Art Education Association.  Each of the two tenured faculty members have presented numerous times at both state and national art education conferences.  Members of the faculty have served as jurors for regional and national Scholastics as well as local K-12 art exhibitions.  Faculty members have participated successfully in grant- writing.  For example, INTIME (Integrating Technology in Methods of Education), Writing Across the Curriculum Fellowships, Integrating Technology in Methods Class through EMU, and The Keal Grant for Women Faculty Members.

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model teaching methods and approaches appropriate for learning both within the higher education classroom and the art educational settings for which their students are being prepared.  They continuously plan and implement instruction as a series of sequential learning experiences as they prepare students to do the same in their own classrooms.

The two methods courses for K-12 Art Education Certification are sequenced.   ART 317, Teaching of Art is the first course in the sequence.  This course focuses on DBAE and includes library research, readings, writings, and discussion of current events.  The course is designed to develop a written personal philosophy pertaining to the teaching of art and the formulation of a general curriculum.   The second course in the sequence is ART 416, Methods and Materials.  This course uses the teaching philosophy designed in ART 317 to plan, revise, and present units of study.  The students are prepared, in this course, for their role in the classroom.

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conduct a variety of appropriate assessments of student learning within art education.

Student's prior knowledge of Bloom's Taxonomy of the Cognitive Domain (CURR 305, Secondary Curriculum and methods, EDPS 340, Introduction to Assessment and Evaluation, and CURR 486, Field Experience II) serves as a springboard for the development of lessons and units of study.  Students are familiar with a variety of assessment techniques including rubrics, portfolios, critiques both written and oral, observation, and group work.

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monitor and supervise the progress of candidates while encouraging them to also assess their own teaching and learning.

Pre-assessments are used as a tool for developing appropriate teaching pedagogy.  Faculty meet regularly, one on one with students to fulfill methods course requirements.  Recommendations for student teaching are discussed and submitted to the College of Education.  Professional Dispositions are monitored.

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provide consistent and meaningful supervision of clinical experiences reflecting an awareness of the realities of the classroom and a sensitivity toward both developing art education students and cooperating teachers in the schools which includes access to diverse and alternative educational settings such as museums, community centers, and after-school programs.

FETE 201 and FETE 402, Field Experience satisfy 60 of the100 hours of required pre-student teaching experience.  Students are encouraged to complete the remaining 40 hours at the art education elementary level.  These hours are supervised by the Department of Teacher Education in the College of Education with cooperating teachers in local districts and the greater Detroit area.  A professional relationship continues with the Detroit Institute of Arts.  Speakers from the D.I.A. Educational Department work with the ART 317 students each semester.  Many students are also involved with the Community Outreach Program sponsored by the Ella Sharp Museum in Jackson, Michigan.  Graduate students, completing summer course in Traverse City, Michigan, use the Dennos Museum as a resource.  Many art education students work with the Ann Arbor Art Association, Boys and Girls Club of America, Saturday and after school classes in various school districts.  A network of former EMU Art Education students is able to provide mentoring.  Many are invited to present in the methods courses.

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are committed to learning about, furthering and modeling the innovative use of computer technology within the field as both an art medium and as a tool for communication, research, and instructional purposes.

The Art Education faculty of the EMU Art Department  has designed and continues to maintain a web site:

                               www.emich.edu/arted

Faculty members are working to provide ample internet access  in the Art Education area.  The purchase of new computers and printers was spearheaded by the faculty.  The faculty uses a digital projection system and also encourages student use of this equipment.  Students in ART 416 are using video and digital tapes of presentations for self-reflection, critical assessment, and professional portfolios.  Art Ed. Faculty will assist students with editing using software such as iMovie.  Students have access to a digital video camera provided through a grant in technology.

are cognizant of the research within art education; either as contributors to the research enterprise, participants in research studies, or as consumers of research.

We review new publications for various textbook publishing companies so that they may be used in both undergraduate and graduate courses.  For example, Art Fundamentals:  Theory and Practice, Ninth Edition, which includes a CD- ROM, published by McGraw Hill and Launching the Imagination: Complete Edition by Mary Stewart with a C-D ROM are two textbooks which have been introduced to all courses.  Arts and Learning by Merryl Goldberg, published by Addison Wesley Longman is a text currently introduced to ART 300, Art Integration for the Elementary Teacher.  The 2002 textbook, entitled Visual Literacy: Writing About Art, by Amy Tucker was suggested reading for all students.  The faculty, for the past fifteen years have presented at Michigan Art Education Association State conferences.  One faculty member has presented at numerous National Art Education Association Conferences.  The other faculty member has participated in  ITAC (Instructional Technology and Computing Workshop) in the summer of 2001.  This workshop was sponsored by the Provost .  Dr. Otto is a Writing Across the Curriculum Fellow for EMU and has presented in several workshops. Students in the MA Art Education degree program do secondary research in preparation for writing a thesis or thesis project .  This preparation requires the art education faculty as thesis advisors, to continually look at current research in the field.

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take advantage of faculty educational opportunities that can enhance their professional lives.

Two of the faculty serve on College of Education steering committees which allows interaction with other disciplines.  As previously stated, the faculty pursues grants and attends professional development workshops.  Dr. Otto served for two years as Assistant Director for the Faculty Center for Instructional Excellence.  This is primarily a professional development organization. 

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Content

Visual arts teacher preparation programs focus on the content of the visual arts

Visual arts  teacher preparation programs provide and require:

2.1

significant coursework in the processes of art making that involve:

2.1.1

traditional studio approaches.

EMU have a 54 semester hour major including 27 semester hours of foundation courses, (ART 122 Two Dimensional Design, ART 123 Drawing I, ART 124 Drawing II, ART 210 Life Drawing, ART 231 Three Dimensional Design and 12 devoted  to the study of art history:  (ART 107 Art History Survey I, ART 108 Art History Survey II, ART 215 History of Nineteenth Century Art, ART 216 History of Twentieth Century Art.)  An additional 27 semester hours of studio courses deal with traditional studio approaches: Choosing from:  ART 201 Graphic Design, ART 235 Textiles, ART 304 Photography, ART 305 Printmaking, ART 307 Ceramics, ART 310 Sculpture, ART 313 Painting, ART 314 Watercolor, ART 230 Jewelry, ART 432 Drawing III 

2.1.2

contemporary studio approaches.

These courses upper levels tend to deal more with contemporary issues:.  ART 201 Graphic Design, ART 235 Textiles, ART 304 Photography, ART 305 Printmaking, ART 307 Ceramics, ART 310 Sculpture, ART 313 Painting, ART 314 Watercolor, ART 230 Jewelry, ART 432 Drawing III

2.2

Comprehensive studio experiences that develop basic concepts and skills related to:

2.2.1

creative processes.

ART 122 Two Dimensional Design, ART 123 Drawing I, ART 124 Drawing II, ART 210 Life Drawing, ART 231 Three Dimensional Design.  ART 201 Graphic Design, ART 235 Textiles, ART 304 Photography, ART 305 Printmaking, ART 307 Ceramics, ART 310 Sculpture, ART 313 Painting, ART 314 Watercolor, ART 230 Jewelry, ART 432 Drawing III

2.2.2

organizational structures.

The elements and principles of design are taught and reviewed in the following courses: ART 122 Two Dimensional Design, ART 123 Drawing I, ART 124 Drawing II, ART 210 Life Drawing, ART 231 Three Dimensional Design.  ART 201 Graphic Design, ART 235 Textiles, ART 304 Photography, ART 305 Printmaking, ART 307 Ceramics, ART 310 Sculpture, ART 313 Painting, ART 314 Watercolor, ART 230 Jewelry, ART 432 Drawing III, EDPS 322 Human Development and Learning, CURR 305 Secondary Curriculum and Methods, EDPS 340 Introduction to Assessment and Evaluation

2.2.3

techniques.

Each studio faculty member presents his/or her philosophy of the artistic process in the following courses:  ART 122 Two Dimensional Design, ART 123 Drawing I, ART 124 Drawing II, ART 210 Life Drawing, ART 231 Three Dimensional Design.  ART 201 Graphic Design, ART 235 Textiles, ART 304 Photography, ART 305 Printmaking, ART 307 Ceramics, ART 310 Sculpture, ART 313 Painting, ART 314 Watercolor, ART 230 Jewelry, ART 432 Drawing III

2.2.4

expressive content.

Expressive content is discussed in the following courses: ART 122 Two Dimensional Design, ART 123 Drawing I, ART 124 Drawing II, ART 210 Life Drawing, ART 231 Three Dimensional Design.  ART 201 Graphic Design, ART 235 Textiles, ART 304 Photography, ART 305 Printmaking, ART 307 Ceramics, ART 310 Sculpture, ART 313 Painting, ART 314 Watercolor, ART 230 Jewelry, ART 432 Drawing III:  ART 107 Art History Survey I, ART 108 Art History Survey II, ART 215 History of Nineteenth Century Art, ART 216 History of Twentieth Century Art

2.2.5

social functions.

This is emphasized particularly in the following course:  ART 107 Art History Survey I, ART 108 Art History Survey II, ART 215 History of Nineteenth Century Art, ART 216 History of Twentieth Century Art, SOFD 328 Schools in a Multicultural Society

2.2.6

communicative qualities.

ART 107 Art History Survey I, ART 108 Art History Survey II, ART 215 History of Nineteenth Century Art, ART 216 History of Twentieth Century Art, ART 122 Two Dimensional Design, ART 123 Drawing I, ART 124 Drawing II, ART 210 Life Drawing, ART 231 Three Dimensional Design.  ART 201 Graphic Design, ART 235 Textiles, ART 304 Photography, ART 305 Printmaking, ART 307 Ceramics, ART 310 Sculpture, ART 313 Painting, ART 314 Watercolor, ART 230 Jewelry, ART 432 Drawing III

2.2.7

technical knowledge.

ART 122 Two Dimensional Design, ART 123 Drawing I, ART 124 Drawing II, ART Life Drawing, ART 231 Three Dimensional Design.  ART 201 Graphic Design, ART 235 Textiles, ART 304 Photography, ART 305 Printmaking, ART 307 Ceramics, ART 310 Sculpture, ART 313 Painting, ART 314 Watercolor, ART 230 Jewelry, ART 432 Drawing III

2.3

Coursework in art history which encompasses:

2.3.1

western art and artists from historical perspectives.

ART 107 Art History Survey I, ART 108 Art History Survey II, ART 215 History of Nineteenth Century Art, ART 216 History of Twentieth Century Art

2.3.2

western art and artists from contemporary perspectives.

ART 216 History of Twentieth Century Art, ART 428 History of Twentieth Century Art

2.3.3

non-western art and artists from historical perspectives.

ART 107 Art History Survey I, ART 108 Art History Survey II,

2.3.4

non-western art and artists from contemporary perspectives.

ART 216 History of Twentieth Century Art

2.3.5

design history.

ART 201 Graphic Design, elective ART 324 Design and Development of Public Works of Art,  elective ART 429 History of American Architecture

2.3.6

cultural studies.

elective ART 425 Arts of Africa, elective ART 430 Meso- American Art,

2.3.7

media literacy.

Elective ART 428 History of Twentieth Century Art

2.3.8

gender studies.

Elective ART 436 Women in Art

2.4

Introductory level of aesthetic knowledge which encompasses:

2.4.1

major traditional theories of art and design.

ART 215 History of Twentieth Century Art

2.4.2

major contemporary theories of art and design.

ART 428 History of Twentieth Century Art

2.4.3

the influence of these theories on the creation of art.

ART 215 History of Twentieth Century Art, ART 428 History of Twentieth Century Art

2.5

Introductory level of art and design criticism that prepares students to:

2.5.1

make analytical and interpretative evaluations of art and design from a variety of theoretical perspectives.

ART 215 History of Twentieth Century Art, ART 428 History of Twentieth Century Art

2.5.2

share these views in written and oral forms.

ART 215 History of Twentieth Century Art, ART 428 History of Twentieth Century Art

2.6

Experiences for candidates in presenting art according to the developmental levels of students that involve:

2.6.1

traditional methods of presentation.

ART 317 Teaching of Art, ART 416 Methods and Materials

2.6.2

contemporary methods of presentation.

ART 317 Teaching of Art, ART 416 Methods and Materials

2.6.3

opportunities to examine and reflect on emotional responses to the meaning and nature of students' own artwork and the artwork of others.

ART 317 Teaching of Art, ART 416 Methods and Materials, ART 300 Art Integration for the Elementary Teacher (primarily for elementary art minors)

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Theory, Practice, and Research

Visual arts teacher preparation programs provide teacher candidates with a thorough knowledge of theory, practice, and research in the field of art education.

Visual arts teacher preparation programs provide and require:

3.1

Coursework on theories of art education that:

3.1.1

introduce historical developments and prevailing theories.

ART 317 Teaching of Art

3.1.2

prepare candidates to discuss historical precedent and philosophical positions in relationship to contemporary art education.

ART 317 Teaching of Art

3.2

Coursework on the roles for art in general education that:

3.2.1

provides an understanding of the philosophical and social foundations for the inclusion of art in education.

ART 300 Art Integration for the Elementary Teacher, ART 317 Teaching of Art

3.2.2

guides candidates to develop and express a personal philosophical position concerning the relevance and importance of art in education.

ART 317 Teaching of Art

3.2.3

prepare candidates to develop, write, and adapt interdisciplinary curricula where art is the essential component.

ART 300 Art Integration for the Elementary Teacher, ART 416 Methods and Materials, EDPS 322 Human Development and Learning

3.3

Opportunities to develop art education instruction that responds to the specific interests, abilities, and needs of all students, including students with special needs, and address:

SPGN 251 Education of Exceptional Children, ART 416 Methods and Materials

3.3.1

theories of human and cognitive development.

EDPS 322 Human Development and Learning, ART 416 Methods and Materials

3.3.2

educational pedagogy.

ART 317 Teaching of Art, CURR 305 Secondary Curriculum and Methods, EDPS 340 Instruction to Assessment and Evaluation, ART 416 Methods and Materials

3.4

Thorough understanding of social, emotional, and physical development as it relates to:

3.4.1

visual perception and other sensory modalities.

ART 317 Teaching of Art, SPGN 251 Education of Exceptional Children, SOFD 328 Schools in a Multicultural Society, EDPS 322 Human Development and Learning

3.4.2

artistic production.

ART 416 Methods and Materials, EDPS 322 Human Development and Learning

3.4.3

Aesthetic response.

ART 317 Teaching of Art, ART 300 Art Integration for the Elementary Teacher

3.4.4

critical thinking.

ART 317 Teaching of Art, CURR 305 Secondary Curriculum and Methods, EDPS 340 Instruction to Assessment and Evaluation, ART 416 Methods and Materials, EDPS 322 Human Development and Learning, RDNG 311 Teaching Reading in the Secondary School

3.5

Thorough understanding of special populations, including:

3.5.1

the needs of students with disabilities and handicaps.

 SPGN 251 Education of Exceptional Children

3.5.2

teaching strategies appropriate to students with a variety of special needs.

SPGN 251 Education of Exceptional Children

3.5.3

access to school and community resources to support these students.

 SPGN 251 Education of Exceptional Children

3.5.4

rationale for practice of inclusion and approaches for supporting inclusion in the schools.

 SPGN 251 Education of Exceptional Children

3.6

Varied opportunities for the candidates to have supervised experiences in classroom settings prior to the traditional student teaching experience.  These should:

3.6.1

include different educational levels, as well as, community settings with a variety of cultural and economic levels.

SOFD 328 Schools in a Multicultural Society, FETE 201 Field Experience I, FETE 302 or 301 Field Experience II, FETE 402 Field Experience III-Diversity and Adaptation in Literacy + 40 self directed pre- student teaching hours 

3.6.2

allow candidates to observe art teachers and teach a variety of populations, including those with special needs.

SOFD 328 Schools in a Multicultural Society, FETE 201 Field Experience I, FETE 302 or 301 Field Experience II, FETE 402 Field Experience III-Diversity and Adaptation in Literacy + 40 self directed pre- student teaching hours, SPGN 251 Education of  Exceptional Children

3.7

Coursework in art education curriculum and instruction which:

3.7.1

helps candidates to develop, write, and adapt art curricula that reflect national, state, and local standards using a variety of instructional formats.

ART 416 Methods and Materials, ART 317 Teaching of Art, CURR 305 Secondary Curriculum and Methods

3.7.2

provides candidates with knowledge of current teaching methods, materials, and resources appropriate for various educational settings and levels of education.

ART 416 Methods and Materials, ART 317 Teaching of Art, CURR 305 Secondary Curriculum and Methods

3.7.3

helps candidates create classroom environments conducive to discussion, multiple interpretations, and the open exchange of ideas.

SOFD 328 Schools in a Multicultural Society, FETE 201 Field Experience I, FETE 302 or 301 Field Experience II, FETE 402 Field Experience III-Diversity and Adaptation in Literacy + 40 self directed pre- student teaching hours, ART 416 Methods and Materials, ART 317 Teaching of Art

3.7.4

develops knowledge of research and assessment methods appropriate to the study and evaluation of student work, their own teaching, and their art program as a whole.

ART 317 Teaching of Art, CURR 305 Secondary Curriculum and Methods, EDPS 340 Introduction to Assessment and Evaluation, ART 416 Methods and Materials

3.7.5

prepares candidates to reflect on and refine their practice of art education.

ART 317 Teaching of Art, CURR 305 Secondary Curriculum and Methods, EDPS 340 Introduction to Assessment and Evaluation, ART 416 Methods and Materials

3.7.6

familiarizes candidates with current research in the field of art education.

ART 317 Teaching of Art

3.8

Continuing self-evaluation and emphasize the importance of professional development as an essential component of effective teaching.

Candidates:

3.8.1

are provided with methods and opportunities to reflect on their academic and clinical experiences throughout their preparation.

FETE 201 Field Experience I, FETE 302 or 301 Field Experience II, FETE 402 Field Experience III-Diversity and Adaptation in Literacy + 40 self directed pre- student teaching hours, ART 416 Methods and Materials, ART 317 Teaching of Art

3.8.2

understand that the process of reflection and collegial dialogue contributes to professional growth.

FETE 201 Field Experience I, FETE 302 or 301 Field Experience II, FETE 402 Field Experience III-Diversity and Adaptation in Literacy + 40 self directed pre- student teaching hours, ART 416 Methods and Materials, ART 317 Teaching of Art

3.8.3

are introduced to state and local requirements and resources for on-going professional development throughout their teaching career.

FETE 201 Field Experience I, FETE 302 or 301 Field Experience II, FETE 402 Field Experience III-Diversity and Adaptation in Literacy + 40 self directed pre- student teaching hours, ART 416 Methods and Materials, ART 317 Teaching of Art

4.0

Facilities

Visual arts teacher preparation programs provide training in facilities and management appropriate to the field of art education.

Visual arts teacher preparation programs provide and require:

4.1

skills necessary to design an art classroom/environment in which safe and effective art instruction can take place with consideration for space utilization, storage of materials, equipment, and student work.

FETE 201 Field Experience I, FETE 302 or 301 Field Experience II, FETE 402 Field Experience III-Diversity and Adaptation in Literacy + 40 self directed pre- student teaching hours, ART 416 Methods and Materials, ART 317 Teaching of Art

4.2

training in health and safety issues in the school and classroom setting including knowledge of developmentally appropriate and safe art materials and tools, as well as their storage, cleaning, use, and disposal.

FETE 201 Field Experience I, FETE 302 or 301 Field Experience II, FETE 402 Field Experience III-Diversity and Adaptation in Literacy + 40 self directed pre- student teaching hours, ART 416 Methods and Materials, ART 317 Teaching of Art

4.3

knowledge of emergency procedures when a student is hurt in the art room.

FETE 201 Field Experience I, FETE 302 or 301 Field Experience II, FETE 402 Field Experience III-Diversity and Adaptation in Literacy + 40 self directed pre- student teaching hours, ART 416 Methods and Materials, ART 317 Teaching of Art

4.4

training in classroom budget management and the acquisition of financial, human, and material resources which includes fund raising and grant writing.

FETE 201 Field Experience I, FETE 302 or 301 Field Experience II, FETE 402 Field Experience III-Diversity and Adaptation in Literacy + 40 self directed pre- student teaching hours, ART 317 Teaching of Art

5.0

Advocacy

Visual arts teacher preparation programs provide training in advocacy.

Visual arts teacher preparation programs provide and require:

5.1

use of surveys and publicity for art education programs in the media.

ART 317 Teaching of Art, ART 416 Methods and Materials, www.emich.edu/arted is a website maintained by the Art Education faculty and staff.

5.2

knowledge and training in communications and outreach to include colleagues in other disciplines, school administrators, the board of education, parents, community members, and state and national legislators as concerning the role of the visual arts in education and in society.

FETE 201 Field Experience I, FETE 302 or 301 Field Experience II, FETE 402 Field Experience III-Diversity and Adaptation in Literacy + 40 self directed pre- student teaching hours, ART 317 Teaching of Art   www.emich.edu/arted is a website maintained by the Art Education faculty and staff.

6.0

Educational Law

Visual arts teacher preparation programs provide students access to resources on educational law.

Visual arts teacher preparation programs provide and require:

6.1

access to resources on educational law to include- tenure law, LRE, ESL, ADA, special education, safe use of materials, and school finance.

The Art Education area of the Art Department has its own Art Resource Center which is housed in Rm. 206 Ford Hall.  It is open for student use.  There is a computer with internet access at that location.