PRATT INSTITUTE SCHOOL OF ART AND DESIGN

DEPARTMENT OF ART AND DESIGN EDUCATION ADE 621 Special Topics College Teaching: Practicum Spring 2014 [3 Cre its!

"mage cre its # a$ all things art an e %log

Section 1:

Seminar: &e nes a's (:00)6:00 pm All stu ents *ill %e participant o%ser+ers in Pratt classes ,-or appro.$ 2 hours a *ee/0 so the &e nes a' meeting *ill %e a seminar an ta/e place -rom ()6pm$ Practicum: Teaching Assistantship as arrange *ith epartment South 1all 20( Pro-essor T$ Camille 2artin Pro-essor Aileen &ilson

Office Hours: Course We site:

3' appointment$ ***$teachinglearningart esign$*ee%l'$com Email pro-essor -or pass*or $

Course Descri!tion This course e.amines the theories an practice o- teaching an learning in art an esign in the conte.t o- higher e ucation through research an o%ser+ation in Pratt stu ios an *or/shops$ This course -ocuses on stu io pe agog'4 assessment criteria an metho ologies4 an stu io criti5ue through o%ser+ation an irect teaching e.perience$ The course *ill %e i+i e into t*o parts: a practicum that *ill allo* the stu ents to ser+e as Teaching Assistants *ithin their home epartment4 an a seminar that *ill e.amine contemporar' pe agogical approaches an the s'nthesis o- theor' an practice in the stu ios an *or/shops$ 6acult' in the School o- Art an Design ha+e agree to host a participant o%ser+er an to pro+i e opportunities -or o%ser+ation an irect teaching e.perience$ Stu ent ta/ing this class

can e.pect up to accumulate 1( hours o- irect teaching e.perience un er the super+ision othe mentor teacher$ As teaching is assigne 4 Pro-essors T$ Camille 2artin7 Aileen &ilson *ill o%ser+e an o--er -ee %ac/$ The course %uil s a strong -oun ation -or stu ents intereste in teaching at the college le+el an *elcomes stu ents -rom all ma8ors$ "t *ill inclu e -iel *or/ research4 iscussion4 an pro8ect)%ase *or/ assignments$

Course Go"#s Stu ents *ill ac5uire: o 9no*le ge an s/ills in curriculum4 an pe agog' o 9no*le ge o- stu io pe agog' through mentoring %' e.perience art an esign teachers$ o A%ilit' to re-lect on the practice o- teaching4 i enti-' teaching goals relati+e to the curriculum4 an appropriate original research to assess learning o 9no*le ge an s/ills in teaching an the a%ilit' to a apt an i--erentiate teaching strategies an instruction as nee e o Stu ents *ill %e groupe into learning po s o- stu ents *ith similar e ucational4 teaching goals$ o &ee/l' rea ings *ill %e assigne to help get stu ents to engage in cross) isciplinar' iscussions -rame %' a common 5uestion o A Teaching :%ser+ation ;ournal *ill %e create that is lin/e to the in5uir' 5uestions$ o Pro+i e irect o%ser+ation an teaching e.periences -or those intereste in careers in higher e ucation o Stu ents *ill %egin to appl' /no*le ge o- s'lla%us an pro8ect e+elopment gaine -rom ADE 621 o Stu ents *ill gain e.perience utili<ing research4 criti5ue an assessment techni5ues *ithin the classroom setting o Stu ents *ill gain -irst)han e.perience o- /e' issues in teaching an learning in art an esign higher e ucation$

Stu$ent Le"rnin% Outco&es: At the en o- the course: o Stu ents *ill use their /no*le ge o- the histor' o- art an esign e ucation to in-orm their teaching philosoph' an curriculum$ o Stu ents *ill %e a%le to appl' the /no*le ge4 research4 practice an stan ar s otheir particular iscipline to in-orm their teaching$ o Stu ents *ill %e a%le to engage in a critical re-lection on the /e' contemporar' issues in teaching an learning in art an esign$ o Stu ents *ill %e a%le to istinguish among /e' pe agogical approaches an appl' them in stu io an classroom settings$

Stu ents *ill /no* an %e a%le to engage in a critical e%ate on the /e' contemporar' issues in teaching an learning in art an esign in classroom iscussions$ Stu ents *ill integrate their /no*le ge o- their particular iscipline4 their /no*le ge o- research4 o- esigning assignments an assessments4 the stan ar s an re5uirements o- higher e ucation an the re5uirements o- their particular pro-essional -iel an pro uce a lecture or pro8ect assignment proposal -or their teaching assistantship$ Stu ents *ill %e a%le to lea small group iscussions an *ill ha+e e.posure to -acilitating a class this semester$

The course meets the =ASAD stan ar s in that it: 'III( GRADUATE PROGRAMS IN THE )ISUAL ARTS AND DESIGN *( Pre!"r"tion for t+e Professions Te"c+in%( 2an' o- those *ho are in gra uate egrees in art an esign are or *ill %e engage in art an esign teaching o- some t'pe uring the course o- their pro-essional careers$ &hen compati%le *ith their purposes4 institutions are strongl' encourage to gi+e attention to the preparation o- gra uate stu ents as teachers$ &hene+er possi%le4 e.periences shoul inclu e teaching art an esign to %oth art7 esign ma8ors an non)art7 esign ma8ors$ >ra uate stu ents4 particularl' at the terminal master?s ,26A0 an octoral le+el4 shoul ha+e opportunities -or irect teaching e.periences appropriate to their ma8or an minor areas un er the super+ision o- master teachers$ As appropriate to primar' an secon ar' areas oconcentration an to in i+i ual career o%8ecti+es4 preparation -or teaching shoul inclu e an intro uction to the pe agog' o- su%8ect matter consi ere -un amental to curricula -or un ergra uate art an esign ma8ors4 inclu ing -oun ations4 art an esign histor'4 theor'4 an technolog'$ "n a ition the course meets the propose changes to the =ASAD stan ar s to inclu e:

')II A( Gener"# Re,uire&ents Desi%n -( Pre!"r"tion for Te"c+in% Desi%n 3asic un erstan ing o- an e.perience in curriculum pe agog' in college teaching$ Associate mentoring %' e.perience esign teachers$ Curriculum4 pe agog' /no*le ge an s/ills$ 1istorical /no*le ge o- the e+olution o- esign e ucation -rom cra-t to pro-ession4 inclu ing current e+elopments @e-lection on the teaching7learning para igm4 clarit' o- teaching goals relati+e to the curriculum4 an appropriate original research to assess learning an a 8ust teaching strategies as esira%le$

Assess&ent:

Aearning :utcomes as emonstrate in the -ollo*ing assignments: B 6ormati+e port-olio 20C: *ee/l' assignments4 a itional *ee/l' *or/ as assigne $ Assessment: Stu ent4 teacher4 peer re+ie*4 "n i+i ual mi semester con-erences B Summati+e port-olio 60C: Assignment D1 ,10C0 Teaching Philosoph' AssignmentD2 , 10C0 3est Practices Presentation ,10C Design an Assignment0 Assignment D3 ,30C0 Teaching ;ournal Assessment: 1olistic @u%ric4 Anal'tical @u%ric4 Peer7"nstructor re+ie*$ o Atten ance 20C

Course Re,uire&ents &ee/l' rea ings *ill %e assigne an are a+aila%le on the *e%site as PD6?s$ Written .or/ Course e.pectations are that all *ritten *or/ %e *or )processe ,12)point t'pe4 ou%le)space an spell an grammar chec/e 0$ All citations -rom a te.t shoul -ollo* APA -ormat accor ing to: http:77o*l$english$pur ue$e u7o*l7resource7(60702$ Each *ee/l' rea ing response shoul ha+e one citation -rom each assigne te.t$ All *ee/l' assignments shoul %e %rought to class as a har cop' an %e clearl' la%ele *ith 'our name an ate$ The three gra e assignments ,-inal +ersions0 *ill %e su%mitte %' email to the instructor an then poste onto 'our &ee%l' EAssessment Port-olioF page$ Gou ma' also %e as/e to su%mit *or/ to a rop%o.$com -ol er as Pratt email has a -ile si<e limit %' email$ There are a num%er o- guest lectures sche ule $ Some are open to the Pratt communit'$ Gour atten ance at these e+ents is re5uire $ P#e"se c+ec/ t+e $"tes no. "n$ +"0e t+e& on 1our c"#en$"r( Course C"#en$"r Wee/ 1 Intro$uction 1231 1$ "ntro uce Course E.pectations an @e5uirements After the experience there is a processing phase: this is the area of reflection. Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important in learning. The capacity to reflect is developed to different stages in different people and it may be this ability, which characteri es those who learn effectively from experience. !hy is it that conscious reflection is necessary" !hy can it not occur effectively at the unconscious level" It can and does occur, but these unconscious processes do not allow us to make active and aware decisions about our learning. It is only when we bring our ideas to a

consciousness that we can evaluate them and begin to make choices about what we will and will not do. 2$ Create learning groups accor ing to stu ent?s ma8ors an 7or interests$ 3$ "ntro uce re5uire te.ts: Paper 2onument ,20120$ ,e $0$ #raw it with your eyes closed: The art of the art assignment. Paper 2onument: 3roo/l'n =G$ ,=$3$ "t *ill %e on sale in class -or H100 3ain4 9en$ ,20040$ !hat the best college teachers do. Cam%ri ge4 2A: 1ar+ar Ini+ersit' Press$ 4$ "n) Class &rite personal teaching philosoph' statement$ "n5uir' Juestion: In what ways does your educational background shape your point of view as an educator" $ow can we turn observation, documentation and reflection into learning"

@e-lection: Turning E.perience into Aearning$ ,1KL(0$ 3ou 4 9eogh4 an &al/er ,E s$0$ 9ogan$ Page ,p$ 1K0

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E0"#u"tin% 4our Person"# E$uc"tion"# Histor1 1235 %articipant &bserver assignments begin this week. Class Discussion @e+ise Teaching Philosoph'4 Dra-tD2$ 6inal DIE &EE9 ( Teaching ;ournal Entr' ue$ Document all 'ou see an hear -or the uration o- the class$ "- 'ou ha+e not starte assisting the class 'et4 catch up on this entr' *hen 'ou o$ Teaching ;ournal: Share o%ser+ations an relate *hat 'ou see to 'our personal e ucational histories$ @ea an re-lect http:77***$i8ea$org7+14n1K7+14n1K$p -

A itional @ea ing 1eller4 Ste+en$ ,200(0 The 'ducation of a (raphic #esigner. All*orth Press [pp$ 13)1L410K)11(! @an8an4 2$P$ ,200(0$ Aessons -rom 3auhaus4 Ilm an ="D: @ole o3asic Design in P> E ucation Paper su%mitte -or the DET2 Con-erence at the =ational "nstitute o- Design4 Ahme a%a in 2arch 200($ Dineen4@$ an Collins4 E$ ,200(0 9illing the >oose: Con-licts %et*een Pe agog' an Politics in the Deli+er' o- a Creati+e E ucation$ )A#'4 24,104 p$ 43)(2$

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Inquiry Question: Case Study - How does the physical environment help shape pedagogical practices? 2/ 1$ 6iel trip to "nterior Design Department Pratt Stu ios to iscuss criti5ue metho s relati+e to spatial arrangement 2$ Case Stu ' -or Teaching ;ournal: DIE &EE9 4 o &rite a etaile escription o- the space 'ou are teaching in$ Ise photos4 s/etches4 iagrams an 7or +i eo to ai the escription$ o Detail *hether or not the ph'sical en+ironment supports the e ucations goals o- the class4 i$e$ are there ta%les an chairs *ith computers -or a Photoshop course$ o Detail ho* the spatial arrangement an ph'sical con itions can %e more supporti+e o- the pro ucti+e an nurturing learning en+ironment$

In*uiry *uestion: In what ways is the education of artists and designers determined by physical context"

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!ccreditation? 2/"" W+"t Ro#e Does Accre$it"tion H"0e in Our Te"c+in% "n$ Le"rnin% Pr"ctices8 1$ Class Discussions4 Teaching ;ournals http:77***$aica $org7 http:77nasa $arts)accre it$org7 2$ Discuss 3est Practices Presentation 3$ "n Class # @SA Animate # =e* e ucational Para igms # http:77***$'outu%e$com7*atchM+N<DO6cD>pA4I 4$ Assignment -or &ee/ ( a$ Continue ocumenting in 'our Teaching ;ournal %$ Aoo/ at the Pratt "nstitute *e%site rea an ocument the epartment mission4 goals an learning outcomes in 'our ;ournal$ @ea ing ) 6o'le4 1$ C$ ,e $0$ Interactive learning in the higher education classroom: +o,operative, collaborative and active learning strategies$ =EA: &ashington4 DC$,pp$ T3D0 @e-er to the PD6 on the *e%site on +urriculum #evelopment in -tudio Teaching. .pp. T/#0

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In,uir1 9uestion: #eaching and $earning %aradigm 2/"& Teaching ;ournal: Discuss Assignment D1 ue$ >uest Aecturer: T3D Assi%n&ent for Wee/ :: Teaching ;ournal Entr': &hat is the scope an se5uence o- the courseM Collect the course s'lla%us an i enti-' the topics$ 1o* oes the content o- the s'lla%us relate to the scope an se5uence o- the other course that com%ine to create the programM "nter+ie* 'our cooperating pro-essor on the s'lla%us ,( mins0$ @ea ing: :?3rien4 ;$4 2illis4 3$ P Cohen4 3$ ,200L0$ The +ourse -yllabus: A 1earner, +entered Approach .2nd ed.0. ;osse' 3ass$ ,pp$ T3D0 @ea ing @esponse ue$ Inquiry question- W+"t is t+e sco!e "n$ se,uence of t+e course8 2/2' Teaching ;ournal: Discuss Stu ent 6acilitate Class: Discussion @ea ing @esponse7Share inter+ie*s

o o

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%reparation and %lanning I (/ @ea ing an @ea ing @esponse: 10 Allen4 6$ ,20110$ E ucation: Documents o- contemporar' art$ 2"T Press: Cam%ri ge4 2A$ ,pp$ 44)460 20 Thornton4 A$ ,20130$ Artist researcher teacher: A stu ' o- pro-essional i entit' in art an e ucation$ Chicago4 "A: "ntellect 3oo/s$ ,pp$ T3D0

1$ Discuss AssignmentD2$ "n class rea ing on +ase -tudy in

'ducation

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%reparation and %lanning II 6211 @ea ing @esponse ue o Stu ent "ssues) health4 emotional o 6E@PA o Disa%ilit' Ser+ices -tudent 3acilitated +lass: o Tenure Trac/ +s$ =on)Tenure Trac/ o 6ull Time +s$ Part Time o Structure o- 1igher E ucation Q

o o o o

Assignment -or &ee/ K: Teaching ;ournal entr': &hat is the ran/7status o- 'our mentor teacherM @e+ie* the peer re+ie* process$ @ea ing: Sel in4 Peter$ ,20100$ The Teaching Port-olio: A Practical >ui e to "mpro+e Per-ormance an Promotion7Tenure Decisions$ ,pp$ T3D0

6215 NO CLASS ; SPRING <REA=

Wee/ >:

623- In c#"ss .or/ on Te"c+in% Portfo#io "n$ Lectures

Wee/ 1?:

721 In c#"ss .or/ on Te"c+in% Portfo#io "n$ Lectures

Wee/ 11:

725 Lecture Present"tion

Wee/ 13:

721- Lecture Present"tion

Wee/ 16:

7233 Lecture Present"tion

Wee/ 17:

723> FINAL CLASS ALL TEACHING PORTFOLIOS DUE

Wee/ 1-: -2: No C#"ss ; E@"& RRRRRRRRRRRRRRRRRRRRRRR

C#"ss Wor/#o"$ As per =ASAD gui elines: E "n lecture7 iscussion courses re5uiring outsi e preparation4 one hour o- cre it represents one hour each *ee/ o- the term in class4 an t*o hours o- *or/ outsi e class$F http:77nasa $arts)accre it$org7in e.$8spMpageN6AJC3AS=ASADSStan ar sS@e+ie* Co&&unit1 St"n$"r$s P#"%i"ris& EPlagiarism means presenting4 as one?s o*n4 the *or s4 the *or/4 in-ormation4 or the opinions o- someone else$ "t is ishonest4 since the plagiarist o--ers4 as his7her o*n4 -or cre it4 the

language or in-ormation4 or thought -or *hich he7she eser+es no cre it$F ,see page 6L4 %ratt Institute -tudent &nline $andbook0 Atten$"nce "n$ Con$uct EThe continue registration o- an' stu ent is contingent upon regular atten ance4 the 5ualit' o*or/ an proper con uct$ "rregular atten ance4 neglect o- *or/4 -ailure to compl' *ith "nstitute rules an o--icial notices4 or con uct not consistent *ith general goo or er is regar e as su--icient reasons -or ismissal$ There are no une.cuse a%sences or cuts$ Stu ents are e.pecte to atten all classes$ An' une.cuse a%sences ma' a--ect the -inal gra e$ Three une.cuse a%sences ma' result in course -ailure at the iscretion o- the instructor ,see page 6L4 %ratt Institute -tudent &nline $andbook0$ "t is not permitte to han in *or/ -or this class that *as pro uce -or other classes ,%ratt Institute -tudent &nline $andbook0$ Con$uct As a courtes' to 'our classmates4 please arri+e to class prepare an on time$ "n the interests o- learning4 there is no te.t messaging or emailing permitte uring class time an all laptops an cellphones 2IST %e turne o--$ Arri+ing late t*ice ,arri+ing more than ( min$ late0 *ill count as one une.cuse a%sence$ Please note that the s'lla%us is a plan o- *hat might happen e+er' *ee/ %ut is li/el' to change in response to interests an i eas that emerge uring the course$ "t is 'our responsi%ilit' to /eep up *ith an' changes$

Acco&&o$"tions for stu$ents .it+ $is" i#ities Pratt "nstitute is committe to assisting stu ents *ith ocumente isa%ilities *ho are other*ise 5uali-ie -or a mission to the institute$ Stu ents re5uesting accommo ations must su%mit appropriate *ritten ocumentation to Director o- Disa%ilit' Ser+ices an Parent Programs: 2ai 2acDonal on Q1L 636 3Q11 in the o--ice o- the Tice Presi ent -or Stu ent A--airs$ Instructor <io%r"!+ies F"cu#t1 <ios T( C"&i##e M"rtin is the -oun ing principal o- 3roo/l'n %ase architecture an interiors -irm4 TC2 Stu io an is a Tisiting Associate Pro-essor at Pratt "nstitute$ Camille?s *or/ an interests span across scale an t'polog' %ut -ocus on e+eloping material strategies that e.pan the e-inition o- sustaina%ilit' an spea/ to an impro+e 5ualit' o- li-e$ She *as a senior esigner at Stu io So-iel 4 a -irm internationall' reno*ne -or esigning -or retailers li/e Tom 6or 4 >ucci4 an The >ap an ultra)high)en resi ential pro8ects$ She also *or/e -or the international po*erhouse -irm4 Cannon Design on multi)million ollar institutional pro8ects as *ell as se+eral other respecte =e* Gor/ architecture stu ios$ Camille earne a 2aster o- Architecture -rom &ashington Ini+ersit' in St$ Aouis an 3achelor o- Arts in Architecture -rom 2iami Ini+ersit' :.-or 4 :hio *ith a concentration in East Asian Art$ Camille is a Tisiting Associate Pro-essor at Pratt "nstitute in the "nterior Design an Art an Design E ucation Departments$ She has also taught at Parsons the =e* School -or Design in the School o- Constructe En+ironments an is an A 8unct Pro-essor at the =e* Gor/ School oTechnolog' an The 6ashion "nstitute o- Technolog'$

Camille *or/e -or the Cle+elan 2useum o- Art as a Curriculum &riter an Special Aecturer in the E ucation an Pu%lic Programs Department$ She *rote a curriculum entitle A !orld of #ifference: /eauty, Race and 'thnicity and Religion in the Arts4 in colla%oration *ith the Anti) De-amation Aeague an -ocuse on mi le school age stu ents$ She also ga+e lectures on art to the pu%lic at large4 pre ominantl' -ocuse on American Art Post)1K40 an Dance an 2o+ement in Art$ She has %een an in+ite guest critic at Colum%ia Ini+ersit'4 The 1elsin/i Ini+ersit' o- Technolog' [T99!4 &ashington Ini+ersit' in St$ Aouis4 The 6ashion "nstitute oTechnolog'4 the =e* Gor/ "nstitute o- Technolog'4 The =e* Gor/ School o- "nterior Design4 an The =e* Gor/ Cit' College o- Technolog'$ She *as also a T$A$ -or a course on Ser+ice Aearning an Stu ent Aea ership as *ell as 1istor' o- Architecture " P ""4 *hile at 2iami Ini+ersit'$ Camille?s passion -or sustaina%le4 local4 culturall' conte.tual esign *as e+elope *hile stu 'ing architecture in 6inlan an Argentina an *or/ing *ith the to*n council o- Du elange4 Au.em%ourg on a pu%lic art installation$ She has ser+e on Architecture -or 1umanit'?s Steering Committee an co)authore a national esign charrette in the Cincinnati4 :hio :+er) the @hine)=eigh%orhoo $ Camille com%ines her a--init' -or pu%lic *or/ an %ac/groun in large scale institutional pro8ects *ith a talent an intuition -or -ine etailing an cra-t culti+ate *hile *or/ing on e.clusi+e4 high en resi ential an esign pro8ects$ The stu io ra*s on its relationships *ith local artisans4 esigners an cra-ts people to create -or*ar thin/ing4 culturall' rele+ant pro8ects that me iate %et*een temporal an conte.tual constraints to create meaning-ul *or/ in =e* Gor/$

Ai#een Wi#son is currentl' Acting Department Chair7Pro-essor in Art an Design E ucation at Pratt "nstitute$ She has a 3$A$ ,1ons0 4st class Printma/ing7Painting4 >ra'?s School o- Art4 A%er een4 Scotlan 4 an 2$A$ in Printma/ing4 Chelsea School o- Art4 Aon on4 I94 an an E $ D$ Art7Art E ucation4 Teacher?s College4 Colum%ia Ini+ersit'4 =e* Gor/ Cit'$ She *as recentl' con-irme as a 6ul%right specialist roster can i ate 2010)201( an *as a 6ul%right specialist grantee in Art E ucation to "celan Aca em' o- the Arts4 2011 an 2012$ 1er current research interests are ra*ing4 stu io pe agog' an the role o- art an esign in 'outh an communit' e+elopment$ Current pro8ects inclu e co)curating ,*ith Tara 9opp0 5The Imperative of Teaching:6 -tudio %edagogy at 3ergen Communit' College4 =e* ;erse'4 6e%ruar' 20134 a group e.hi%ition *ith 9im 3ec/4 A am 3rent4 =ina 9atcha ourian an Sheila Pepe an others$ 1er interest in the e ucation o- artists %egan as a stu ent at Peacoc/ Printma/ers a pu%lic access print *or/shop run %' Arthur &atson in A%er een4 Scotlan 4 *here she *or/e alongsi e Scottish artists Paul =es%itt4 Callum "nnes an 3eth 6isher an +isiting artists an printma/ers4 Ph'llis 2c>i%%on4 an Cima 9at<$ Pu%lic access print *or/shops *elcome an encourage esta%lishe artists to *or/ alongsi e chil ren an local people intereste in ta/ing classes in printma/ing$ 1er current curatorial pro8ects e.amine the nature o- stu io pe agog' an the impact o- the conte.t on the e ucation o- artists an esigners$

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