Becoming an art teacher

목차 (Table of Contents)

• CONTENTS
• PREFACE­RECOGNIZING BATS AND WAYS TO AVOID THEM = xi
• ABOUT THE AUTHOR = xv
• PART 1. PREPARING FOR TEACHING = 1
• CHAPTER 1 : EXPLORING OUR ROOTS = 2
• Art to Support Society = 2
• Art to Enhance the Individual Child = 3
• Art as a Curricular Discipline = 4
• Art Education of the 1980s and 1990s = 4
• A Vision of Art Education Today = 9
• Summary = 14
• CHAPTER 2 : EMPHASIZING ART MAKING = 18
• Artistic Expression of Children = 18
• Stages of Artistic Development = 18
• Visual and Haptic Modes of Expression = 21
• Three Types of Productive Activities: Closed­Ended, Open―Ended, and Laissez―Faire = 22
• Teaching Models to Sequence Studio Activities = 26
• Summary = 35
• CHAPTER 3 : PLANNING VERBALLY AND VISUALLY = 39
• Planning Verbally = 39
• Components of a Unit Plan = 39
• Sample Unit Plans = 46
• Unit―Planning Strategies = 49
• Moving from the Planning Continuum to a Unit Plan = 52
• Planning Visually = 53
• Concept, Process, and Product Visuals = 54
• Visuals to Present Cultural Exemplars = 59
• Technology Applications to Planning and Teaching = 62
• Integrating Verbal and Visual Planning Strategies = 64
• Summary = 65
• CHAPTER 4 : PROGRESSING THROUGH PLANNING TOWARD TEACHING = 69
• Preparing to Write a Lesson Plan = 69
• Lesson Components and Planning Strategies = 70
• Expanding a Unit Plan Through Sequence of Lesson Plans = 77
• Moving from Planning to Teaching = 92
• Summary = 93
• PART 2. MOVING INTO THE CLASSROOM = 97
• CHAPER 5 : PREPARING FOR YOUR STUDENTS = 98
• Creating the Physical Environment = 98
• Making an Aesthetic Statement = 98
• Designing a Functional Space = 100
• Creating the Emotional Environment = 101
• Classroom Management = 102
• Motivations／Strategies = 104
• Getting to Know Your Students = 106
• Summary = 109
• CHAPTER 6 : TEACHING THE LANGUAGE OF VISION = 112
• Defining the Language of Vision = 112
• Approaches to Teaching the Language = 113
• A Child―Centered Perspective = 113
• A Subject―Centered Perspective = 115
• Sample Activities to Develop Visual Language Skills = 120
• Presenting Visual Concepts Visually = 123
• Summary = 127
• CHAPTER 7 : PROMOTING CREATIVITY = 131
• Creativity in the Context of Art Education = 131
• Characteristics of Creative Behavior = 133
• Strategies to Promote Creativity = 136
• Use of Art Media = 136
• Open―Ended Assignments = 138
• Brainstorming = 139
• Webs to Develop Thinking Skills = 142
• Bauhaus Teaching Approaches = 144
• The Creative Problem―Solving Teaching Model = 145
• Summary = 147
• CHAPTER 8. ENCOURAGING REFEECTION = 151
• Reflecting on Art Behaviors = 151
• Assessing Art Products = 158
• Engaging in Critical Dialogue = 162
• Summary = 165
• PART 3 : EXPANDING INTO THE OUTSIDE = 169
• CHAPTER 9. EMBRACING DIVERSITY = 170
• Multiculturalism Within the Context of Art Education = 170
• How to Present Other Cultures = 172
• How to Relate Other Cultures to Our Culture = 173
• How to Provide for Meaningful Experiences = 174
• Multicultural Unit Planning = 176
• Components of a Multicultural Unit = 176
• Flexible Approaches to Planning = 189
• Summary = 190
• CHAPTER 10 : MAKING INTERDISCIPLINARY CONNECTIONS = 194
• Approaches to Interdisciplinary Education = 195
• Planning Interdisciplinary Units of Study = 198
• Suggestions for Interdisciplinary Planning = 198
• Analysis of the Integration Process = 203
• Summary = 204
• CHAPTER 11 : FOCUSING ON ART CRITICISM AND AESTHETICS = 208
• Art Criticism Within the Context of Art Education = 208
• The Art Criticism Teaching Model = 210
• Steps and Application of the Art Criticism Teaching Model = 211
• Flexible Implementation of the Model = 217
• Aesthetics Within the Context of Art Education = 217
• Aesthetic Concepts = 218
• Aesthetic Theories = 221
• Connecting Aesthetics to Studio Production = 234
• Summary = 237
• CHAPTER 12 : PRESENTING ART HISTORY = 241
• Strategies for Teaching Art History = 241
• Presenting Art History Through Osmosis = 241
• Taking Your Students to Art = 242
• Bringing Art to Your Students = 243
• Presenting Art in the Dark = 243
• Use of Cultural Exemplars = 244
• The Art History Teaching Model = 245
• Steps of the Art History Teaching Model = 246
• Application of the Art History Teaching Model = 249
• Summary = 254
• PART 4 : SEEING THE BIG PICTURE = 257
• CHAPTER 13 : INTEGRATING THE COMPONENTS = 258
• Integrating Art Criticism, Aesthetics, and Art History = 258
• Integrating Response and Productive Components = 262
• Integrating the Four Art Education Domains in a Unit Plan = 266
• Integrating Units in a Yearly Plan = 267
• Ideas For Long­Range Planning = 267
• Developing a Yearly Plan = 271
• Summary = 279
• CHAPTER 14 : ADDRESSING STANDARDS, ASSESSMENT, AND ACCOUNTABILITY = 282
• Investigating National Visual Arts Standards = 282
• Relating the National Standards to the Contents of This Book = 285
• Demonstrating Accountability = 288
• Using Portfolios to Demonstrate Learning = 288
• Assessing Outcomes = 290
• Designing a Grading System = 291
• Summary = 292
• CHAPTER 15
• DEMONSTRATING TEACHER COMPETENCIES = 297
• Articulating a Philosophy of Art Education = 297
• Developing an Art Education Portfolio = 299
• Presenting Yourself at an Interview = 303
• Summary = 305
• POSTSCRIPT: FROM AVOIDING BATS TO WHOLE－BRAINED FUNCTIONING = 308
• REFERENCES = 311
• INDEX = 313
• WORKSHEET : EXERCISES
• Exploring Our Roots, Why Teach Art? = 16
• Sequencing Art Experiences through the Product­Oriented Teaching Model = 37
• Sequencing Art Experiences through the Process­Oriented Teaching Model = 38
• Planning Verbally and Visually: Exploring an Idea for a Unit of Study = 67
• Designing Visuals = 68
• Emphasizing the Essential Qualities of an Object through the Use of Abstraction = 83
• Moving toward Goals through Individual Objectives = 95
• Writing a Task Analysis for an Activity = 96
• Developing Behavioral Guidelines = 110
• Getting to Know Your Students = 111
• Designing Activities to "Concretize" Concepts about Art Elements = 129
• Designing Activities to "Concretize" Concepts about Design Principles = 130
• Sample Verbal Visual Brainstorming Sheet : Creative Creatures = 141
• Promoting Creativity : Sequencing Studio Activities through the CPS Teaching Model = 149
• Designing a Brainstorming Worksheet = 150
• Sample Reflection Sheet for a Close―ended Activity : How Skillful Am I at Contour Drawing? = 153
• Sample Reflection Sheet for an Open―ended Activity : Abstracting a Natural Object = 154
• Generic Reflection Sheet for an Open―ended Activity = 155
• Generic Reflection Sheet for a Laissez―faire Activity = 156
• Specific Product―Oriented Reflection Sheet = 159
• Generic Product―Oriented Reflection Sheet = 160
• Reflection Sheet: Interpretation of Product Interpreting Your Artwork = 161
• Designing a Reflection Sheet for a Process―Oriented Activity = 167
• Designing a Closing Worksheet for a Unit of Study = 168
• Closing Worksheet: Navajo Unit = 188
• Generating Ideas for Multicultural Units = 192
• Connecting the "Inside" to the "Outside" = 193
• Interdisciplinary Reflection Sheet : Inventing Insects = 202
• Exploring the Integration Process = 206
• Using the Art Criticism Teaching Model = 239
• Connecting Aesthetics to Studio Production = 240
• Structuring a Cultural／Historical Presentation = 255
• Integrating the Four Domains of Art Education in a Unit Scope and Sequence = 280
• Sequencing Units of Study = 281
• Addressing the National Visual Arts Standards = 295
• Preparing to Write a Philosophy Statement = 306
• UNIT PLANS
• The Abstraction of Georgia O'Keeffe = 47
• Pattern in the Everyday Environment = 48
• The Abstraction of Georgia O'Keeffe = 78
• Navajo Sandpainting = 179
• Inventing Insects = 200