The art teacher candidate will (1) Utilize curricular theories in developing art education content and instruction, (2) Employ ways of knowing derived from art criticism, artmaking, contextual methodologies, philosophical questioning and socio-cultural perspectives, (3) Utilize constructivist theory and employ democratic approaches to teaching and learning, and (4) Approach technology as both a tool and as a discourse that embodies emergent ways of conceptualizing contemporary culture.
Multiple forms of assessment, such as group critique, student self-evaluation and rubrics, and teacher candidate self-evaluation to support active learning. Methods, resources, technology and materials for designing and implementing instruction based on pedagogical content knowledge, student needs and curricular goals. Content knowledge, including perspectives on social theory, new media and information technology, art theory, art history, visual culture, art production and art education that support democratic learning and critical practices. Theoretical and practical knowledge related to communications, literature, mathematics, science, history, philosophy and social sciences from transcultural perspectives. The art teacher candidate will (1) Develop an understanding of the relationship between socio-cultural diversity and student learning, including aspects of identity such as ability, age, class, gender, race and sexuality, (2) Demonstrate a global understanding of visual culture as reflected in diverse traditions, contemporary art and visual culture, and (3) Recognize the ways in which learning occurs in multiple communities and individual and traditional school settings. Teaching and learning is multi-modal, a life-long process, and occurs both inside and outside the context of schools. Teaching and learning are affected by access to the development and exchange of new media and electronic information. 
The relationship between cultural diversity and student learning, including how cultural diversity can afford particular opportunities for the exploration of multiple perspectives.The context of social, cultural, economic and political realities as related to self, community and world.
The following four categories, their descriptions and the related outcomes are used to assess the students in the art education licensure programs (across the BAE with Licensure), from entrance to completion.
0 kommentar(er)
