Foundations of Art Education is an art education methods course that provides an introduction to the basic philosophical concepts, historical foundations, and practices of art education. The value of art education for a child's overall growth and development will be explored as well as the importance of the art program within the overall school program. Art materials, methods and activities will be discussed within the context of a child's development. Specific research techniques will be explored to "Put Theory Into Action". The theories of Victor Lowenfeld, Rhoda Kellogg, Howard Gardner, among others will provide the basis of our studies.

Foundations of Art Education will introduce the following four disciplines of art which form the basis of Discipline-Based Art Education, the currently accepted art curriculum philosophy:

• ART PRODUCTION: Using art media and techniques to produce visual images.
• ART HISTORY: Recognizing personal, geographic, and chronological styles and visual symbol systems.
• ART CRITICISM: Analyzing and evaluating the sensory, formal, technical, and expressive qualities of a work of art.
• AESTHETICS: Examining the human responses to works of art.

Art Education as a program of study will allow the student to relate the four disciplines of art to professional learning experiences such as the art studio, art history, Educational Theory and Psychology.

The understanding of the intellectual, emotional, social, physical, perceptual, creative, and aesthetic growth and development of children at different ages and levels of development will provide a greater understanding of each child as an individual and will encourage greater individualization of teaching. The goal is for art to become an instrument to educate the "WHOLE CHILD".

Documented observation and participation in art classes of varying ages, abilities, and school structures followed by analysis and evaluation of the situations will provide an understanding of how children function in school as well as first-hand knowledge of the realities of teaching for the consideration of future career choices.

Most importantly, this course will start the development of a personal philosophy of Art education through the establishment of both short range and long term goals. Through a career in art education , you will have the opportunity to create an e environment in which your students will grow and develop, through art, to their fullest potential.

• A written critique of a personal art education experience of your past which has significance to your current career choice.
• Written documentation of a minimum of five hours observation/participation in a school art program (see handout for further information).
• A written analysis of a piece of children's art based on observation, research, interview, and evaluation to develop an understanding of the role of school and home environment on visual art development.
• Written summaries and analyses of the leading art education theorists from the history of art education.
• Participation in the afterschool art program and the Mentorship Network.
• Chapter summaries of text readings.
• among other assignments

• Interest, dedication, and professional commitment
• Quality of assignments and written papers
• Midterm and final exams
• Completion of the observation requirement
• Class participation
• Attendance

Creative and Mental Growth by Viktor Lowenfeld

plus selected readings

Foundations of Art Education, required for students majoring in art education, endorses the Plymouth State College conceptual framework for teacher education: CHECK. The experiences required for this course are Collaborative and Holistic and are based on Experience, Commitment and Knowledge of the disciplines of the Fine Arts.

In accordance with our accrediting agencies, PSC has adopted a conceptual framework, a shared set of beliefs and attitudes which serve as the foundation for teacher education programs. This framework identifies the concepts which we value for future teachers which are translated into coursework, field experiences and academic policy. The framework is organized into the acronym "CHECK" and involves concepts across personal, professional and pedagogical dimensions:

• Collaborative: Developing partnerships is essential to the teaching/ learning process.
• Holistic: The needs of the whole learner are addressed by this course.
• Experience: Since learning is contextual, students will understand the connections between subjects, events and life.
• Commitment: The teaching/ learning process plays a role in the formation of personal and social values.
• Knowledge: Mastery of the subject matter, related processes, and assessment methods is an essential goal of teaching/learning.

The following is a statement written by a former professor when I was an Art Education Major at the University of Buffalo. This statement had a great deal of significance to me as a beginning teacher. I read it often; it may be of interest to you as a future teacher.

Dead teachers only pretend to be people

they are two-faced and have only singular goals

which result in a minimal performance

and a comfortable nonexistence

and no mistakes.

Teachers who don't make mistakes do not need to learn

and they teach pupils that they do not need to learn--

if they pretend to learn.

When pretending is the learning process

the final grade is death and

dead pupils who get degrees may become dead teachers.

Alive teachers

beget alive pupils

Who are real people,

Whole people

With multiple goals,

Resulting from ambiguity

Resolved in alternation of activities,

Producing cause and effect strategies

for directed learning,

Which is real teaching,

Which is teacher-learning.

In teaching pupils how to learn

Alive teachers

Beget Alive Pupils.

Lyman Jones

Buffalo, New York

1969