380 SPR 95 SYL Rev 4/95

ART 380 & 380 L, CHILDREN'S ART & LAB: Dr. Edie Pistolesi, Instructor- Spring 2017 SYLLABUS [email protected] office hrs: TTH 10:30-11 am, TTH 4-4:30 pm, & by appt. AC 211

Course Catalog Description Recommended for Multiple Subjects Credential Candidates. Development of fundamentals and principles for determining art experiences for children. Understanding the significance of art in the child's development. Emphasis on developing basic art skills in criticism, aesthetics, history, and studio production.

Course Objectives We will study theory and philosophy of art education with emphasis on child development in visual arts. We will develop perceptual and conceptual knowledge of formal and expressive components of art. We will demonstrate and practice art production with a variety of art forms and media and continue to develop formal and expressive skill and concept proficiency. We will integrate The Visual and Performing Arts Content Standards for California Public Schools into the general elementary school curriculum, and make connections with visual art to music, theatre, and dance.

The Art Department Program Goals addressed in this course are:  Basic Skills Developing a foundation of art knowledge, theories, skills, craftsmanship and technologies, where ideas and concepts are communicated in writing, speaking and art making.  Art Knowledge Broadening knowledge of ancient through contemporary art and to develop an understanding of art within theoretical, cultural, and historical contexts.  Critical Thinking Analyzing, interpreting, and questioning traditional methodologies and pre- conceived notions of art and art making through the process of generating and solving problems.  Interdisciplinary Connections Exploring and engaging in interdisciplinary forms of art making.  Global Perspectives Promoting an appreciation and tolerance of diverse perspectives dealing with art, culture, teaching and learning.  Collaboration Encouraging both individual and collaborative art experiences among students, faculty, and community.  Professional Preparation Developing career paths for various art professions and an understanding of the demands and expectations of those areas.

Student Learning Outcomes: Student learning outcomes are based upon the Content Domains for Subject Matter Understanding and skill in art. Aesthetic Perception-Students will acquire conceptual knowledge of art and accurately define and use the formal vocabulary of the visual arts to analyze works of art and aspects of visual culture. Creative Expression: Students will acquire knowledge of the process of creating works of art and use visual, cognitive, technical, and expressive skills and concepts of art to express ideas. Historical & Cultural Context: Students will acquire and demonstrate conceptual knowledge of art in cultural context, including knowledge of world arts, the history and diversity of art in societies past and present, and cross cultural themes in art. Aesthetic Valuing: Students will acquire conceptual knowledge of a wide diversity of forms, purposes, media, and functions of art as they respond to, analyze, interpret, and critique the artwork of others and themselves. Connections, Relationships, and Applications- Students will acquire a broad and deep knowledge of art and possess a high degree of visual literacy as they understand connections and relationships between visual art and the other arts, as well as other disciplines, and a world filled with visual messages. Student will become familiar with broad range of career opportunities available in the field of visual art and the roles and functions of art in a variety of professions and industries. History and Theories of Learning in Art- Students will demonstrate a comprehensive understanding of the history and theories of art and art education and the role of arts in human development, with special focus on in depth knowledge of proficiency levels and developmental theories in art.

Primary activities in this course are: Approximately 2-4 gallery/museum visits including written assignments.

A series of Individual and group art/art education projects culminating in a Showcase Portfolio made up of all written and visual projects, including sequentially dated class notes that document the proceeds of each class meeting.

Visual projects are divided into two sections: 1. Specific activities for children including your teaching models, with visual and written lesson plans visual references, conceptual content, and documentation.

2. Art production: Projects specifically chosen to allow you, as an adult to develop visual art skills through a guided mastery process. Art production will include a variety of media inspired by research, themes, artists and artwork.

Additional details will be discussed in class.

Course Expectations- Students are expected to participate fully in class discussions and activities. to fulfill class requirements on time. (Late assignments may be graded down.) to arrive on time and stay to the end of class, unless given instructor permission.

2 to develop personal mastery of artistic skills, concepts and ideas, as well as design art curriculum for children. Course expectations, continued: to exhibit craftsmanship aka “neatness” when working with tools and materials. to clean up after themselves. to collaborate responsibly with others. to supply and supplement any additional art materials and tools not provided by the instructor. to create an art education “Showcase Portfolio.”

GRADES, ASSESSMENT, & EVALUATION

Course Evaluations- Student learning outcomes will be assessed and evaluated based upon scoring rubrics, portfolio evaluations, written reflections, class exercises, assignments, active class contribution and discussion, professional attitude, and regular and punctual attendance. This course is visual with written assignments an integral part of the course. Standards for written work will be the same as in university level composition and literature courses. Essays must be typed, double-spaced, contain complete sentences, good grammar, foot/endnotes when appropriate, and correct spelling. Use Arial font, #12 for reports/essays. Written papers will be evaluated via the Research Rubric Guidelines.

380/L is divided into 2 units (380) Lecture, and 1 unit (380L) Lab. Grade points for lecture, writing and reading will be generally assigned to 380 (2 unit lecture section). Grade points for visual projects will generally be assigned to 380 Lab (1 unit lab section). Details will be discussed in class.

Other considerations for grading include: attendance, participation, and professional attitude. (See details for each below)

Numeric grades of 1-5. Project does not meet criteria: below average range, (F to D+): 1=F 2=D

Project meets minimum criteria range, (C- to C+) 3=C

Above average to good, (B- to B+) 4=B

Very good to outstanding, (A- to A+) 5=A

Objectives as stated by professor for each assignment and project will be criteria for evaluation. A specific rubric will be presented for each project and discussed in class. Mid-semester evaluations will be discussed with each student individually, through scheduled meetings.

3 Note: Grade points are not based on effort but on results. If you are not clear on what the results should look like, you must ask questions.

Note: practice prior to achieving mastery is typical and to be expected. Instructor will expect students to work and re-work assignments and projects until criteria are achieved before turning it in for grading.

Note: In general project points increase in value as the assignments become more complex. Exercises for the basic skills of the elements & principles of art and design such as practice line and value drawing or composition exercises, for example are worth less in terms of points. They must be mastered, however, in order to apply them effectively to more complex projects. Final grade is cumulative; missing parts of assignments will affect your final grade outcome.

ATTENDANCE From the CSUN 2015-2016 catalog: A-4. Attendance (Class Attendance): http://www.csun.edu/catalog/policies/attendance-class-attendance/. Students are expected to attend all class meetings. Students who are absent from the first two meetings of a class that meets more than once a week, or from the first meeting of a class that meets once a week, lose the right to remain on the class roll and must formally withdraw from the class, following University procedures and deadlines. Failure to formally withdraw from a class will result in the instructor assigning to the student a grade of “WU” (Unauthorized Withdrawal), which, in computing a student’s GPA, counts as a grade of “F.”

In a compressed term or session of fewer than 15 weeks, the rule applies if the first class meeting is missed. An instructor may allow a student to continue in the class if the student notified the instructor that the absence would be temporary. If no instructor was assigned to the course in advance, students must notify the department chair that their absence from the class will be temporary. Absences

Any absence after the first free absence causes lost grade points; after two unexcused absences grade may be dropped one letter grade. Being late to class is not acceptable: three lates = 1 absence; the same policy applies for leaving class early unexcused. Lateness begins immediately after the designated class time begins.

Reasons for absences must be in writing within one week of return to class (such as a doctor’s signed note or other official paperwork, such as jury duty notice, car tow or service receipt – must reflect date of absence). Students are responsible for contacting instructor regarding absences, expected late arrivals to class or need to leave class early; no contact with instructor is interpreted as unexcused.

Absentee/Tardy make-ups: No more than 3 tardies/early-outs, and only one unexcused absence may be possible but not guaranteed per semester; make-up time and method is ONLY per agreement with instructor, varies per semester, and may not always be possible.

THE FOLLOWING ARE EXAMPLES OF (BUT NOT LIMITED TO) NON- ACCEPTABLE EXCUSES: 1. Traffic/Not finding a parking space. 2. Employment

4 obligations. 3. Other classes. 4. Dog (or other pet) ate my homework. 5. Someone is getting married. 6. Planned a vacation to Hawaii (or elsewhere). 7. Weather: it’s too hot, too cold, or it rained. 8. Sorority, fraternity or club commitments. 9. Any social event excluding events such as funeral, major illness, or critical caregiver obligations.

ACCEPTABLE EXCUSE examples: receipt from clinic visit, note from doctor with signature and date, receipt for car service w/date and time, police report, court documents, any other type of signed documentation regarding time, date and unavoidable reason for absence. Events such as funeral, major illness, or critical caregiver obligations must be documented, see instructor for options.

*Email contact that you will not be in class, while helpful, does not necessarily constitute a viable excuse.

PARTICIPATION

Participation in the form of reading, writing, individual, large and small-group activities is important to getting the most out of this course. Discussion and questions generated by students is important to learning for everyone, provided the issues are relevant to the activities and topics of the course. Regular consultation with instructor is included in participation for this course. The CSUN Code of Conduct is available to view here: http://www.csun.edu/catalog/policies/student-conduct-code/

**Non-compliance with “participation”: in addition to the likelihood that assignments may be poorly or incorrectly done, negative participation examples include the following: no consultation with instructor, chatting with classmates, sleeping, reading non-course materials, browsing the web, texting or other non-class related activities and behaviors – such activities and behaviors can result in an additional 20% of final grade lost. See below regarding policy for disruption of group activities.

Disruption of instruction to the group or behavior interpreted as teacher abuse will be identified by instructor and will not be tolerated; individuals may be asked to step out during class for conversation about behavior issues, or in extreme cases, asked to leave class for the day. Further action may result in consultation with the Art Dept. administration and/or the Dean of Student Affairs for assistance with disciplinary policies and procedures.

Classroom environment: Teaching and learning is an emotional experience as much as it is cognitive. The instructor and class members enter into relationship during the course of a semester, therefore it is important to be aware how your moods and behavior affects your learning and that of your classmates, as well as instruction to the group.

 Respect the individual rights, uniqueness, diversity and opinions of all class members as well as those of the instructor; if you don’t already have it, cultivate politeness when addressing others.

5  Listen with an open mind to the ideas and opinions of others. Remember that listening to many different points of view, no matter how different or controversial, by contrast allows you to understand your own views better.  Actively listen, join in, and participate in classroom activities and discussions.  Take ownership of your thoughts, comments and actions.  Help maintain this classroom as a safe place to learn, explore and grow.

“Every day I go towards something I don’t understand—what there is to see—not just what I want to see.” Yoyo Mas, Cellist

PROFESSIONAL ATTITUDE AND PRACTICE

Developing a professional attitude and practice for teaching is important; part of that development is respect for yourself as a student and your personal learning, as well as respect for the instruction and learning of other students in the classes in which you agree to be a member. Ideally, a classroom is a community where members meet and participate for their own and others’ benefit. The more you put into it, the more you will get out of it, and the more investment you will have in what happens in the classroom.

Accountability is also an important aspect: for attendance, assignments, and communication with both teacher and fellow students. As a student in this class, think about what kind of role model you would like to be for your students, and act accordingly.

The following is a detailed list of the standards for professional practice as a student, future or current teacher, self-employed professional, and/or employee for a company:

 Coming to class on time and prepared.  Maintaining a cheerful, professional, constructive attitude.  Contributing substantively and positively to group and class dynamics.  Participating enthusiastically in whole class activities, small group activities, and collegial presentations.  Offers relevant, insightful, and constructive comments during class, but does not dominate discussions.

**Non-professional behavior includes the examples provided above for attendance, participation, and the opposite of the items in the standards list. Up to 20% additional final grade points can be lost if behavior and attitude is disruptive to learning and detrimental to instruction. Action with Dept. of Art administration, and/or Office of Student Affairs may be taken, if student is unresponsive to requests for change. Also see http://www.csun.edu/catalog/policies/student-conduct-code/.

All Cell Phones Must Be Off or Silent During Class! No text messaging, no internet browsing unless class-related and requested or approved by professor, no gaming, working on homework or projects for other classes. If you have an emergency and need to access your messages or place a call during class, please inform instructor in advance.

6 Other electronic devices: a laptop or tablet is good in class for purposes of accessing an online textbook, taking notes, referencing researched images, or other course- related work. A smartphone may be used for information and image searches with approval from instructor, but cannot be out for use unless discussed with instructor.

LATE WORK Work is due on due date unless otherwise agreed upon in advance with instructor. If no agreement has been reached, for every day that assignment or project is late, grade is dropped ½ the acquired points.

REVISED WORK Revisions must be only upon agreement with instructor. Only selected (by instructor) assignments and projects may be revised following the date work is returned; credit for revisions is for completed sections only. Incomplete work will not be accepted for revisions. Revision allowances change per semester.

SPECIAL NEEDS Students who need accommodations with testing, course content and activities may wish to review the Center on Disabilities website for detailed information on how to register and access resources for assistance. Please see instructor as early as possible in the semester regarding special needs and accommodations. Center on Disabilities website: http://www.csun.edu/cod/.

PLAGIARISM Plagiarized work will not be accepted, revisions may not be allowed, and the matter referred to the Office of Academic Affairs (see details below).

CSUN Policy on Plagiarism The following is from CSUN Library website on Research Strategies 5: Citing Your Sources: Plagiarism; http://library.csun.edu/Guides/ResearchStrategies/AvoidingPlagiarism .

The following sections are excerpted from the California State University Northridge Undergraduate/Graduate Catalog, 2014-2015, Policies (accessed August 26, 2014): "Cheating or plagiarism in connection with an academic Program at a CSU campus is listed in Section 41301, Title 5, California Code of Regulations as an offense for which a student may be expelled, suspended or given a less severe disciplinary sanction." Also see http://www.csun.edu/catalog/policies/penalties-for-academic- dishonesty/.

Plagiarism [definition]: Intentionally or knowingly representing the words, ideas, or work of another as one's own in any academic exercise.  Direct Quotation: Every direct quotation must be identified by quotation marks, by appropriate indentation or by other means of identification and must be promptly

7 cited in a footnote. Proper footnote style for any academic department is outlined by the “MLA Style Sheet” or K. L. Turabian’s A Manual for Writers of Term Papers, Theses and Dissertations. These and similar publications are available in the Matador Bookstore and at the reference desk of the Oviatt Library.  Paraphrase: Prompt acknowledgment is required when material from another source is paraphrased or summarized in whole or in part in your own words. To acknowledge a paraphrase properly, one might state: “to paraphrase Locke’s comment . . .’’ and conclude with a footnote identifying the exact reference. A footnote acknowledging only a directly quoted statement does not suffice to notify the reader of any preceding or succeeding paraphrased material.  Borrowed Facts or Information: Information obtained in one’s reading or research that is not common knowledge among students in the course must be acknowledged. Examples of common knowledge might include the names of leaders of prominent nations, basic scientific laws, etc.

Fabrication Intentional falsification or invention of any information or citation in an academic exercise. Comments:  “Invented’’ information may not be used in any laboratory experiment or other academic exercise without notice to and authorization from the instructor. It would be improper, for example, to analyze one sample in an experiment and covertly “invent’’ data based on that single experiment for several more required analyses.  One should acknowledge reliance upon the actual source from which cited information was obtained. For example, a writer should not reproduce a quotation from a book review [secondary source] and indicate that the quotation was obtained from the book itself [primary source].  Students who attempt to alter and resubmit returned academic work with intent to defraud the faculty member will be in violation of this section. For example, a student may not change an answer on a returned exam and then claim that they deserve additional credit.

(http://www.csun.edu/catalog/policies/academic-dishonesty/; Retrieved January 9, 2016).

REQUIRED TEXTS (3) Purchase USED if possible!  By authors Fichner-Rathus, Understanding Art, 10th, 9th,8th 7th,6th editions. (NOT the 11th edition). Used print copies are most highly recommended for this course. For Print Copies: Search online for the best deals at any of the following (also other textbook sites that may not be listed here):  www.cheapesttextbooks.com - this site (I am told) compiles info and price comparisons from other sources, including www.amazon.com , www.half.com , www.abebooks.com .  In addition to the above, this is another site: www.alibris.com .

8 For Digital Copies of Text: (best for computers, iPads, and tablets. Phones are too small to see Images well.)

UNDERSTANDING ART E-BOOK, FICHNER-RATHUS (10th ed.) for digital text rental: CSUN Bookstore-you pay them for an access code, they will give you a card with the access code on it.

 California State Art Standards - http://www.cde.ca.gov/be/st/ss/vamain.asp. (free, online only, no print)

 Common Core Standards - http://www.cde.ca.gov/re/cc/. (free, online only, no print)

*Note: You MUST have access to a copy of the textbook within the first 2 weeks of school. Copies of the textbook may also be on course reserve in the library, 4th floor.

Assignments are subject to change at the discretion of the instructor, and/or as a result of class negotiations with her. If changes occur, they will be announced in time to allow for adequate preparation (or relief). “+” and “–” grades will be given. Most projects may be done over to improve a grade. Details will be explained in class.

IN ADDITION: My classes require awareness and knowledge of issues of arts, politics, and culture in general. Reading, watching, and listening to a range of news is mandatory: Nearly all information can be found online:

Democracy Now! [email protected] M-F. This site is mandatory to listen to and/or watch. There will be brief, short assignments related to this site for discussion in class. Details TBA.

Don’t forget The CSUN Daily Sundial, also online! Hometown newspapers online: www.dailynews.com/ Los Angeles Times - California, national and world news - latimes.com www. latimes .com/ "NYTimes.com News Alert" The Huffington Post CNN, FOX NEWS, CBS, NBC, MSNBC, ABC, COMEDY CHANNEL, etc., etc.

NOTE: Syllabus is subject to change

9 10 REQUIRED MATERIALS AND SUPPLIES 99 CENT STORE/DOLLAR STORES: All over the LA area (with the closest one just below Nordhoff, on the East side of Reseda), are all good for general supplies. Michael’s (with a coupon!) for the color wheel.

 Three-ring binder, sturdy, stiff backed, not floppy. 1”-2” and 8.5 x11” plastic sheep protector sleeves for final portfolio. This portfolio must be dedicated for Art 380 ONLY and brought to EVERY class meeting.  Lined notebook paper, 8.5” x 11”  Artist Pocket Color Wheel, small or large, (Michael’s with a coupon)  Two 2-B pencils, one mechanical and one regular wood.  White or “Pink Pearl” eraser or similar eraser  Individual pencil sharpener  Sharp scissors that will cut paper, string, etc., (99 Cent Store!)  12” ruler  Digital camera to document processes/projects. Most phone cameras are okay.  Small portfolio carrier, box and/or sturdy bag for artwork & materials. The dollar stores are good for plastic boxes.

Basic art supplies provided by art department. Students must supplement with some other supplies for depending on particular projects. Recycled and found materials, other types of supplies will be discussed and demonstrated by instructor. Costs will be minimal, similar to an average school classroom. Students may enhance their personal supplies at their discretion.

BRING TEXTS, NOTEBOOK, AND PROJECT MATERIALS, ESPECIALLY SCISSORS, TO EVERY CLASS MEETING. Depending on the project, class may be doing artwork during lecture and lab hours.

TOPICS AND ACTIVITIES

Research: students will research articles, information and reference photos on various topics related to discussions, writing, and art projects. Art Projects will work with Elements & Principles of Art & Design, multiple subjects for themed and integrated art with contemporary socio-cultural issues, science, social studies, language arts, art movements and artists. Writing and occasional pop-quizzes will include several of the following: compare/contrast, exhibition analysis, reflection, lesson planning, standards, summaries of readings, individual or group class exercises. NOTE: Gallery/exhibition papers will be BRIEF, (1-2 pages) and structured under specific, strict guidelines TO BE DISCUSSED AND EXPLAINED IN CLASS.

11 Final Portfolio: Professional-grade collection of artworks and photos, lesson plans with description of projects, written material (changes per semester) and including hand written class notes.

GENERAL SEQUENCE OF EVENT SCHEDULE:

Weeks 1-3. Child Development in Art: Lectures on visual development of young children, including examples of projects, kinds of art materials, and lesson details.

Week 3: The required textbook, (authors Fichner-Rathus, Understanding Art), will be due by the third week of school. Gallery report structure will be presented and Gallery report #1 will be given. Due date TBA.

Week 4-the end of the semester: Developmental art units begin, each with a series of skill building exploration lessons. 380 students will create teaching models and visual organization of the sequential process of each unit.

Week 4-the end of the semester: Interspersed with the children’s art units, students will work at adult level skill building for their own visual development.

On and around Week 6-ongoing mid-semester individual meetings with 380 students arranged during office hours and by appointment.

Final two weeks of the semester will be devoted to preparation and organization of all visual and written assignments into a professional “showcase” portfolio.

Final portfolio evaluation is scheduled for 12/13/16, Tuesday. Art & Design 211.

Schedule is subject to change

SUPPORT SERVICES FOR STUDENTS

 How to do Library and Internet Research: http://library.csun.edu/Guides/ResearchStrategies/GettingStarted. How to use the library catalog, ways of conducting Internet searches and how to recognize valid internet sources.

 Citation Style Guides for Writing: http://library.csun.edu/Guides/ResearchStrategies/CitationStyleGuides. Provides guidelines and samples for referencing and citing sources.

 Learning Resource Center: http://www.csun.edu/lrc/, 818.677.2033, Bayramian Hall 408. The mission of the LRC is to enable students to improve their academic performance through a variety of learning programs including workshops, one-on-one and group tutoring, Supplemental Instruction classes and interactive subject area computer programs and videos. Students who use LRC learning programs will develop and strengthen their critical thinking skills, study strategies, writing skills and performance in subject matter courses.

 Academic Advisement: http://www.csun.edu/csun-eop. (818) 677-4151. University Hall 205. Educational Opportunity Programs (EOP) at California State University, Northridge designs,

12 administers, and supports programs that deliver access and retention services to CSUN students. EOP provides services to historically low-income, educationally disadvantaged, first-generation college students; a population that not only reflects the diversity of CSUN’s feeder communities but also the diversity of the University itself.

 University Counseling Services: http://www.csun.edu/counseling/, Bayramian Hall 520. (818) 677-2366, Option 1. [They] provide a variety of free services, including individual counseling and a wide variety of group counseling options. Our trained professionals offer outreach workshops for faculty, staff and student organizations on academic, mental health, interpersonal and wellness topics.

 The Career Center: http://www.csun.edu/career/students/, 818.677.2878, University Hall 105. Need some help in deciding on a career? Or do you know your career and need to meet employers? Perhaps your resume needs some sprucing up? The Career Center offers a variety of services for students, from those new to the University to those about to graduate into the world of work.

BIBLIOGRAPHY: Additional suggested reading material (optional) and more can be added.

 Arts and Activities Magazine; PDC Educational Services. San Diego, CA.  Fineberg, Jonathan. (1997). The Innocent Eye: Children's Art and the Modern Artist. New Jersey: Princeton University Press.  Hurwitz, Al and Day, Michael (2006). Children and Their Art: Methods for the Elementary School.  Levine, Fred (producer). (2005). Where the garbage goes [videorecording].  Mazza, Samuele. (1994). Cinderella’s Revenge. San Francisco: Chronicle Books.  School Arts Magazine, Davis Publications, all issues, from 1912 to the Present.  Sendak, Maurice. (1963). Where the wild things are.  Silverstein, Shel. (1992). The giving tree.  Van Allsburg, Chris. (1981). Jumanji.  Van Allsburg, Chris. (1987). The alphabet theatre proudly presents: the Z was zapped: a play in twenty-six acts.  Zinn, Howard. (1999). A People’s History of the United States: 1492-Present. New York: HarperCollins