Fall 2019 - EDUC 868 G001
Curriculum Theory and Art Education (5)
Class Number: 5887
Delivery Method: In Person
The course examines and relates conceptions of creativity and response in the visual arts to the fundamental questions of curriculum theory.
DESCRIPTION This course is designed to explore: the historical, cultural, and philosophical roots of the major worldviews; the various theoretical orientations to curriculum; the different positions regarding pedagogy; and other influences on our understandings of what art is, the role of the artist, and our perspectives on art education. From within these various cultural and epistemological perspectives we will focus on how cultural conceptions of art, and the role of the artist impact society, and art education. We survey how differing perspectives and understandings have arisen in relation to art, and the role of the artist and how these directly impact our approaches to art education. We will explore conceptions of curriculum, current concerns, and look at diverse approaches to pedagogical practice in light of these overarching themes. The student as artist/educator will be encouraged to bring together theory and practice as well as personal knowledge in relation to their own understandings of education, art and their particular art-form. As artist/researchers they will be encouraged to explore an in-depth arts-based inquiry within their teaching specialty and/or research interest
COURSE-LEVEL EDUCATIONAL GOALS:
GOALS AND LEARNING OUTCOMES
1. To cultivate ones capacities as an artist/educator/researcher in collaboration with others in a community of inquiry.
2. To deepen and broaden ones knowledge about the historical, cultural, and philosophic orientations to knowledge, curriculum, art and therefore art education.
3.To critically reflect on ones worldview and understanding of education.
4.To engage in an en-visioning process in order to re-imagine ones orientation to education as well as art education, and to create a future curriculum to be enacted.
5. To engage in arts-based narrative inquiry process.
6. To cultivate ones own artistic practice.
7. To develop greater understanding as an artist/educator of the conceptions of curriculum and pedagogical practice and how this impacts art education.
8. To develop greater capacity as an artist/researcher by exploring indigenous as well as arts-based and arts-informed research methodologies.
- Personal Journal/Art/Lived Curriculum of Practice Portfolio: 20%
- Presentation of Arts-based Narrative Inquiry: 40%
- Final Métissage paper: 40%
*Note: Each student is expected to have completed all the course reading, assignments, and to actively contribute to class discussions as well as other group processes.
It is also recommended that each student maintain a journal or field notebook and portfolio, which can serve as a forum for on going critical reflection, lyrical writing, observations, sketches, rumination, and as place for noting ideas and insights. Students are also expected to engage in multi-disciplinary learning, participate in various forms of inquiry, and present or represent their work in multiple artistic modalities or literacies.
MATERIALS + SUPPLIES:
It is recommended that each student have an 18X24 pad of newsprint for sketching and a set of 24 or more of soft pastels.
Andrews, Bernard. (2019). Perspectives on Art Education Research in Canada Volume 1: Surveying the Landscape. Leiden, The Netherlands: Sense Publishers.
Eisner, Elliot. (2002). The Arts and the Creation of Mind. New Haven: Yale University Press.
Greene, Maxine. (2000). Releasing the Imagination: Essays on Education, the Arts, and Social Change. San Francisco: Jossey-Bass Publishers.
ISBN: ISBN: 0-7879-5291-5
Hasebe-Ludt, E., Chambers, C., Leggo, C. (2009). Life Writing and Literary Metissage as an Ethos for Our Times. New York, NY: Peter Lang.
Hogan, Linda. (1995). Dwellings: A Spiritual History of the Living World. New York, NY: Simon &Schuster Inc.
Wagamese, Richard. (2016). Embers: One Ojibways Meditations. Madira Park, BC: Douglas & McIntyre.
Cajete, Gregory, (1999). Look to the Mountain: An Ecology of Indigenous Education. Skyland: Kivaki Press.
Graduate Studies Notes:
Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS