AE 2000 Art Education Sophomore Portfolio Review 0 credits

Students who have completed 45-60 credit hours participate in a portfolio review to ensure they are progressing appropriately in the art education program. A cumulative portfolio of work from art education courses is presented by the student; field observation hours are reviewed; and documentation of having passed the fingerprint and background checks is examined.
Prerequisite: FD1990 Freshman Portfolio Review

AE 2215 Introduction to Art Education 3 credits

Field experience/observation hours: 30 clock hours in a public or private school setting. The goal of this lecture/field experience class is to introduce philosophical issues about art education and to anticipate the practical application and resolution of these issues. Students research introductory and basic elements of curriculum design, lesson/unit plans, and assessment strategies. They generate applicable and pedagogically sound solutions addressing whom to teach, what to teach, how and when to teach. At the conclusion of this course, students will be familiar with leaders in art education and the issues and debates that currently define the field. Utilizing classroom observations and hands-on teaching practice, students will gain the knowledge to engage in learning and teaching as a reflective and active process.
Prerequisite: None

AE 2220 Philosophy of Art + Education 3 credits

Field experience/observation hours: 30 clock hours in a public or private school setting. This course discusses and analyzes philosophical issues in art and education, and their historical contexts. Students analyze the differences between and similarities among many philosophies, and examine how each led to and affect one another, as well as society and culture. At the conclusion of this course, students have developed an individualized philosophy of art and education. Students identify theories and philosophies in action through readings, discussions and field observations in K-12 classrooms, and they better understand current debates in art education and how they affect society and culture.
Prerequisite: WO 1060 Philosophy of Art + Design; AE 2215 Introduction to Art Education; must be an Art Education major

AE 2230 Psychology of Creativity 3 credits

Field experience/observation hours: 30 clock hours in a public or private school setting. This course offers an in-depth study of the aspects of the human personality that support or block creative impulses. The material includes discussion of well-known creative people in all disciplines, including science, literature, music and art. Students examine how positive and negative aspects of personality influenced creative people’s work. Students explore the influence of culture and social standards on creativity and further understand their own personal creative process and style. At the conclusion of this course, students are able to apply the principles of psychology to the process of creativity. Through assignments, papers, observations, and readings, students learn of the complexity of creative thinking and how it applies in K-12 art education.
Prerequisite: WO 1060 Philosophy of Art + Design; AE 2215 Introduction to Art Education; must be an Art Education major

AE 2240 Instructional Technology 3 credits

Students learn applications that support instruction and enhance student learning, including the use of the computer as an image-making tool. Skills at various levels include: technical use of the computer, spreadsheets, databases, presentation software, wikis, blogs, basic stop motion animation and editing, digital storytelling and use of the Internet. By the conclusion of the course, students are able to use the computer for a variety of teaching situations, are familiar with digital image making software, can track and analyze student progress, and have prepared and delivered visual presentations.
Prerequisite: AE 2215 Introduction to Art Education; must be an Art Education major

AE 3000 Art Education Junior Portfolio Review 0 credits

Students who have completed 75-90 credit hours participate in a portfolio review to ensure they are progressing adequately in the Art Education program. A cumulative portfolio of work from art education courses is presented by the student; filed observation hours are reviewed; documentation of having passed the fingerprint and background checks is examined. Passing of the PLACE test is required for this review.
Prerequisite: AE2000 Art Education Sophomore Portfolio Review

AE 3220 Teaching in a Multicultural Environment 3 credits

Field experience/observation hours: 30 clock hours in a public or private school setting. Students learn how race, culture, and immigration affect society, and the role of public education in a democratic society. Students investigate how culture affects education. They learn current theories of multicultural education and their place in the contemporary politics of public education. Students use this knowledge to develop successful instructional practices that create positive learning environments for a variety of diverse K-12 learners. By the conclusion of this course, students have developed curriculum that educates K-12 students on the importance of critical citizenship, and have learned how to take action on social issues in their own lives.
Prerequisite: WO 1060 Philosophy of Art + Design; AE 2210 Introduction to Art Education; must be an Art Education major

AE 3240 Reading in the Content Area 3 credits

Field experience/observation hours: 30 clock hours in a public or private school setting. The course has three main goals: identifying the metacognitive skills inherent in an arts curriculum; investigating models of arts integration; researching potential texts, art making activities, and classroom activities that support higher order thinking in the arts. Objectives include comparing and contrasting the common elements of written, spoken, and visual language. Journaling serves as a main strategy. By the conclusion of this course, students understand the many correlations between visual arts and literacy development, and have developed lesson plans that illustrate learning that is unique to the arts classroom. They demonstrate an understanding of visual literacy through the development of strategies for teaching and the creation of lesson plans that incorporate critical thinking skills in arts-based curricula.
Prerequisite: WO 1060 Philosophy of Art +Design; AE 2210 Introduction to Art Education; must be an Art Education major

AE 3250 Printmaking 1 3 credits

Students transfer their drawing skills to a variety of printmaking techniques and mediums that have direct application to techniques, materials, and equipment appropriate to the public school and professional setting. Water-based materials are emphasized. Safe practices using minimal amounts of oil- based mediums and solvents are explored, including monoprint, linotype, dry point, relief and chemical resist printmaking methods. By the conclusion of this course, students have learned a variety of printmaking techniques and practices for utilization in the K-12 classroom.
Prerequisite: FD 2120 Visual Design 2

AE 3260 Methods in Art Education K-12 4 credits

Field experience/observation hours: 40 clock hours in a public or private school setting. This course provides students the opportunity to synthesize their learning before going into the field as a student teacher. This methods class puts theory and planning into practice. Students will author and instruct standards-based units that effectively combine their practice as artists, their knowledge as educators, and their liberal studies courses. Students will apply the elements of curriculum design, lesson/unit plans, accommodations, modifications, and assessment strategies as part of their own action research in the field. Students model and demonstrate the skills intrinsic to the lesson, participate in the process, and create the art product resulting from the lesson objectives. Students will understand what it means to be part of a professional learning environment, based on common inquiry, personal reflections, and peer feedback. Research and investigations of student diversity, multicultural objectives, learning styles, and exceptionality are incorporated into practical applications. At the conclusion of this course, students will develop a professional portfolio that demonstrates findings of their research as it relates to their teaching philosophy, methods and strategies for developing art programs for the K-12 student, instructional objectives, lesson and unit plans using a variety of media, and personal reflection based on classroom practice.
Prerequisite: AE 2215 Introduction to Art Education; AE 2220 Philosophy of Art + Education; AE 2230 Psychology of Creativity; AE 2240 Instructional Technology; must be an Art Education major

AE 3280 Statistics: Assessing Learning + Teaching 3 credits

Field experience/observation hours: 30 clock hours in a public or private school setting. The course introduces basic statistics principles and applies them to the purposes for and approaches to assessment, both traditional and alternative. Study includes quantitative and qualitative methods for assessing student performance in art and design, as well as course and program effectiveness. Proficiencies are determined by measuring the student’s ability to organize data, plan teaching effectiveness, devise and demonstrate assessment and evaluation instruments and methodologies. At the conclusion of this course, students will have learned basic statistical methods for data collection and analysis for the purpose of assessing teaching and learning in K-12 schools. Students will also become familiar with how to assess their own teaching skills and to recognize the importance and methods of assessing student learning in the classroom.
Prerequisite: AE 2215 Introduction to Art Education; AE 2220 Philosophy of Art + Education; AE 2230 Psychology of Creativity; AE 2240 Instructional Technology; must be an Art Education major

AE 3330 Jewelry 3 credits

This metal working and jewelry making course has an emphasis on K- 12 projects. Professional applications include basic fabricating, forging, lost-wax casting, stone setting, soldering, joining, fastening and forming, patinas and other surface treatments. At the conclusion of this course, students will understand basic jewelry techniques and develop projects for utilization in the K-12 classroom.
Prerequisite: FD 2120 Visual Design 2

AE 3345 Fibers Studio 3 credits

Various fiber media are explored, emphasizing those with direct application to a public art school program and professional practice. On- and off-loom weaving (including handmade, strap, table or floor looms) are integrated with soft-sculpture approaches. Students learn warping of looms from 2 to 4+ harness design and investigate different fibers in relationship to these processes. At the conclusion of this course, students will be familiar with the diverse vocabulary of fiber media through a variety of hands-on and research assignments. Students will also learn traditional and historical weaving and surface design processes, as well as contemporary potential for creative expression with natural and man-made fibers.
Prerequisite: FD 2120 Visual Design 2

AE 4245 Classroom Management 3 credits

Field experience/observation hours: 30 clock hours in a public or private school setting. The goal of this course is to enable teacher candidates to design, organize, and facilitate positive learning environments. Students will observe, document, devise, and discuss consistent teacher behaviors that encourage high standards of student involvement in classroom activities. Students will investigate how effective management skills and high quality instruction can facilitate learning environments where all students can learn and succeed. Proficiencies are determined by the candidate’s ability to plan and design clear expectations about appropriate and inappropriate behavior, efficient use of time, room organization, dissemination of materials, cleanup, and project storage. Study includes the teaching cycle, positive characteristics of classroom managers, and prescriptions for effective management of the classroom and instruction. Legal rights, due process, and school governance augment the course objectives.
Prerequisite: AE 2215 Introduction to Art Education; AE 2220 Philosophy of Art + Education; AE 2230 Psychology of Creativity; AE 2240 Instructional Technology; must be an Art Education major

AE 4255 Student Teaching: Elementary 6 credits

Field experience/observation hours: 300 clock hours in a public or private elementary school setting. This is an extended field experience and mentorship. The student teacher spends eight weeks in an elementary school setting. The student teacher is observed, guided, and coached by a cooperating teacher in the accredited public or private school and a supervising teacher from the college. The cooperating teacher has a minimum of three years experience in teaching art. Responsibility for taking over the teaching by the RMCAD student teacher is gradually increased, allowing growth in a safe, supervised environment. The student teacher keeps a reflective journal and learning portfolio as an assessment instrument and a future resource. Feedback is consistently given and documented. A summative evaluation of the student teacher’s performance establishes proficiencies, which are translated into a Pass/ Fail grade. The Student Teaching Seminar is taken concurrently.
Prerequisites: All AE courses, field hours completed and all required studio classes. Concurrent requisite: AE 4260 Student Teaching: Secondary and AE 4930 Student Teaching Seminar; must be an Art Education major

AE 4265 Student Teaching: Secondary 6 credits

Field experience/observation hours: 300 clock hours in a public or private secondary school setting. This is an extended field experience and mentorship. The student teacher spends eight weeks in a secondary school setting. The student teacher is observed, guided, and coached by a cooperating teacher in the accredited public or private school and a supervising teacher from the college. The cooperating teacher has a minimum of three years experience in teaching art. Responsibility for taking over the teaching by the RMCAD student teacher is gradually increased, allowing growth in a safe, supervised environment. The student teacher keeps a reflective journal and learning portfolio as an assessment instrument and a future resource. Feedback is consistently given and documented. A summative evaluation of the student teacher’s performance establishes proficiencies, which are translated into a Pass/ Fail grade. The Student Teaching Seminar is taken concurrently.
Prerequisites: All AE courses, field hours completed and all required studio classes. Concurrent requisite: AE 4250 Student Teaching: Elementary and AE 4930 Student Teaching Seminar

AE 4935 Student Teaching Seminar 2 credits

This capstone, culminating course is taken concurrently with student teaching. Student teachers share experiences, challenges, celebrations, concerns, and strategies from their student teaching assignments. The course content is based on real-life, ethnographic experiences and events that impact philosophy, theory, and practice. Other seminar objectives include career opportunities, interview strategies, résumé critique, advising on the students’ action research project which culminates in a Teacher Work Sample document, and portfolio assessment. Proficiencies are determined by quantity of participation and quality of shared insights, observable application of discussions and solutions, and the demonstration of knowledge, skills, and strategies that make up the content of all art education and education course work.
Concurrent requisites: AE 4250 Student Teaching: Elementary and AE 4260 Student Teaching: Secondary

IL 2000 Illustration Sophomore Portfolio Review 0 credits

Students who have completed over 60 credit hours (at the end of their sophomore year) are required to participate in this mid-career portfolio review. This review is designed to identify students’ strengths and weaknesses so that they may address both in their upcoming major course work. At the end of this review, students and faculty will have identified and discussed both strength and weaknesses in the student portfolios so that the students may address both in their upcoming
major coursework.
Prerequisite: FD1990 Freshman Portfolio Review

IL 2510 History of American Illustration 3 credits

This course offers the beginning illustration student a broad view of the major personalities who influenced the illustration field. Examining how past illustrators conceived and produced their artwork for the mass media, this course uncovers the roots of style, and reveals the singular philosophies that shaped the major avenues of illustration. By the end of this course, students will exhibit increased skills and knowledge in reading, writing, and in employing analytical skills in evaluating the influences of the past in shaping visual storytelling styles within American culture.
Prerequisite: none

IL 2520 Illustration Media 3 credits

Students explore a variety of media that are particularly effective for illustrators working with deadlines. The emphasis of this course is experimentation with innovative techniques using both water-based and oil media to discover new ways to express their ideas visually. At the conclusion of this course, the student will have practical usage and application of various drawing and painting media. They will show a curiosity and openness to experimentation in non-traditional solutions. The student will understand efficient methods of creating images that require short deadlines.
Prerequisites: FD 1115 Visual Design 1 and FD 1375 Drawing 2

IL 2570 Basic Illustration 3 credits

This course is the foundation illustration course. Students learn to apply their problem-solving skills to make narrative illustrations in various media, such as pencil, pen and ink, scratchboard, charcoal, and watercolor. Students are challenged to develop finished illustrations through a series of preliminary drawings which analyze and direct the meaning of the work. Projects challenge the student’s ability to create pictures that communicate to a mass audience with impact and style. Upon completion of this course, students will have the knowledge of how professional quality illustrations are produced. They will have the understanding on how to produce preliminary sketches and to develop conceptual solutions. Students will comprehend the methods and steps required in successful compositional arrangements. They will be able to take their ideas and fully render them as a finished work of art.
Prerequisite: IL 2510 History of American Illustration

IL 2650 Life Painting 1 3 credits

Students paint from live models to further develop artistic skills in this studio course. They explore the potential of the human figure as a vehicle for creative visual expression. The integration of drawing, painting, composition, color, and content are important. At the end of this course the student will have created a portfolio of figure paintings demonstrating a command of color, form, gesture, and anatomy in rendering the clothed and unclothed figure.
Prerequisite: IL 2550 Life Drawing 3: Human Anatomy

IL 3000 Illustration Junior Portfolio Review 0 credits

All juniors are required to participate in their departmental Junior Portfolio Review, which occurs at the completion of the junior year. This review enables the department to redirect students toward certain remedial tasks and helps them to focus on their professional objectives. At the end of this review, students and faculty have identified and discussed strengths and weaknesses in the student portfolios so that the students may address both in their upcoming major coursework.
Prerequisite: IL 2000 Illustration Sophomore Portfolio Review

IL 3590 Conceptual Illustration 3 credits

The information age demands that the illustrator must absorb complicated text and summarize it with a single image. In the areas of advertising, editorial, and institutional illustration, the artist does just that. This course defines and develops the necessary methods required to successfully conceive and produce powerful single-image illustrations that quickly communicate to a mass audience. Studio projects will rely on the analytical method of thumbnail sketches, reference-gathering, preliminary drawings, and color studies for the production of finished illustrations. At the conclusion of this course, students will gain knowledge and skills in story analysis, compositional development, and the production of finished illustrations in a variety of techniques.
Prerequisite: IL 2570 Basic Illustration

IL 3650 Children’s Book Illustration 1 3 credits

Students are familiarized with the illustrator’s role in the development and creation of a children’s book. Assignments include breaking up manuscripts, designing characters, creating a storyboard, a wrap around jacket, a 3-D page dummy and several finished pieces. Other areas covered in class are story flow, consistency, age-appropriateness, professional practices, working with text, design, color, and composition. At the conclusion of this class, the student will have an understanding of the process of illustrating a children’s picture book as well as increased understanding of storytelling, character, and other basic illustration skills.
Prerequisite: IL 2570 Basic Illustration

IL 4550 Computer Illustration 1 OR IL 1020 Mastering the Pencil 3 credits

4550: For many areas of illustration, the computer is the tool of choice, used in creating sketches, studies and refined finished artwork. Working from various illustration themes, students will combine traditional skills and materials with the computer to learn a variety of methods for developing their artwork digitally. At the completion of this course, students will have learned the basic tools for raster and vector programs that are used for digital drawing, painting and composition.
Prerequisite: IL2570 Basic Illustration

1020: This course will focus entirely on finely rendered small scale pencil drawings. At the completion of this course, the student will have a great appreciation of how to apply sharp-focus line drawing, fundamental perspective methods, tonal emphasis, and subtle form description as it pertains to narrative illustrations.
Prerequisites: none

FA 1410 Basic Photography 3 credits

This course is an introduction to black and white photography; from a working knowledge of the camera through film processing and printing in a darkroom using traditional light-sensitive materials. Students will be introduced to the history of photography – its approaches and trends – resulting in a basic knowledge of photography and its relationship to contemporary art. They will begin to explore the relationship between this acquired knowledge in photography and the individual, and then begin to apply this knowledge to a realized personal vision through critical thinking and seeing. At the conclusion of this course, students will have a broad understanding of B&W photography and its relationship to contemporary art and will have created a thoughtful portfolio of photographs. Students will need a manual 35mm camera and should expect to spend $100-$150 in materials for this class.
Prerequisite: none.

FAC 1265 Ceramic Sculpture 1: Handbuilding 3 credits

Students explore basic hand-building techniques using ceramic materials to make sculpture and vessels. Emphasis is placed on individual style and how clay can be used as a vehicle for expression. Students make work from low-fire clay using a combination of coil, slab, and texturing techniques, surface slips, and glazes. An introduction to ideas about sculpture, the vessel, and the Raku process are presented through slide lectures and research assignments. At the conclusion of this course, students will be well-versed in hand-building techniques, basic glaze formulation, and firing of electric and Raku kilns. Students will learn to develop strategies to translate an idea into sculptural form.
Prerequisite: none