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. It is a philosophical investigation of the historical, social, political, psychological, and educational concepts, pursued to practical ends. A translation of theory to practice structures the course. Additional concepts address legal responsibilities and educational advocacy. 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. Students will author content and performance standards and design assessment tools that confirm learning. The course will test the student’s own beliefs about art and education against the thoughts that others have documented in addressing art and education issues. 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. They will also have the ability to write lesson and unit plans, and practice effective assessment strategies for K-12 students. Prerequisite: must be an Art Education major

Field experience/observation hours: 30 clock hours in a public or private school setting. This course discusses and analyzes some philosophical issues in art and education, and their historical context. 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 will develop an individualized philosophy of art and education. Students will be able to identify theories and philosophies in action through readings, discussions, and field observations in K-12 classrooms, and they will better understand current debates in art education and how they affect society and culture. Prerequisite: WO 1060 Philosophy of Art + Design; must be an Art Education major

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 both positive and negative aspects of personality influenced these creative people’s work. Students will explore the influence of culture and social standards on creativity and will further understand their own personal creative process and style. At the conclusion of this course, students will be able to apply the principles of psychology to the process of creativity. Through assignments, papers, observations, and readings, students will understand the complexity of creative thinking and how it applies in K-12 art education. Prerequisite: WO 1060 Philosophy of Art + Design; must be an Art Education major

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, and use of the internet. At the conclusion of the course students will be able to use the computer for a variety of teaching situations, track and analyze student progress, prepare and deliver visual presentations. Prerequisite: none; must be an Art Education major

Field experience/observation hours: 30 clock hours in a public or private school setting. This course will prepare students for teaching in the culturally rich environment of America’s schools. Students will understand the accepted definition of diversity and how to deliver content that assures successful outcomes to all learners. Students will learn how race, culture, and immigration affect society. Specific areas of study will include the contributions of Native American, African, Hispanic, and Asian cultures to the United States’ democratic society, and how work, leisure and essential belief systems affect the individual learner, as well as group culture. At the conclusion of this course, students will be able to define what culture is, and how culture affects and is affected by education; differentiate between additive and transformative multicultural curricula; and develop lesson plans that address the needs of diverse learners. Prerequisite: WO 1060 Philosophy of Art + Design; must be an Art Education major

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

Field experience/observation hours: 30 clock hours in a public or private school setting. The course addresses three main goals: researching and accumulating resources to address literacy requirements, developing strategies to incorporate literacy development in the content of fine and applied arts courses, and researching potential texts and other published materials to support teaching philosophies and content delivery. Objectives include comparing and contrasting the common elements of written, spoken and visual language. Journaling serves as a main strategy. The Best Practices for Teaching Literacy and CSAP Test Strategies in the Visual Arts, published by Jefferson County Schools, is a primary resource. At the conclusion of this course, students will understand the many correlations between visual arts and literacy development. They will demonstrate an understanding of visual literacy through the development of strategies for teaching and the creation of lesson plans that incorporate reading and literacy in K-12 art classes. Prerequisite: WO 1060 Philosophy of Art + Design; must be an Art Education major

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

Students transfer their drawing skills to a variety of printmaking techniques and mediums that, in turn, 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 will be explored, including monoprint, linotype, dry point, relief, and chemical resist printmaking methods. At the conclusion of this course, students will have learned a variety of printmaking techniques and practices for utilization in the K-12 classroom. Prerequisite: FD 2120 Visual Design 2

Field experience/observation hours: 40 clock hours in a public or private school setting. This methods class puts theory and planning into practice. Students apply the content of the applicable Liberal Studies courses and the introductory art education class to specific lessons incorporating appropriate and effective methods, equipment, and materials answering clear goals and objectives authored by the student. This is a combination lecture and studio course with a field experience. Students apply the elements of curriculum design, lesson/unit plans, and assessment strategies. Content has direct application to the classroom. 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 share their experience with and are evaluated by classmates. 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 have acquired an understanding of basic philosophy, methods and strategies for developing art programs for the K-12 student, be able to identify instructional objectives, learn how to develop lesson and unit plans using a variety of media, and put their lesson plans into practice. Prerequisite: AE 2210 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

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. Included are basic statistical principles. Various assessment strategies documented in the RMCAD assessment/ evaluation model are analyzed. 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 2210 Introduction to Art Education; must be an Art Education major

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. They observe, document, devise, and discuss consistent teacher behaviors that produce high levels of student involvement in classroom activities and minimal amounts of student behaviors that interfere with work. 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, traffic pattern, dissemination of materials, cleanup, and project storage. Study includes the teaching cycle, teacher threat 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 2210 Introduction to Art Education; must be an Art Education major

Field experience/observation hours: 300 clock hours in a public or private school setting. This is an extended field experience and mentorship. The student teacher spends a minimum of six weeks in an elementary school setting and a minimum of nine weeks in a secondary school. The student teacher has the opportunity to implement their teaching abilities in actual school classrooms. 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 will keep 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. Longer student teaching experiences can be implemented if agreed to by both the cooperating teacher and the student teacher; however, maximum credit hours awarded for elementary are seven and for secondary are eight. 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

Field experience/observation hours: 300 clock hours in a public or private school setting. Please refer to AE4250 for the course description. 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

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, 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

This course is an introduction to black and white photography; from a working knowledge of the camera through film processing to 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.

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

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

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

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 1360 Structural Drawing

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

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

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 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: IL 2000 Illustration Sophomore Portfolio Review

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

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