Arts in Education

Arts in Education

Curriculum

Examples of Past Student Coursework: Visual Arts

In fulfilling the requirements of the AIE program, students are expected to structure their programs to suit their individual needs and interests, with guidance and support from the Arts in Education office. Summaries of prior students' coursework, outlining their various individualized versions of the AIE program, are available in the “Student Pathways 2005-06” and “Student Pathways 2006-07” lists on this “curriculum” part of the AIE web site.

Please Note: The following are examples of programs as students have designed or might design them. They are NOT prescribed courses of action. Some courses mentioned may no longer be available. Please check the online HGSE course catalog for current offerings.

Below are examples of interdisciplinary student "paths," or courses of study, designed by past AIE students who have special expertise and/or interest in the artistic domain of the visual arts.

Student: KR’07

Arts-Related Courses:

S-300 The Arts in Education (Seidel)

S-301 The Arts in Education (Seidel)

S305 Research on Learning in Museums: Issues and Approaches (Tishman)

S310C Object-Based Teaching and Learning (Dell) .

T540 Cognition and the Art of Instruction ( Perkins): I wrote a teacher’s guide for an after-school art program for grades 7-12

T440A Teaching and Learning: Critical Exploration in the Classroom (Duckworth)

S997 Field Experience: Individual Work (Seidel): I supported the Artful Adventure groups at the MFA –investigated and observed k-12 school children in arts activities.

T405 Social Dimensions of Teaching and Learning (Gelbach): I wrote an arts-related grant proposal—a research proposal to boost self-esteem through the arts—with an AIE classmate.

Electives:

H810X Language Minority Learners I: Models of Bilingual Education and Literacy Instruction (Snow)

Student: SP’07

Arts-Related Courses:

S-300 The Arts in Education (Seidel)

S-301 The Arts in Education (Seidel)

H810F Children's Literature (Robinson)

S310C Object-Based Teaching and Learning (Dell)

T139 Close Examination of Student Work: Investigating Learning and Teaching (Blythe)

T210T Role-Play as a Teaching Strategy: From Head Start Curricula to Legal Professional Development (Mages)

T203 Creating Community in the Classroom (Kattef): I designed a curriculum for second- grade students based on Shel Silverstein’s poetry for National Poetry Month.

T440B Teaching and Learning: Critical Exploration in the Classroom (Duckworth): In my fieldwork I explored Shel Silverstein’s illustrations, poetry, and short stories.

H870 Reading Comprehension (Winner): I researched creative drama, action strategies, and readers’ theater—and their role in increasing reading comprehension.

Elective:

T210L A Practical Approach to Classroom Management (Seider)

 

Student: KG’06

Arts-Related Courses:

S-300 The Arts in Education (Seidel)

S-301 The Arts in Education (Seidel)

A-162 Portraiture in Social Science (Lawrence-Lightfoot)

H-175 Good Work: When Ethics Meets Excellence ( Gardner)

S-305 Research on Learning in Museums: Issues and Approaches (Tishman)

HT-123 Informal Learning for Children (Blatt)

S-310C Object Based Teaching and Learning (Dell)

T-103 Understanding Curriculum (Gaztambide-Fernandez)

Elective:

A-122 The Why, What, and How of School, Family, and Community Partnerships

(Mapp)

 

Student: KB’06

Arts-Related Courses:

S-300 The Arts in Education (Seidel)

S-301 The Arts in Education (Seidel)

T-526 Improving Performance through Online Learning (Wiske)

T-560 Universal Design for Learning (Rose)

S-305 Research on Learning in Museums: Issues and Approaches (Tishman)

S-997 Field Experience Program : I am working with the Forest Hills Educational Trust,

at Forest Hills Cemetery, on their public art programs, and investigating the challenges of

putting on public programming for a non-traditional arts site.

H-106 Cognitive Development (Rappoit-Schlichtmann): My final paper was on Visual Thinking Strategies (VTS) and how it may not do classrooms the services it claims it can provide. I looked at VTS as it correlates to Vygosky’s principles of cognitive development and the principles of Universal Design on cognitive development.

A-027A Managing Financial Resources in Non-Profit Organizations ( Honan): I completed a case study on a museum and the financial issues surrounding that particular setting, and I used the examples of a museum setting for my final paper questions where applicable.

 

Student: DL’06

Arts-Related Courses:

S-300 The Arts in Education (Seidel)

S-301 The Arts in Education (Seidel)

HT-123 Informal Learning for Children (Blatt)

HT-500 Growing up in a Media World (Blatt)

S-305 Research on Learning in Museums: Issues and Approaches (Tishman)

H-810F Children’s Literature (Robinson)

H-810G Adolescent Literature (Robinson)

T-540 Cognition and the Art and Science of Instruction (Grotzer)

S-997 Field Experience Program : I worked at Big Blue Dot doing graphic design for children’s publications.

children’s pub
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