Subp. 3.
Subject matter
standard.
A candidate for licensure as a teacher of visual arts must
complete a preparation program under subpart
2, item C, that must include
the candidate's demonstration of the knowledge and skills in items A to
G.
A. A teacher of visual arts
demonstrates an understanding of and how to teach aesthetic principles and
habits and knows processes for evaluating them. The teacher must:
(1) know how to make careful and clear
distinctions to support factual claims from value and meaning claims;
(2) know that learning about art involves
questioning, making conclusions, and forming concepts of the nature of art to
distinguish works of art from other objects;
(3) understand that philosophers of art have
reached quite different conclusions about what art is; and
(4) know questioning strategies that lead to
understanding the nature, relationship, and value of art.
B. A teacher of visual arts understands and
evaluates art theory and art studio practice. The teacher must:
(1) understand and apply formal elements and
principles of design;
(2)
understand and apply theories of color, spatial relationships, and
perception;
(3) know ways for
developing ideas for artistic metaphors derived from exploration of the
physical world, the needs of other people, psychological interests, and
reflecting on sensory and formal qualities;
(4) be able to make technical and aesthetic
decisions and modify ideas as work proceeds;
(5) develop skills in manipulating
two-dimensional and three-dimensional art materials and explore a variety of
methods and effects;
(6) know the
various standards to consider in determining whether a work is finished or
successful;
(7) be able to apply
various artistic standards in judging personal works of art;
(8) know how to alternate between invention,
the role of artist, and selection, the role of critic;
(9) understand the sustained personal effort
and the pleasure and satisfaction of producing a work of art; and
(10) demonstrate competence in a minimum of
one medium or process in each of the following six studio art areas, with an
emphasis in at least two areas:
(a) drawing,
including experiences in rendering, gesture, and contour;
(b) painting, for example, experiences with
water color, tempera, oil, acrylic, or mixed media;
(c) sculpture, for example, experiences with
wood, metal, fibers, paper mache, molding, casting, or found objects; ceramics,
for example, experiences with glazing, hand building, throwing, and firing; or
architecture, for example, experiences with model making, rendering, and
computer imaging;
(d) graphic arts;
photography, for example, experiences with still, black and white, film
processing, and digital imaging; or printmaking, for example, experiences with
silk screening, monoprinting, relief printing, stenciling, serigraphy,
engraving, or intaglio;
(e) fiber
arts, for example, experiences with weaving, papermaking, quilting, or
stitchery; and
(f) computer
graphics, video and animation, performance art, or conceptual art.
C. A teacher of visual
arts understands that works of art are affected by where and when they were
produced. The teacher must:
(1) understand the
effect of culture and temporal contexts on the appearance of artworks and the
point of view of persons of other cultures or other times in interpreting the
art;
(2) analyze and interpret
contextual information about traditional art forms within various
cultures;
(3) understand the
chronological development of art from prehistoric to present; and
(4) use art historical research
processes.
D. A visual
arts teacher understands, produces, and evaluates critical interpretations of
works of art. The teacher must:
(1) understand
that art critics base their judgment of artworks on specific standards,
interpret how artworks function in society, and select appropriate standards
for judging artworks;
(2) know how
to apply a variety of critical perspectives in interpreting works by
investigating significant meaning and expressive content of the works, to
synthesize description and analysis into an interpretive judgment;
and
(3) know how to use criticism
models to compare and contrast qualities within artwork using the sensory,
formal, technical, and expressive scanning model and the description, analysis,
interpretation, and judgment strategies model.
E. A teacher of visual arts understands
central concepts common to the teaching and learning of art education content.
The teacher must understand:
(1) philosophical
influences within art education;
(2) the goals and purposes of art education,
making principled decisions about practice;
(3) the historical foundations of art
education and training in visual art;
(4) art education research to enhance
teaching effectiveness;
(5) the
importance of the arts to the individual, school, community, and society to
include careers, hobbies, and leisure time activities;
(6) how to budget an art program and manage
art classroom procedures;
(7) how
to conduct meaningful and appropriate assessments and evaluations of programs;
and
(8) safe use of tools,
equipment, materials, and processes in visual art education learning
environments.
F. A
teacher of visual arts must demonstrate an understanding of the teaching of
visual arts that integrates understanding of visual art with an understanding
of pedagogy, students, learning, classroom management, and professional
development. The teacher of visual arts to children, preadolescents, and
adolescents must:
(1) understand and apply
educational principles relevant to the physical, social, emotional, moral, and
cognitive development of children, preadolescents, and adolescents;
(2) understand and apply the research base
for and the best practices of kindergarten and primary, intermediate, and
middle and high school education;
(3) develop curriculum goals and purposes
based on the central concepts of visual arts and know how to apply
instructional strategies and materials for achieving student understanding of
this discipline;
(4) understand the
role and alignment of district, school, and department mission and goals in
program planning;
(5) understand
the need for and how to connect students' schooling experiences with everyday
life, the workplace, and further educational opportunities;
(6) know how to involve representatives of
business, industry, and community organizations as active partners in creating
educational opportunities; and
(7)
understand the role and purpose of cocurricular and extracurricular activities
in the teaching and learning process.
G. A teacher of visual arts must understand
the content and methods for teaching reading including knowledge of reading
processes and instruction including:
(1) the
relationships between and among print and digital content processing abilities,
motivation, background, and discourse knowledge, cognitive abilities, and
reader's interest and how those relationships impact comprehension;
and
(2) the role and rationale in
using literature and other texts including electronic texts and nonprint
materials across the curriculum.
Subp. 3a.
Student teaching and field
experiences.
A candidate for licensure to teach visual arts must have a
broad range of targeted field-based experiences, of a minimum of 100 hours
prior to student teaching, that provide opportunities to apply and demonstrate
competency of professional dispositions and the required skills and knowledge
under this part and part
8710.2000.
Across the combination of student teaching and other
field-based placements, candidates must have experiences teaching the content
at three levels: kindergarten through grade 6, grades 5 through 8, and grades 9
through 12.
For initial teacher licensure, the student teaching period
must be a minimum of 12 continuous weeks, full time, face-to-face, in which the
candidate is supervised by a cooperating teacher, and evaluated at least twice
by qualified faculty supervisors in collaboration with the cooperating
teachers.
