courses 245
Student Teaching II: Saturday Art School
ADE-522 | 3 CR A continuation of teaching practice
and reflection begun in ADE-521.
Student Teaching: After School
ADE-523 | 3 CR An introduction to teaching
practice that precedes formal student teaching in the
schools. In this laboratory situation, each student is
responsible for the planning, teaching, and evalua-
tion of art lessons, guided by the theory and strategies
presented in ADE 619. During a seminar immediately
after each class, common issues and problems, both
classroom and societal, are discussed.
Student Teaching: Galleries
ADE-524 | 3 CR Students are assigned to a class in
one of three local New York City public high schools.
They use exhibitions at the Pratt Manhattan gallery as a
springboard for research on the work of the artist(s) and
their contemporaries. Classes are held at the gallery
and, during pre- and post-visits, at the schools. Weekly
seminars in the gallery will follow each class.
Student Teaching: Pre-K-HS
ADE-531A | 2–6 CR This is the culminating experi-
ence in the Art and Design Education program. With
the guidance of the cooperating teacher and college
supervisor, the student participates in a professional
teaching situation, applying the insights gained from
previous coursework, reading, observation, and class-
room practice.
Student Teach: Pre-K-HS Special
Populations
ADE-531B | 2–6 CR The student is placed in a
professional program with a selected special needs
population. Students design and direct art activities for
this population, using a non-therapeutic approach.
Student Teaching Seminar
ADE-532A | 1 CR Taken concurrently with student
teaching, this weekly seminar is designed as a forum
for reflection, analysis, and inspiration. Lesson plans
and art projects in various stages of completion, as
well as problems related to classroom management,
curriculum development, and school culture are the
subjects of discussion. Issues arising in the New York
State Teacher Certification Examination (LAST), ATS-W,
and CST study groups are also considered.
Puppets & Performing Objects
ADE-535 | 3 CR This studio course explores the
various styles of puppetry: performing objects, shadow
figures, Bunraku and other rod puppets, body pup-
pets, large-scale outdoor parade puppets, and toy
theater. The goal is to create aunique and contempo-
rary language of object, gesture, and story. The class
culminates with final performances in any form or
combination of puppetry forms.
Fieldwork in Art/Design Education
ADE-616A | 1–6 | 3 CR This course is about
looking and provides an exercise in qualitative inquiry.
Students will experience the complexities of a school
art program through non-participant observation.
Photographs and other visual material will be used to
record what they have seen and later, they will search
for patterns in the data collected in their journals. A final
project will be designed in response to their observa-
tions and readings.Fieldwork Art/Design Education:
Special Needs
ADE-616B | 1–6 CR This course is about looking
and provides an exercise in qualitative inquiry. Students
will experience the complexities of a school art program
through non-participant observation. Photographs and
other visual material will be used to record what they
have seen, and later, they will search for patterns in the
data collected in their journals. A final project will be
designed in response to their observations.The Inclusive Artroom
ADE-616C | 1 CR This course provides foundational
knowledge about practice and policy for special needs
populations. It is a co-requisite with ADE-616B, a course
in which students do required (100 hours) of fieldwork
experience within broader social, cultural, and historical
contexts that shape artistic expression and special
education systems. Students will also be familiar with
multiple perspectives—social, cultural, linguistic, family,
and community—that shape teaching practice and
student learning.Foundations in Art & Design Education
ADE-619 | 3 CR The history of art education, the
literature on children’s artistic development, and an
exploration of art materials and processes will serve
as the context for research on motivation, classroom
management, lesson planning, diverse student popula-
tions, and assessment of learning in art. Reflection and
analysis of practice in a teaching journal along with
visual documentation of the Saturday Art School, After-
school, or Galleries classes will provide opportunities
for further exploration of these topics. A research paper
is required.Art of Teaching Art & Design
ADE-620 | 3 CR The aesthetic dimensions of the
art and design curriculum and the spaces in which we
teach and learn are the focus for discussion. Students
will also reflect upon the questions raised during
teaching in Saturday Art School, After-school, or Gal-
leries. An interdisciplinary approach to research in the
development curriculum, the use of narrative to under-
stand behavior, the value of motivation in classroom
management, assessment, working with students with
disabilities and special needs, and some practical ways
to respond to and to analyze works of art will serve to
direct advanced research by the students.Special Topics
ADE-621 | 3 CR This course provides an examina-
tion of a particular theoretical or practicalissue in art
or design education. Each semester focuses on one
subject, suchas the integration of art history and studio,
the art of the picture book, art education and popular
culture, or alternative sites for art education outside the
art room. The particular topic will be announced prior to
the semester it is being offered.Play and Performance
ADE-625 | 3 CR Just as play can be an impor-
tant element of creativity, attention to performance
values can transform teaching behavior. Using their
observations and memories of childhood play, students
will explore play and performance as sources for art-
making in the classroom. Play will also be explored from
a variety of theoretical, historical, aesthetic, and cultural
perspectives. Students will analyze their performance
(on video) as teaching artists and integrate perfor-
mance into visual arts curricula. The role of play in
learning and generating creativity in the art classroom
will also be discussed.Media and Materials
ADE-630 | 3 CR This exploration of a central
element in planning and implementing an art cur-
riculum begins with the research and development of
a series of related art projects. Particular literary works
serve as subject matter for the projects and extensive
experimentation with a variety of studio materials
(photo-based media, computers, film, and video) is
encouraged. The role of technology in the making and
teaching of art will also be examined, using interac-
tive/graphics software to design a portfolio website.
Through reading, writing, and discussion, issues such as
age-appropriateness, teaching techniques, and learn-
ing styles are also considered.ED/Education
History & Philosophy of Education
ED-600 | 3 CR An analysis of the major traditional
and contemporary philosophers relating to educa-
tion provides a context for an examination of our
experiences as teachers and learners. Students will use
these readings to raise questions and develop issues
for individual and group projects in preparation for
advanced research.Survey of Art Education Literature
ED-602 | 3 CR Against the background of historical
movements, trends, and issues in art education, the
course surveys contemporary literature in the field.
Students acquire the necessary library research skills,
identify a topic of personal interest, and develop this
topic into a piece of qualitative research in art education.