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TLAD 652G-01
FOUNDATIONS + FUTURES OF ART + DESIGN EDUCATION
SECTION DESCRIPTION
This course examines the historical developments of visual arts education in its connection to general education; contemporary theory and practices of art education; and implications for the future of the field related to equity and justice. At each stage of the investigation, issues are examined in terms of the relationship between context, content, and pedagogical practice. There is a particular emphasis in this course on exploring the manner in which social and political constructions shape curriculum and pedagogy in art + design education. Major topics of investigation include: social theories impacting curricular practices in visual arts and design education, and histories of advocacy, justice, and equity in art + design education.
Enrollment in this course is limited to Teaching + Learning in Art + Design Students.
Major Requirement | MAT Teaching + Learning in Art + Design
TLAD 654G-01
DOCUMENTATION AS ASSESSMENT AND ADVOCACY
SECTION DESCRIPTION
This course has been designed to provide MAT candidates with skills in documentation design to assess and advocate for student voice and learning through the infinite languages embedded within art and design. This course is offered in the summer to provide graduate students with the foundations in documentation design to use throughout the program (in both elementary and secondary settings). Assignments are built to support and build on each MAT candidate’s own studio practice coming into the program, to building a body of work to be applied to future classroom environments. Skills from the summer will support emerging teaching practice throughout the year.
Enrollment in this course is limited to Teaching + Learning in Art + Design Students.
Major Requirement | MAT Teaching + Learning in Art + Design
TLAD 656G-01
COLLOQUIUM IN CONTEMPORARY PRACTICES IN ARTS LEARNING
SECTION DESCRIPTION
The most compelling arguments in support of the value of the arts in education and the case for arts as an agent of transformation in the lives of children and youth become most evident through the analysis of high-quality contemporary practices in arts pedagogy situated in a range of settings both in and out of schools. This seminar, in addition to students' personal case study investigations, utilizes conversations with visiting arts administrators, artists, curators, educators, and scholars as lenses to inform the analysis and discussion of models of practice that result in meaningful experience that inspire in children and youth creative thinking, making, and innovation. Key products from the course include response papers, a case study report and final presentation.
Please contact the instructor for permission to register. Preference is given to Teaching + Learning in Art + Design Students.
Major Requirement | MA Teaching + Learning in Art + Design
TLAD 658G-01
DRAWING OBJECTIVES: MARKING AND MAKING
SECTION DESCRIPTION
Drawing has been called the distillation of an idea. Drawing sensibilities pervade all visual media, yet drawing can be independent of all other media. How can we make our drawing ventures resonant or challenging? Through independent studio production and focused critique, the course provides graduate students from any major the opportunity to more deeply understand the nature of drawing through a series of self-directed and self-paced experiences and investigations. Coursework may be referenced or supported by historical and contemporary contexts. Digital works, a single drawing medium or tool, phenomenal means, or other materials or mixtures of instruments can be used for mark-making. A full spectrum of drawing ways and ideas can be explored. The class is structured around cross-major conversations in small group critiques, peer-exchange critiques, larger group reviews and individual analysis. Drawings from this course may integrate or extend other areas of graduate students' study, including thesis content and personal visual inquiries.
Estimated Cost of Materials: $100.00
Open to Senior or Graduate Students.
Elective
TLAD 671G-01
THESIS RESEARCH
SECTION DESCRIPTION
The Department of Teaching + Learning in Art + Design requires MA candidates submit a capstone thesis in partial fulfillment of degree requirements. Candidates are given a degree of flexibility in determining the format for this work, but typically it takes the form of either a thesis monograph essay or a thesis book. The thesis monograph essay provides candidates with the opportunity to focus on a deep investigation of a single subject framed within the context of learning and through art and design. An essential characteristic of this approach to the thesis is in how it provides evidence of the candidate's ability to move beyond description to analysis and how they are able to place the subject of investigation within the realm of scholarship. The thesis book provides a candidate with the opportunity to make sense of their journey through their program in a more autobiographical and documentary manner. The thesis book format affords candidates the opportunity to explore how form can be exploited to visualize research. Whether presented as a thesis monograph essay or thesis book, this capstone requirement provides MA candidates with a formal opportunity to make public their understanding about a specific aspect of the nature of arts learning gained through their coursework, excursions into the scholarly literature and fieldwork experiences. The purpose here, therefore, is to conceive of the thesis not merely as an academic exercise but also contributing to program development as well as providing a reservoir of understandings that will inform the candidate's future professional practice as an educator.
Enrollment is limited to Teaching + Learning in Art + Design Students.
Major Requirement | MA Teaching + Learning in Art + Design