Teaching Visual Culture and Beyond
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SHEI-CHAU WANG School of Art and Design Northern Illinois University, U.S.A. Fakaltas Bahasa dan Seni Univeristas Negeri Yogyakarta July 25, 2017 Art Education Methods and Assessment System: Teaching Visual Culture and Beyond
Transcript of Teaching Visual Culture and Beyond
SHEI-CHAU WANGSchool of Art and DesignNorthern Illinois University, U.S.A.
Fakaltas Bahasa dan SeniUniveristas Negeri Yogyakarta
July 25, 2017
Art Education Methods and Assessment System:
Teaching Visual Culture and Beyond
Where is Illinois?
IL Area: 149,998 km²; Population: 12.8 millionJava: 128,297 km²; Population: 141 million
Chicago
NIU School of Art and DesignArt and Design EducationArt History
Studio ArtsDesign and Media Arts
Visual Art Teacher Licensure Program Requirements
General Education
Educational (Foundation)
Studio Arts Art+DesignEducation (Core)
Art+DesignEducation
• Writing• Mathematics• Science• Social
Science
• Educational Psychology
• History and Philosophy of American Education
• Drawing• Painting• Sculpture• Printmaking• Ceramics• Illustration• Jewelry • Design• Media Art• Time Art
• Elementary Methods
• Middle School Methods
• High School Methods
• Student Teaching
• Assessment• Technology• Special Needs• Contemporary
Theories• Community
Art
•What is your definition of art education?
•Who is qualified to teach art for K-12 students?
•What do art teachers offer in their classrooms?
•What are the expectations of art education in primary and secondary schools?
1943
1947
1972
1980s
1961
Criticism on DBAE in late 1990s: 1. Teachers…2. Capacity…
In the 21st century,
• Children’s learning behavior has changed to be more self-centered and multi-dimensional.
• Knowledge in art education and its teaching methods cannot be limited to classical, high, and Western-centered art/culture.
• Art learning is a process of cultural inquiry or exploration; all types of cross-disciplinary or integrated learning can be conducted to support such inquiry or exploration.
VISUAL
The current trend
Finding Visual Culture
Identity Conflict
Hu
mo
r
United Globe, Sébastien Cortwa, 2014 Hong Kong International Poster Triannual
Keifer-Boyd, K. & Maitland-Gholson, J. (2007). Engaging visual culture. Figure 3.1 An inter-visual process for constructing meaning from visual culture
Visual
Context
How to Teach Visual Culture
Assignment: Please draw a cat.
A Student’s Respond:
Result:
Formation of Visual Literacy
Visual Information
Viewers Maker(s)Communicating
Context
Imagining
Connecting(associating with knowledge and experience)
Evaluating
Who
Wh
en
Wh
ere
What
Context
Contextual Elements
Viewer Maker
InfoUnknown Heroes
Self-Admiration
ViewerMaker
Info
Viewer Maker
info
?
Confusion
Good Matches
Viewer Creator
Info
Pierre Coffin
Building Context
Process of developing context
However, this happens more often thanthe fish example in a regular classroom.
How many children begin their art learning by coloring ready-made outlined images?
What do you think?
問題何在？
Changing Education Paradigms by Sir Ken Robinson 2008.6.16
https://youtu.be/zDZFcDGpL4U
An Ideal Process of Teaching Visual Culture
Begin End
Assessing Visual Cultural Learning
1. Development Portfoliosa. to show growth or change over timeb. to help develop process skills such as self-evaluation and goal-settingc. to identify strengths and weaknessesd. to track the development of one more products/performances
2. Showcase Portfoliosa. to showcase end-of-year/semester accomplishmentsb. to prepare a sample of best work for employment or college admissionc. to showcase student perceptions of favorite, best or most important workd. to communicate a student's current aptitudes to future teachers
3. Evaluation Portfoliosa. to document achievement for grading purposesb. to document progress towards standardsc. to place students appropriately
edTPA: Teacher Performance Assessment
