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| Preface-Recognizing Bats and Ways to Avoid Them | |
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| About the Author | |
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| Preparing for Teaching | |
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| Exploring Our Roots | |
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| Art to Support Society | |
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| Art to Enhance the Individual Child | |
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| Art as a Curricular Discipline | |
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| Art Education of the 1980s and 1990s | |
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| A Vision of Art Education Today | |
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| Summary | |
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| Emphasizing Art Making | |
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| Artistic Expression of Children | |
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| Stages of Artistic Development | |
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| Visual and Haptic Modes of Expression | |
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| Three Types of Productive Activities: Closed-Ended, Open-Ended, and Laissez-Faire | |
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| Teaching Models to Sequence Studio Activities | |
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| Summary | |
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| Planning Verbally and Visually | |
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| Planning Verbally | |
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| Components of a Unit Plan | |
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| Sample Unit Plans | |
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| Unit-Planning Strategies | |
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| Moving from the Planning Continuum to a Unit Plan | |
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| Planning Visually | |
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| Concept, Process, and Product Visuals | |
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| Visuals to Present Cultural Exemplars | |
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| Technology Applications to Planning and Teaching | |
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| Integrating Verbal and Visual Planning Strategies | |
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| Summary | |
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| Progressing Through Planning Toward Teaching | |
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| Preparing to Write a Lesson Plan | |
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| Lesson Components and Planning Strategies | |
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| Expanding a Unit Plan Through a Sequence of Lesson Plans | |
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| Moving from Planning to Teaching | |
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| Summary | |
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| Moving into the Classroom | |
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| Preparing for Your Students | |
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| Creating the Physical Environment | |
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| Making an Aesthetic Statement | |
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| Designing a Functional Space | |
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| Creating the Emotional Environment | |
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| Classroom Management | |
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| Motivational Strategies | |
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| Getting to Know Your Students | |
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| Summary | |
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| Teaching the Language of Vision | |
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| Defining the Language of Vision | |
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| Approaches to Teaching the Language | |
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| A Child-Centered Perspective | |
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| A Subject-Centered Perspective | |
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| Sample Activities to Develop Visual Language Skills | |
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| Presenting Visual Concepts Visually | |
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| Summary | |
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| Promoting Creativity | |
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| Creativity in the Context of Art Education | |
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| Characteristics of Creative Behavior | |
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| Strategies to Promote Creativity | |
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| Use of Art Media | |
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| Open-Ended Assignments | |
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| Brainstorming | |
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| Webs to Develop Thinking Skills | |
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| Bauhaus Teaching Approaches | |
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| The Creative Problem-Solving Teaching Model | |
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| Summary | |
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| Encouraging Reflection | |
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| Reflecting on Art Behaviors | |
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| Assessing Art Products | |
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| Engaging in Critical Dialogue | |
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| Summary | |
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| Expanding into the Outside | |
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| Embracing Diversity | |
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| Multiculturalism Within the Context of Art Education | |
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| How to Present Other Cultures | |
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| How to Relate Other Cultures to Our Culture | |
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| How to Provide for Meaningful Experiences | |
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| Multicultural Unit Planning | |
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| Components of a Multicultural Unit | |
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| Flexible Approaches to Planning | |
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| Summary | |
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| Making Interdisciplinary Connections | |
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| Approaches to Interdisciplinary Education | |
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| Planning Interdisciplinary Units of Study | |
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| Suggestions for Interdisciplinary Planning | |
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| Summary | |
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| Focusing on Art Criticism and Aesthetics | |
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| Art Criticism Within the Context of Art Education | |
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| The Art Criticism Teaching Model | |
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| Steps and Application of the Art Criticism Teaching Model | |
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| Flexible Implementation of the Model | |
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| Aesthetics Within the Context of Art Education | |
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| Aesthetic Concepts | |
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| Aesthetic Theories | |
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| Connecting Aesthetics to Studio Production | |
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| Summary | |
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| Presenting Art History | |
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| Strategies for Teaching Art History | |
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| Presenting Art History Through Osmosis | |
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| Taking Your Students to Art | |
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| Bringing Art to Your Students | |
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| Presenting Art in the Dark | |
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| Use of Cultural Exemplars | |
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| The Art History Teaching Model | |
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| Steps of the Art History Teaching Model | |
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| Application of the Art History Teaching Model | |
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| Summary | |
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| Seeing the Big Picture | |
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| Integrating the Components | |
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| Integrating Art Criticism, Aesthetics, and Art History | |
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| Integrating Response and Productive Components | |
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| Integrating the Four Art Education Domains in a Unit Plan | |
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| Ideas For Long-Range Planning | |
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| Developing a Yearly Plan | |
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| Summary | |
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| Addressing Standards, Assessment, and Accountability | |
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| Investigating National Visual Arts Standards | |
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| Relating the National Standards to the Contents of This Book | |
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| Demonstrating Accountability | |
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| Using Portfolios to Demonstrate Learning | |
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| Assessing Outcomes | |
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| Designing a Grading System | |
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| Summary | |
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| Demonstrating Teacher Competencies | |
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| Articulating a Philosophy of Art Education | |
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| Developing an Art Education Portfolio | |
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| Presenting Yourself at an Interview | |
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| Summary | |
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| Postscript: from Avoiding Bats to Wholebrained Functioning | |
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| References | |
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| Index | |
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| Worksheet Exercises | |
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| Exploring Our Roots, Why Teach Art? | |
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| Sequencing Art Experiences through the Product-Oriented Teaching Model | |
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| Sequencing Art Experiences through the Process-Oriented Teaching Model | |
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| Planning Verbally and Visually: Exploring an Idea for a Unit of Study | |
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| Designing Visuals | |
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| Emphasizing the Essential Qualities of an Object through the Use of Abstraction | |
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| Moving toward Goals through Individual Objectives | |
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| Writing a Task Analysis for an Activity | |
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| Developing Behavioral Guidelines | |
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| Designing Activities to "Concretize" Concepts about Art Elements | |
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| Designing Activities to "Concretize" Concepts about Design Principles | |
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| Sample Verbal Visual Brainstorming Sheet: Creative Creatures | |
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| Promoting Creativity: Sequencing Studio Activities through the CPS Teaching Model | |
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| Designing a Brainstorming Worksheet | |
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| Sample Reflection Sheet for a Close-ended Activity: How Skillful Am I at Contour Drawing? | |
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| Sample Reflection Sheet for an Open-ended Activity: Abstracting a Natural Object | |
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| Generic Reflection Sheet for an Open-ended Activity | |
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| Generic Reflection Sheet for a Laissez-faire Activity | |
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| Specific Product-Oriented Reflection Sheet | |
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| Generic Product-Oriented Reflection Sheet | |
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| Reflection Sheet: Interpretation of Product Interpreting Your Artwork | |
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| Designing a Reflection Sheet for a Process-Oriented Activity | |
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| Designing a Closing Worksheet for a Unit of Study | |
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| Closing Worksheet: Navajo Unit | |
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| Generating Ideas for Multicultural Units | |
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| Connecting the "Inside" to the "Outside" | |
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| Interdisciplinary Reflection Sheet: Inventing Insects | |
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| Exploring the Integration Process | |
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| Using the Art Criticism Teaching Model | |
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| Connecting Aesthetics to Studio Production | |
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| Structuring a Cultural/Historical Presentation | |
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| Integrating the Four Domains of Art Education in a Unit Scope and Sequence | |
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| Sequencing Units of Study | |
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| Addressing the National Visual Arts Standards | |
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| Preparing to Write a Philosophy Statement | |
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| Unit Plans | |
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| The Abstraction of Georgia O'Keeffe | |
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| Pattern in the Everyday Environment | |
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| The Abstraction of Georgia O'Keeffe | |
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| Navajo Sandpainting | |
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| Inventing Insects | |