Becoming an Art Teacher

ISBN-10: 0534522394

ISBN-13: 9780534522391

Edition: 2000

List price: $315.95
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This book introduces the student to the field of teaching, discusses theory and practice of Art Education, and synthesizes and prepares students to make the transition from student to Art teacher. It presents art education as an integration of philosophy, history, theory, and practice. Bates illustrates how to apply theory to practice as an art educator. Models, methods, and experiences are provided to enlighten, inspire, and amuse. BECOMING AN ART TEACHER is a refreshing approach to art methods.
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Book details

List price: $315.95
Copyright year: 2000
Publisher: Wadsworth
Publication date: 1/3/2000
Binding: Paperback
Pages: 336
Size: 8.25" wide x 11.00" long x 0.50" tall
Weight: 1.782
Language: English

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