CURRICULUM
FOUNDATIONS AND VISUALIZATION
Strategies for curriculum design
personal teaching philosophy
art curriculum history and philosophy
process journal
curriculum design strategies
curriculum issues
studio inquiry
This course examines art curriculum policies, practices, programs and projects. Curricula are accounts and prescriptions of pedagogy that represent what is valued by communities, cultures, and different schools of pedagogical thought. Within curricula statements of value (axiology) are aligned with conceptions of reality (ontology) and notions of knowledge (epistemology) to define educational experiences that are seen to be necessary to function in life. Curricula are also statements that describe educational expectations and represent strategies for turning theories into practices through a development whereby teaching intentions are realized in learning activities and outcomes. For individuals to understand curriculum theories and practices there is a need for them to experience and participate in the conceptualization of curriculum designs and projects in real world settings.
CURRICULUM DEVELOPMENT
curriculum
teachable moments
m design through technology
curriculum guide
praxis
CURRICULUM DOCUMENTS
theory
p
Curricula are also statements that describe educational expectations and represent strategies for turning theories into practices through a development whereby teaching intentions are realized in learning activities and outcomes. For individuals to understand curriculum theories and practices there is a need for them to experience and participate in the conceptualization of curriculum designs and projects in real world settings.
CURRICULUM IMPLEMENTATION
practice
real-world settings
The implementation of pedagogical policies into the teaching and learning processes necessary to achieve desired ends requires the articulation of theories and practices that are effective and where theory informs practice and practice informs theory. Both in art and education theory without practice is mere rhetoric; practice without theory could be anarchical and elitist. Considered together, effective theory and practice is known as “praxis� which is often an iterative and generative process. Consequently, curriculum design and implementation is best described as an ongoing and evolving process, the products of which are continually revised and rejuvenated. This course facilitates the practice of curriculum making with the premise of curriculum praxis, focusing on the dialectic of the practices and theories of art teaching and learning and investing in its transformative potential for the art educator.
Teachers College in New York, New York Engage with some of the most renowned and exciting practitioners, philosophers, psychologists, educators and researchers in the arts, cultural studies, and humanities anywhere in the world. Program: • Five degree programs: MA, MA with Teacher Certification, Ed.M., Ed.D., and the Ed.D. in the College Teaching of Art • Specializations in: Museum Education, Community Arts, Studio Practice and Leadership • A summer intensive MA • International experiences overseas Opportunities for… • Serious scholarship and intellectual debate • Art practice and research • Individually designed independent study projects • Engagement with schools in diverse neighborhoods • Internships in museums • Professional employment in arts venues • Macy Gallery Art Exhibitions • Exciting conversations across cultures We are… A community of faculty and students: artists, teachers, museum educators, art historians, thinkers, movers and doers who come together to address critical issues of our time.
Judith M. Burton, Director 525 West 120th Street, New York, NY 10027 Tel: (212) 678-3360 • www.tc.edu/a%26ah/ArtEd