Overview

This accessible guide will help studio art and design professors meaningfully and effectively transform their curriculum and pedagogy so that it is relevant to today's learners. Situating contemporary college teaching within a historic art and design continuum, the author provides a practical framework for considering complex interactions within art and design pedagogy. Readers will gain a deeper appreciation of college students and their learning, an understanding of teaching repertoires, and insight into the local and global contexts that impact teaching and learning and how these are interrelated with studio content. Throughout, Salazar expertly weaves research, theory, and helpful advice that instructors can use to enact a mode of teaching that is responsive to their unique environment. The text examines a variety of educational practices, including reflection, critique, exploration, research, student-to-student interaction, online teaching, intercultural learning, and community-engaged curricula. Book Features: A clear introduction to research and theory in college learning and art education. A response to the current shift from studio practice to an investment in teaching practice. Reflective prompts, actions, teaching strategies, and recommended resources. User-friendly templates ready to customize for the reader's own content.

Full Product Details

Author:   Stacey Salazar ,  Richard Seigesmund
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 15.20cm , Height: 1.20cm , Length: 22.90cm
Weight:   0.383kg
ISBN:  

9780807765654

ISBN 10:   0807765651
Pages:   176
Publication Date:   24 September 2021
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Contents Acknowledgments ix PART I: THE CONTEXT FOR A GUIDE TO TEACHING ART AT THE COLLEGE LEVEL 1. Introduction 3 Why a Guide to Teaching Art at the College Level? 3 The College Teaching of Art as a Complex System 10 TLCS: A Framework 12 What’s in This Book? 14 A Final Thought Before Proceeding 17 2. A History 19 Introduction 19 The Medieval Atelier 20 The Academy 20 Modern Western European Models 23 Modern Western European Models in the United States 25 Postmodern Pedagogues 29 A Postmodern Polyphony 31 Patterns Across History 31 Conclusion 32 PART II: USING THE TLCS FRAMEWORK FOR TEACHING ART AT THE COLLEGE LEVEL 3. Teacher 35 Introduction 35 Contemporary Considerations: College Teachers Today 35 Snapshot of the Research: Teachers and Teaching 38 Reflection and Action 41 Teaching Strategies 45 Further Reading 49 Conclusion 49 4. Learner 51 Introduction: Know the Learner 51 Contemporary Considerations: College Students Today 51 Snapshot of the Research: Learners and Learning 55 Reflection and Action 59 Teaching Strategies 60 Further Reading 62 Conclusion 63 5. Context 64 Introduction 64 Contemporary Considerations: Higher Education Today 64 Snapshot of the Research: Art-and-Design Contexts 71 Reflection and Action 73 Teaching Strategies 74 Further Reading 76 Conclusion 77 6. Studio Content 78 Introduction 78 Contemporary Considerations: Creativity Today 78 Snapshot of the Research: Conditions Conducive to Creativity 81 Reflection and Action 86 Teaching Strategies 87 Further Reading 91 Conclusion 92 PART III: PRACTICAL TOOLS 7. Creating Assignments 95 Introduction 95 Defining and Facilitating Inquiry 95 A Flexible Holistic Model 96 Using the Flexible Holistic Model 100 A Note on Curriculum Development 103 Further Reading 103 Conclusion 104 8. Doing Assessment 105 Introduction 105 Assessing Learning at the College Level 105 Aligning Assessment Practices with Course Learning Outcomes 109 Further Reading 114 Conclusion 114 9. Documenting Teaching 115 Introduction 115 The Syllabus 115 The Teaching Philosophy 121 Further Reading 123 Conclusion 124 Epilogue 125 Notes 129 Index 157 About the Author 166

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Author Information

Stacey Salazar is the vice provost for graduate studies at the Maryland Institute College of Art. A college art educator for nearly 30 years, she has received professional recognition for her teaching and research. She holds a doctorate in education and a Master of Fine Arts in painting.

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