81. Curriculum In Art Education 2, artE 201 art Education Laboratory. 4, artE 203 Practicum in Teaching art Hours, History and appreciation. 3, art 140—Introduction to art (required) http://courses.uiuc.edu/cis/programs/urbana/2005/fall/undergrad/faa/art_ed.html

Home text only Archives Class Schedule Fall 05 Summer 05 Final Exam Schedule ... Resources Course Catalog help Fall 05 GenEd Requirements Programs of Study Fall 05 Course Numbers Crosswalk Table Curriculum in Art Education ... www.art.uiuc.edu/a+d/program/academic/ae/ae.html For the Degree Bachelor of Fine Arts in Art Education The curriculum in art education requires 130 credit hours and prepares students for positions as teachers of art in the public schools, grades kindergarten through twelve. The program places emphasis on methods, materials, processes, and practice teaching in Illinois schools. For teacher education requirements applicable to all curricula, see the Council on Teacher Education Illinois law and Council on Teacher Education policy require that all candidates for a teacher education program pass the Illinois Certification Testing System test of Basic Skills prior to admission. In order to be recommended for certification, candidates are required to maintain a UIUC cumulative grade-point average of 2.5, content area course gpa of 3.0, and professional education course gpa of 3.0 (A=4.0). Candidates should consult their art education advisor or the Council on Teacher Education for the list of courses used to compute these grade-point averages. Foreign Language Requirement Students entering the University of Illinois as freshmen in Fall 2000 or later need to complete the foreign language requirement in order to graduate. To satisfy this requirement, students must complete a third level college foreign language course. This requirement may also be satisfied by three years of the same foreign language in high school. Students entering the University of Illinois without three years of the same foreign language in high school must take a foreign language placement test to determine the courses in which to enroll.

82. NCECA: Employment Opportunities Shippensburg University art Department seeks candidates for a tenuretrack Responsibilities teach all levels and skills of ceramics (including high http://www.nceca.net/employ/

Employment Opportunities Shippensburg University Art Department seeks candidates for a tenure-track Assistant Professor position beginning August 2005. Responsibilities: Teach all levels and skills of ceramics (including high firing) plus art appreciation. The position also requires advising, scholarship, and service. Requirements Shippensburg University , Shippensburg, PA 17257. McNeese State University invites applications for the following position: Assistant Professor of Art: Ceramics University of Illinois at Springfield: Advertising Employment Opportunities NCECA accepts advertisements for employment opportunities in text format only on this website. Click here to download the Employment Advertising Form in PDF format. Click here to download the Employment Advertising Form in format. 2006 Volunteer Opportunities If you are a full time student and are interested in volunteering at the NCECA conference in Portland, please continue to visit this website for volunteer coordinator information. You will receive a complimentary conference pass and a one-year membership to NCECA (2006-2007) for working 8 to 10 hours at the conference. 2006 Volunteer Coordinators If you would like to volunteer, please continue to check this web page where we will list the 2006 Volunteer Coordinators as soon as they have been assigned for the Portland conference.

83. Summer Institute For Teacher Education In The Arts In addition to teaching in the studio and art education areas, Dr. Thomas is Dr. Gail Herman is the coauther of a book on art appreciation entitled, http://www.ccarts.wvu.edu/site/faculty.html

Music Peter and Mary Alice Amidon are versatile and widely respected performing and teaching artists who for the past twenty years have dedicated themselves to traditional song, dance and storytelling. The Amidons are equally at home doing a concert of stories and songs for adults and children, calling a contra dance for adults or a community dance for all ages, leading harmony singing workshops with adults, or doing an elementary school residency of singing, storytelling or traditional dance. Peter and Mary Alice are familiar faces at the major northeast U.S. music and dance festivals, at teacher conferences, and at summer folk camps of traditional dance and song. They have performed concerts and led residencies in hundreds of schools, libraries, and churches. Janet Robbins, Professor of Music, joined the music education faculty at WVU in 1987, bringing specialization in general music methods, Orff Schulwerk, and qualitative research. Before receiving her Ph.D. from The Ohio State University, she taught K-6 music in the federally funded Arts IMPACT project in Columbus, Ohio. Certified in Orff Schulwerk, she has taught in the summer Orff Schulwerk Teacher Training Course at the Eastman School of Music for the past twelve years. She also co-chaired the 1995 AOSA National Conference celebrating the Carl Orff Centenary and served on the editorial board of The Orff Echo as research column editor. Her background in qualitative research has led to presentations at regional and national conferences (MENC, AOSA, the Ethnography and Education Forum at the University of Pennsylvania, the Qualitative Methods in Music Education Conference at the University of Illinois, and the Mt. Lake Colloquium) as well as publications in

84. Www extending art appreciation far and wide into schools , communities, and organizations and Suitable Space for art Teaching art Resource Classroom http://163.29.104.5/eng/w4.htm

Art Education and Promotion The Kaohsiung Museum of Fine Arts, the only multi-purpose museum located in southern Taiwan, shoulders the tremendous responsibility of art education and its promotion since its opening. When planning its programs and activities, the museum always has its focus on the following principles: Integrating diversified arts applications into activities so as to give visitors more comprehensive experiences about the exhibitions and the beauty of arts; Encouraging people in southern Taiwan to participate in and learn proactively from art activities; Integrating and cultivating arts resources in the southern part of Taiwan, such as the forces of volunteers, teachers and art workers, to spread the concept of art education to every household and community islandwide; Designing the activities based on the concept of cultural diversity and cross-disciplinary teachings to produce inspiring, creative and interactive educational activities, exhibitions and learning materials which can better serve the goal of lifelong learning; Developing channels of multi-media and interactive distance learning for education at different levels.

85. Susan C. Jones - C.V. Spring 2005, Adjunct lecturer teaching 1 section of art appreciation Fall 2004, Adjunct lecturer teaching 1 section of art appreciation http://csanet.org/pers/scjvita.html

Curriculum Vitae Susan C. Jones c/o Center for the Study of Architecture P.O. Box 60 Bryn Mawr, PA, 19010 scjones@csanet.org c/o Department of Classical and Near Eastern Archaeology Bryn Mawr College 101 North Merion Avenue Bryn Mawr, PA 19010 Experience: Present - Fall 1995: Department of Classical and Near Eastern Archaeology, Bryn Mawr College , Bryn Mawr, PA, 19010 Research Associate Present - Spring 1995: Center for the Study of Architecture , P.O. Box 60, Bryn Mawr, PA, 19010 Administrative Assistant: duties include maintaining the AIA list on the Internet, writing for and preparation of CSA Newsletter , helping to build the World Wide Web site and home pages for the CSA, and designing various data base applications for archaeological projects. Skills include operating various specialized software packages such as AutoCAD, Adobe Illustrator, Abode Photoshop, Microsoft Access, and Claris FileMaker. Present - Fall 2004: Department of Art, Rowan University, Glassboro, NJ, 08028 Spring 2005, Adjunct lecturer: teaching 1 section of Art Appreciation Fall 2004, Adjunct lecturer: teaching 1 section of Art Appreciation

86. IMEJ Article - A Case Study In Integrating The Best Practices Of Yet, teaching art history online offers numerous opportunities to improve In May 2002, the instructor began planning an online art appreciation course http://imej.wfu.edu/articles/2005/1/01/index.asp

87. Teaching The Trivium art and Music 635; 14A. art 635; 14B. art appreciation 635; 14C. art Curricula 636; 14D. Music appreciation 636; 14E. Music Theory 636; 15. http://www.triviumpursuit.com/catalog/teaching_the_trivium.htm

Teaching the Trivium 640 pages Reviews Table of Contents Sample Pages in Acrobat PDF view Christian Homeschooling in a Classical Style How can you give your children the tools they need to teach themselves? Can you homeschool in a classical style without compromising your Christian principles? Because we are Christians, we do not want to pursue non-Christian goals. Classical Education must be sifted through the critical screen of the Scriptures to be transformed into a Biblical model. Chapter One Can you homeschool in a classical style without buckling under the burden? Chapter Ten Is homeschooling about renewing family vision? ISBN 0-9743616-3-1 6x9 quality paperback, 640 pages .......... 27.00 Reviews Review of Teaching the Trivium in Mary Pride's Complete Guide to Getting Started in Homeschooling www.home-school.com/catalog/pages/mpguide.php3 Teaching the Trivium: Christian Homeschooling in a Classical Style is by Harvey and Laurie Bluedorn, the world's reigning experts on this subject. As long ago as 1989, the Bluedorns were writing on classical education for homeschoolers long before any other book on the topic emerged as well as promoting it through their speaking at hundreds of conventions. They certainly know how to teach you how to do classical homeschooling from a Christian perspective. Their 640-page book holds you by the hand and takes you right through all the how-tos.....

88. FSU Learning Communities Emphasis Teaching in the elementary grades, with a focus on teaching literacy All students will take art appreciation and, depending on interest, http://www.frostburg.edu/admin/lc/fall05.htm

Frostburg State University Home Academics Learning Communities Contact Us All About Learning Communities Fall 2005 Learning Communities Fall 2005 Learning Communities For the fall 2005 semester, the University offers seventeen different communities, each providing an exciting approach to topics ranging from environmental issues and business communication to volunteerism and leadership. The list below shows all currently available Fall 2005 Learning Communities. Select any community for more information. Turning the Pages: Literacy in Children The Way Schools Work Spaceship Earth: The Promise and the Perils Brush Strokes: Exploring the Visual Arts ... HallSTARS! An AmeriCorps Living-Serving-Learning Community (3 Tracks offered) Perspectives on World Politics: Thinking Critically About Current Events (Honors) SSS: Student Support Services (3 Tracks offered) PASS: Programs for Academic Support and Studies (3 Tracks offered) If you have any questions, please contact Dr. Jim Limbaugh, Assistant to the Provost (301/687-3130;

89. Lesson Plans And Activities such skills as creative writing, observing, vocabulary development and art appreciation. Why is a magazine of the arts called Daedalus? And so on. http://www.mythweb.com/teachers/tips/tips.html

Also consider these contest-winning tips The following lesson plans and activities are designed to build such skills as creative writing, observing, vocabulary development and art appreciation. They can be used independently of each other and are not intended for use in any particular sequence. You can choose the activities that are most appropriate for your curriculum. A. Composition - What could be easier than fighting the many-headed Hydra, stealing the Golden Fleece from a fire-breathing dragon, escaping from a labyrinth or flying with wings of wax and feathers? Students can demonstrate how easy it is by writing "How To" compositions based on these tasks. - Students can use their knowledge of the myths as a foundation for writing character sketches. What were Hera, Pan, Athena and the other gods and goddesses really like? Students will be able to disclose to the world the truth about these characters in the sketches they write. - Students can also use the myths as a basis for writing opinion essays. Should mortals be allowed on Mt. Olympus? This notable topic was never settled in Ancient Greece. It is up to your students to resolve the issue by developing persuasive argumentative essays. Other topics to consider: why (or why not) were the Labors of Hercules sufficient to absolve him of the crime of killing his children? If you were the judge, what punishment would you have administered to Tantalus for stealing the nectar of the gods? After reading the story of King Midas, what do you think is more important wealth or wisdom?

90. Lecturers « EMU Art Department He began teaching at EMU in 1990. Recent publications, exhibitions and/or Presented my online art appreciation course to EMU faculty. artist Statement http://www.emich.edu/art/lecturers.php?id=26&info=all

91. ASU Research E-Magazine: Art. Explained. More than three decades later, Erickson’s passion for teaching art hasn’t wavered. innovative Internet course, art appreciation and Human Development. http://researchmag.asu.edu/articles/artexplained.html

Art. Explained. A magazine of scholarship and creative activity at Arizona State University Go to: Home Page Art Education K-12 Education Related ASU Web Sites Chicana and Chicano Space Who Cares for Art Related Internet Sites National Art Education Association search tips Publication Date: Fall 2002 In fourth grade she was given a 4-inch by 4-inch square of glass. The assignment was to make a simple drawing of a bird or animal. She chose the Cedar Wax Wing, a common bird of the region. She commanded her small hands to replicate the image on the glass. Her voice rises as she reaches deeper into memory. Erickson spent her entire young life in that farming community. When she fled its safe, monocultural boundaries for the University of Illinois, she was certain she would pursue art. Her Swedish father was not happy. Erickson has always been sensitive to art of other cultures. But her interest in multiculturalism grew from that day, fueled by the abundance of cultures in the Southwest. At the Getty Center, Erickson explored more deeply the issue of art conservation and the opportunity their collections provided. The Center was interested in Internet instruction. At the time, on-line instruction was in its infancy. Erickson was reluctant to enter into the realm of digital technology. She avoided it until she thought it was too interesting to ignore. Then she went to work with an educational psychologist who was an early master of the technology.

92. Davis Art :: Online Catalog I Can Fly Video 2 Kids, Painting, and art appreciation Discovering art History Large Reproductions Teaching art Online CDROM. Craig Roland http://www.davis-art.com/catalog/index.asp?product_id=264&Search=Search

93. Queens University Of Charlotte - Arts arts. Menu. art appreciation/ Italian Renaissance Instant Piano Lisa Underwood is a freelance artist and has nearly 15 years teaching experience. http://www.queens.edu/continuing/interests/arts.asp

Apply Now! Queens Home Page Undergraduate - Day Programs Undergraduate - Evening Programs Graduate Programs McColl Graduate School of Business Continuing Education Academic Majors Alumni Royals Athletics Commencement Community Events Friends of Queens Everett Library International Study Parents Registrar's Office Queens Sports Complex Student Life Team 2007 University Advancement Faculty/Staff Directory Campus Map Find It! Sunday, September 18, 2005 Continuing Education Printer-friendly format Arts Menu Art Appreciation/ Italian Renaissance Instant Piano Pastel Painting Drawing Basics Oil Painting Beginning Watercolor~Day or Night Ceramics Archival Photography of Children Digital Photography Photography - Basic Camera Techniques TO REGISTER, SEE INFORMATION BELOW COURSE DESCRIPTIONS Art Appreciation: The Italian Reniassance A lively survey of the most incredible art produced by the human hand: painting, sculpture and architecture of the Italian Renaissance. This class will enhance your travel abroad and your visits to any major museum. Many visual examples will be shown and you will learn about websites that are great resources. Daniela Cunico Dal Pra taught in Italy before moving to the US, where she has continued teaching classes in both Art and the Italian language.

94. Art Appreciation LAP is not a chronological, but a topical approach to art appreciation. My favorite resource for teaching art history is Discovering Great artists by http://www.redshift.com/~bonajo/art_appreciation.htm

Get Paula's Vocabulary Vine More fun, more reinforcement, less money! And for Biology, check out Science Roots Art Appreciation Home Art Main Menu Approach To Instruction Art Appreciation ... Devin's Lists Looking At Pictures From: Stacey L If you're looking for a great one-volume introduction to art appreciation for young children, you should be Looking At Pictures (LAP) by Joy Richardson. This is a book full of reproductions of paintings in the National Gallery of Art, London. It covers art from the 13th to the 20th centuries, and from all over Europe. A list of the chapter headings will give you an idea of what LAP covers: Introducing paintings; Behind the scenes in a gallery; Why paintings were made; Stories in pictures; Clues and symbols; How paintings were made; Focus on color; Tricking the eye; Everyday life and special events; The power of light; Painting people; Painting objects; Magic landscapes; Organizing the picture. Each chapter uses several paintings to explore a given topic and is written in easily accessible, conversational style appropriate for reading aloud to children about age 6+. LAP offers a good mix of both the mechanics of painting and appreciation / interpretation. Once children grasp some of the reasons why paintings were made, for example, they can then more readily assess a given painting as one meant for home adornment or public display, etc. Large, often full-page reproductions are frequently accompanied by enlarged details for closer examination. Occasionally, details from paintings from earlier chapters reappear for the reader to reconsider in light of a new topic. The book ends with a list of the artists and their works. Although a fairly short book, there's lots packed into its 80 pages!

95. Professor Works To Increase Art Appreciation art in a cart. Professor works to increase art appreciation Brown has been lecturing and teaching at the National Gallery since 1990, http://www.udel.edu/PR/UpDate/98/18/professor.html

Vol. 17, No. 18 Feb. 5, 1998 Art in a cart Professor works to increase art appreciation T he National Gallery in Washington, D.C., not only houses the nation's treasure trove of art, it also serves as an important educational institution, teaching individuals from all over the United States and the world to become more knowledgeable about art. Hilton Brown, Harriet T. Baily Professor of Art, Art Conservation, Art History and Museum Studies, is in the forefront of this effort, working in several different capacities with Anne Henderson, who heads the Teacher and School Programs, and with Julie Springer, coordinator of Teacher Programs. Brown is a "wonderful educator who has a new way of looking at the the collection. We receive excellent evaluations of his lectures, and he is invited back by demand," Henderson said. Springer calls him one of the most popular educators at the museum. "He is a consumate craftsman and master teacher who conveys his passion for art and makes complex technical material interesting and comprehensible," she said. Most recently, Brown has been working on a project with Hendrickson to redesign and reconstruct art carts used to illustrate talks to the groups of school children and adult learners before they tour the galleries with docents.

96. Project MUSE Postmodern Approach to art appreciation for Integrated Study in Japan Unlike the conventional unilateral teaching of knowledge for subjects, http://muse.jhu.edu/journals/the_journal_of_aesthetic_education/v037/37.4ishizak

How Do I Get This Article? Athens Login Access Restricted This article is available through Project MUSE, an electronic journals collection made available to subscribing libraries NOTE: Please do NOT contact Project MUSE for a login and password. See How Do I Get This Article? for more information. Login: Password: Your browser must have cookies turned on Ishizaki, Kazuhiro "Postmodern Approach to Art Appreciation for Integrated Study in Japan" The Journal of Aesthetic Education - Volume 37, Number 4, Winter 2003, pp. 64-73 University of Illinois Press Excerpt Based on analyses of the developmental characteristics of Japanese students' aesthetic sensitivity, we consider the issues of art appreciation education, and present a vision for involvement of art appreciation with Integrated Study. For example, Japanese students show a keen interest in formal elements with an inclination for expressiveness as a legacy received from the study of modernism in art education. On the other hand, students also show weakness in skills in finding artistic contexts. This should be considered as the most important issue of art appreciation education in Japan. It is necessary to enhance students' viewing in relation to social and cultural contexts in order to address this issue. We propose that this can be achieved through Integrated Study. Art appreciation in Integrated Study should take a postmodern approach to Japanese art education, which now has a strong inclination toward modernism.

97. The Journal Of Aesthetic Education, Volume 37 - Table Of Contents art appreciation Study and teaching Japan. Education Aims and objectives Japan. Okada, Masashi. MusicPicture One Form of Synthetic art http://muse.jhu.edu/journals/the_journal_of_aesthetic_education/toc/jae37.4.html

The Journal of Aesthetic Education Volume 37, Number 4, Winter 2003 Contents Author Information Index to Volume 37 Symposium: Aesthetic Education in Japan Today Okazaki, Akio. Nakamura, Kazuyo. Symposium: Aesthetic Education in Japan Today [Access article in HTML] [Access article in PDF] Masuda, Kingo, 1950- A Historical Overview of Art Education in Japan [Access article in HTML] [Access article in PDF] Subjects: Art Study and teaching Japan History. Kaneda, Takuya, 1955- The Concept of Freedom in Art Education in Japan [Access article in HTML] [Access article in PDF] Subjects: Art Study and teaching Japan. Yamamoto, Kanae, 1882-1946. Kubo, Sadajiro, 1909- Kitagawa, Tamiji, 1894- Hino, Yoko. Restriction and Individual Expression in the "Play Activity / Zokei Asobi" [Access article in HTML] [Access article in PDF] Subjects: Art Study and teaching (Elementary) Japan. Okamoto, Yasuaki. A Sense of Reality [Access article in HTML] [Access article in PDF] Subjects: Video art Japan. Fukumoto, Kinichi. Does Art Education Dream of Disneyland? [Access article in HTML] [Access article in PDF] Subjects: Art Study and teaching.

98. Professional Knowledge And Art Education develop teachers’ personal familiarity with original art objects and with art education through personal involvement in art appreciation and art making. http://www.gem.org.uk/xanthou.html

Professional Knowledge and Art Education The Centre for Applied Research in Visual Arts Education, UEA, Norwich, is conducting a study of a long-term in-service course for primary school teachers. It aims to help teachers help themselves and their pupils with the requirements of classroom art education, mainly through learning to use original museum and gallery objects. The research project started in September 1997 and is still continuing. Since 1993 Sedgwick, an international insurance broking and financial services group with a strong community policy encouraging education and the arts, has provided scholarships for primary school teachers in order to develop their knowledge and their teaching of the visual arts. The teachers and their pupils mainly come from schools in the area of Norfolk and Suffolk most of them with limited opportunities of visiting museums and galleries. The course makes particular reference to, and extensively uses, the collection of the Sainsbury Centre for Visual Arts which contains art works and artefacts from many different cultures and historical periods. The aims of the course are to: develop educational strategies for the study of objects and their use for classroom art teaching purposes;

99. Criteria For Christian Appreciation Of The Arts Eight guidelines for developing and teaching a redemptive (Christian) view of the We need to train our students in the processes of art appreciation, http://www.artsreformation.com/a001/lb-criteria.html

Home Comments Forums Criteria for Christian Appreciation of the Arts Eight guidelines for developing and teaching a redemptive (Christian) view of the Arts My teacher training was secular and at a primary level. I am not an Art practitioner, and have only given Art instruction to students from age 9 through 12. As a teacher of the Arts in a Christian school, I have often found myself between a rock and a hard place. I know that there is more to the Arts disciplines than is often tolerated by well-meaning religious people, but at the same time, I am conscious that much of what is offered by our "secular" colleagues is offensive to the faith. Are there some guidelines that enable us to be relevant and Christian? It seems to me that there are possibly eight broad guidelines that can assist in the task of teaching the Arts in a Christian school. The guidelines could be equally helpful in choosing literature for study, analyzing poetry or considering works of fine Art, dance and drama. This paper has been written with brevity in mind, and several assertions will be made without explanation and qualification. As dialogue over these ideas develops, the gaps can be filled with broader definitions.

100. Job Details - HigherEdJobs.com Parttime FacultyArt appreciation – day. Save Icon Primary Teaching Responsibility Examines the various styles of painting, sculpture, http://www.higheredjobs.com/institution/details.cfm?JobCode=175130778

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