Teaching Standards
Visual Arts Creating, Performing, presenting, Producing, Responding, and Connecting.
NAEA Professional Standards for Visual Arts Educators
CONTENT OF ART
Standard I:
Visual Arts Educators Have a Thorough Understanding of the Visual Arts
Visual arts educators:
Have strong studio skills and a well developed understanding of their own art making processes, qualities, and techniques. They are able to express their ideas, feelings, and values through the meaningful creation of artworks using different media, styles, and forms of expression;
Make meaningful interpretations and judgments about their own artworks and the works of other artists. They are able to interpret and make meaning of art, and to critically evaluate art through oral and written discourse. They recognize that informed discussion of art is an essential component of art education;
Are knowledgeable about the cultural and historical contexts surrounding works of art and visual culture in general. They understand that art and other forms of visual culture communicate, challenge, and shape cultural and social values;
Are knowledgeable about aesthetic and artistic purposes of art. They are able to explore philosophical and ethical issues related to the visual arts. They recognize that the making and study of art can be approached from a variety of viewpoints, such as feminism, formalism, postmodernism, and political perspectives;
Are knowledgeable about contemporary art and the art world, and recognize the value of studying artworks from popular culture, folk cultures, and various cultural groups;
Areknowledgeableabouttheuseoftraditionalandnewtechnologies within the visual arts. They are cognizant of the roles that digital media and the Internet serve within the visual arts and educational settings;
Recognize that art exists in multiple contexts, including museums, galleries, schools, and homes, as well as other settings of public and private life;
Are able to organize a safe, interesting, and psychologically positive environment that is conducive to creativity, expression, and making art; and
Recognize that learning about the visual arts is a lifelong endeavor and is a valuable component of human experience.
KNOWLEDGE OF STUDENTS AS LEARNERS
Standard II:
Visual Arts Educators Understand Student Characteristics, Abilities, and Learning Styles
Visual arts educators:
Demonstrate an understanding of artistic development as a complex multidimensional process affected by psychological, experiential, and social factors. They know that creative instruction can enhance student motivation and curiosity;
Recognize the importance of helping students learn how to make, manipulate, and modify symbols as an integral part of the arts education curriculum;
Recognize that stages of development in artmaking and response to art are general models, and that each student, regardless of age, progresses on an individual basis in achieving art competencies;
Insightfully probe and observe students and student work to understand individual differences that exist in the classroom. They respect and value the unique backgrounds, abilities, and interests of all students; and
Know the importance of acquiring information about students’ needs through observations and formal and informal conversations with students, their families, other teachers, counselors, school psychologists, and administrators. They provide opportunities for students to learn content and demonstrate their understanding in a variety of ways.
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Here is the play list I gained in class that helped formulate my understanding of standard two. click on links.
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click on paragraph to gain access to first document, click on Link two to gain access to second document.
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UNDERSTANDING OF SOCIAL AND CULTURAL DIVERSITY
Standard III:
Visual Arts Educators Understand Diverse Social and Cultural Constructions of Identity
Visual arts educators:
Understand that individuals’ identities can be shaped by the social and cultural groups to which they belong. Such groups include gender, ethnicity, economic class, sexual identity, and geography, as well as other aspects of identity;
Embrace diversity of peoples, philosophies, and cultural histories in instruction, consistently modeling for students the importance of understanding and valuing others;
Are aware of and knowledgeable about their students’ cultural backgrounds; and
Are sensitive to differences in artistic and aesthetic responses of students to works of art and to the varying artistic and aesthetic philosophies and values of different cultures.
My understanding and practice
My social and Cultural Diversity understanding practice
I am aware that individuals are shaped by social and cultural groups and that I need to embrace diversity of peoples, philosophies and cultural histories, especially in instruction. The documents I attached indicate my comprehension of this standard through note taking on videos that are attached as well. I respond to the standard by showcasing that by not validating the standard, we as educators will create a reverse situation of said standard. instruction carefully taught can have negative connotations that can lead to interpretation of western racism. For example teaching color value as morals can lead to poor concentrations of people whose skin colors are associated with the color being taught. This can lead to more implicit bias and refutes standard three. The other documents attached that I produced include my understanding of how to combat already existing implicit bias.
https://docs.google.com/document/d/1l7Vuf_HYoHTcmK8l1V2Lifs8ZIeuWOlM2EKnlWX-iUM/edi
https://docs.google.com/document/d/1l7Vuf_HYoHTcmK8l1V2Lifs8ZIeuWOlM2EKnlWX-iUM/edit
https://docs.google.com/document/d/1_MBtG5w5cAqgISdzNyzvGD5_0rwAar6m-DpOqrsxxJA/edit
Reading links
Related videos
TEACHING AND LEARNING
Standard IV:
Visual Arts Educators Make Informed Selections of Art Content and Curricula
Visual arts educators:
Develop curricula that address students’ ability to respond and interpret art content, and to create meaning through artmaking;
Understand that individual approaches to artistic problems must be explicitly encouraged and nurtured through thoughtfully developed curriculum and instruction;
Promote student experiences in art by equipping students with a knowledge base that includes concepts related to presentation and exhibition as well as historical, critical, and aesthetic concepts;
Consider national, state, and local curriculum standards and frameworks while planning strategies for learning and teaching;
Make accessible to students the traditional, popular, and contemporary art worlds, and art from a wide range of cultures; and
Are familiar with the wide range of curriculum resources produced by museum education departments and professional publishers, and are able to make selections appropriate for their own curricular goals.
Standard V
Visual Arts Educators Use:
Knowledge of Students as Learners to Plan Appropriate Instruction
Visual arts educators:
Develop a repertoire of teaching strategies appropriate to the needs of all students. They know that students have different cultural backgrounds and learning styles;
Know that students may take different paths to the understanding and creation of art and are able to plan instruction that allows for these differences;
Help students create, experience, and understand art relevant to their experiences and interests;
Provide opportunities for students to work cooperatively as well as individually; and
Have high expectations for all students appropriate to individual levels of artistic, cognitive, emotional, moral, physical, and social development.
Standard VI:
Visual Arts Educators Use Contemporary Technology to Enhance Teaching and Learning
Visual arts educators:
Create curricula that include art-making in new forms and media;
Create learning environments that use current and emerging technologies as instructional and learning tools; and
Provide opportunities for students to document and display their artwork through the use of new media.
ASSESSMENT, EVALUATION, AND REFLECTION
Standard VII: Visual Arts educators Conduct Meaningful and Appropriate Assessments of Student Learning
Visual arts educators:
Develop a repertoire of assessment strategies consistent with instructional goals, teaching methods, and individual student needs;
Use multiple methods of assessment, both formal and informal, formative and summative, and a range of assessment strategies such as portfolios, journals, class critiques, and discussions;
Practice assessment as a joint venture through which both student and teacher understanding is enhanced;
Provide opportunities for students to assess their own knowledge and skills and demonstrate an understanding of standards;
Ensure that all students have many equal opportunities to display what they know and can do in art;
Provide recognition of a variety of student accomplishments and positive habits of mind; and
Evaluate student progress in relation to both short and long term instructional objectives.
Standard VIII:
Visual Arts Educators Systematically Reflect on Their Own Teaching Practice
Visual arts educators:
Reflect on their teaching practice to extend their knowledge, improve their teaching, and refine their evolving philosophy of education. They recognize that they will gain expertise with experience and will continue to improve their effectiveness;
Are open to new ideas for teaching and continually seek to broaden their teaching skills;
Observe and analyze the teaching practices of others, and seek and accept qualified advice and constructive critiques of their teaching practice from arts supervisors, administrators, and colleagues;
Evaluate the effectiveness of their instruction on students; and
Search for patterns of student accomplishment and behavior in their classrooms that reflect on the impact of their teaching practice.
Standard IX and Standard X:
Visual Arts Educators Assess Program Effectiveness
Visual arts educators:
Formulate questions that address the effectiveness of art programs with regard to program, school, district, and cross-district goals;
Know the importance of reporting results of assessments in appropriate ways to students, families, administrators, and the public; and
Develop assessment strategies to deal with broad issues of program effectiveness. They use effective forms of communication to convey results to various audiences, including exhibits, portfolios, test scores, and so on.
COLLABORATION, PROFESSIONAL ENGAGEMENT, AND LEADERSHIP
Visual Arts Educators Collaborate with Other Educators
Visual arts educators:
Identify topics and art resources that can be pursued in an interdisciplinary manner with other educators while maintaining the integrity of each discipline. They encourage colleagues to incorporate the arts as essential components of interdisciplinary study;
Seek to learn about the pedagogical practices and instructional programs of other educators to collaborate and form interdisciplinary connections to make art an articulated and central part of the school curriculum; and
Work to break down stereotypes about art and learning that may exist among administrators, parents, and faculty in other subject areas.
Standard XI:
Visual Arts Educators Serve Their Schools and Communities
Visual arts educators:
Are involved and contributing members to the school community, being part of policy committees and educational councils and involved in collaborations with other educators and colleagues at all levels;
Provide leadership for administrators, decision makers, policy makers, and other stakeholders about the value of the visual arts in a student’s comprehensive program of studies;
Are willing to work with colleagues to improve and evaluate professional development plans and practices;
Take student art into the community where it becomes a positive influence within the community;
Work with colleagues in the schools to foster a professional culture that has a significant place for the arts; and
Regularly attend art shows in other schools, galleries, universities, and museums and demonstrate the value of working with educators from other schools, districts, colleges and universities, arts organizations, and museums.
Standard XII:
Visual Arts Educators Continue Their Professional Development Throughout Their Careers
Visual arts educators:
Participate in seminars, workshops, and conferences to further their professional development and encourage colleagues to do the same;
Understand the history of the profession and current philosophical foundations of visual arts education;
Continually examine their assumptions and thinking about themselves, their students, and the field of visual arts education;
Clearly articulate their teaching philosophies and the unique ways in which art learning can contribute to cognitive, emotional, moral, and social growth;
Maintain a professional resume and teaching portfolio, and understand the importance of continuing to document their teaching effectiveness throughout their careers; and
Remain aware of current research in the field and continually seek out and implement varied instructional strategies.
The best way to see my practice is to see as follows:
My final presentation, Teaching Plan, and Teaching philosophy.
If you navigate the website you will arrive to the examples contemned above. Also here is a Link to my Final presentation. This So far can indicate work shop type material I have processed. Learned the Histories of this profession and remain current in important Art Education happenings.
Standard XIII:
Visual Arts Educators Contribute to the Growth of Their Profession
Visual arts educators:
Are active members of associations, museums, and organizations connected to their profession;
Continue to develop the capacity to be leaders in various educational and professional roles;
Understand the importance of making presentations at professional, school, parent, and community meetings;
Contribute to the literature of the profession; and
Serve as peer coaches or mentors to student teachers, new teachers, and other colleagues.