Courses

Introduction and Practicum: Art 7S:090
Instructor: Steve McGuire
Mondays 8:30- 9:20
Office hours: 10:30-12:30 Monday and Tuesday
15 North Hall, 335-3011
E-mail: s-mcguire@uiowa.edu
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Course Overview:
This course is directed toward the practice of learning from an experienced art teacher in an art classroom. This class will meet once a week and must be taken along side 7E:143, Methods Art. I will work to help you prepare for your time in the classroom and to reflect on your experiences in the classroom this semester.

Text:
From Surviving to Thriving: A Guide for Beginning Teachers ,
By Bromfield, Deane, and Burnett

Coursework:
• Each week, you will be assigned readings and/or questions to ask the teacher you are observing. (see course schedule)
• Type all papers (actually, questions), 12pt font. 1-2 pages (due each week).
• You will be expected to share your thoughts, ideas, and opinions in class. Discussion is an essential component of this class.

E-Portfolio and Final Narrative Account:
A final written Narrative Account, must be completed by the end of the semester. Your Narrative Account is the document from this course that must be uploaded to your e-Portfolio Performance Indicators Page. Link to standards: E and H. Tell the story of what you observed in your practicum experience and the weekly topics as a guide; (2) relate your interpretation of the meaning of those events for art education generally; (3) consider the meaning your experience has had for you as an individual. You may excerpt from your previous writing to compose your final narrative account.

Grading:
My overall idea concerning the issue of your performance and grade, which is satisfactory /unsatisfactory, is: You are in the school observing an experienced teacher because you want to become a teacher and therefore you are thoughtfully attentive, so that you quite naturally and thoroughly educate yourself with students' responses your cooperating teacher’s approach, and this is evidenced in quality writing, discussion and attendance.

ATTENDANCE IS ABSOLUTELY MANDATORY: Due to the nature of this course and the extent of your responsibilities with your cooperating teacher perfect attendance, punctuality, and careful attention to deadlines and details are essential. This is a course in which you have to clear your calendar. I look at your observation responsibilities as just that, a responsibility due to the commitment you have to the teacher, students and school in which you are placed.

Special accommodations:
Please let me know if you have some particular learning needs that I may not be aware of. It is my intent that students from all diverse backgrounds and perspectives be well-served by this course, that your learning needs be addressed both in and out of class, and that the diversity that you bring to this class be viewed as a resource, strength and benefit. Please let me know ways to improve the effectiveness of the course for you personally or for others.
Reasonable accommodations will be made for students with physical, mental or learning disabilities. Students with disabilities which may require some modification of seating, testing, or other class requirements (during our office hours) so that appropriate arrangements may be made. It is the student’s responsibility to contact Student Disability Services, 3100 Burge Hall (335-1462) and obtain a Student Academic Accommodation Request form (SAAR). The form will specify what course accommodations are judged reasonable for that student. An instructor who cannot provide the accommodations specified, or has concerns about the accommodations, must contact the Student Disability Services counselor who signed the request form within 48 hours of receiving the form from the student.

Concerns related to the course:
All students in the College have specific rights and responsibilities. You have the right to adjudication of any complaints you have about classroom activities or instructor actions. Information on these procedures is available in the Schedule of Courses and on-line in the College's Student Academic Handbook (http://www.clas.uiowa.edu/students/academic_handbook/). You also have the right to expect a classroom environment that enables you to learn. I am open to hearing student concerns related to the course and wish to know your thoughts. Speak with me during office hours and/or e-mail .

Departmental/Collegiate Complaint Procedures:
A student who has a complaint against any member of the college's teaching staff should attempt to resolve the issue with the faculty member or teaching assistant involved. Lacking a satisfactory outcome, the student can turn to the department chair, Gary Sasso, N 259 LC. (If the complaint concerns a teaching assistant, the student should contact the supervising faculty member first.) If a satisfactory outcome still is not obtained, the student can turn to the Associate Dean for Student Services, James Marshall, N310 LC.

OPTIONS FOR STUDENT COMPLAINTS:
* Speak directly to the person against whom you have a complaint. If not resolved:
* Speak the faculty member. If not resolved:
* Speak to that person's Department Chairperson, Peter Hlebowitsch. If not resolved:
* Meet with the Associate Dean for Student Services (TEP students) or the Associate Dean of Academic Affairs and Research (graduate students).

Introduction and Practicum: Art 7S:090
Weekly Course Schedule

Sept. 28- Discuss Chapter 1, What makes a professional teacher?
Response 1: Write about an experience you have had in the workforce or during school, when someone acted very unprofessionally and very professionally and why you thought so. Discuss how you can avoid unprofessional behaviors as a new teacher.

October 5- Chapter 2, Learning About Your School
Response 2: Describe what your school culture was like growing up and how you envision setting up your own future classroom culture. What are some of the important factures you hope to see in your school?

October 12- Chapter 3, Getting to Know Your Students,
Response 3: How do you plan to get to know your own students in your classroom? Describe some activities and ways to set up your classroom in a way that allows you to build a community. (Remember how many students an art teacher can see in a day or week.)

October 19- Chapter 6, Working with Colleagues
Response 4: What are some ways you can build relationships with your co-workers in a professional manner? What tips and suggestions from the chapter did you find most helpful and why? Why is it so important to have a good relationship with colleagues at your school?

October 26 - Chapter 7, Reflecting on your Practice
Response 5: Why is self-reflection as a teacher such an important tool? How do you envision yourself reflecting on your practices? (Remember how busy you will be!)

November 2 - Become Familiar with your school.
Response 6: With the following questions as a guide, learn more about your school and your cooperating teacher: Who is your cooperating teacher? How many children do they regularly work with? What does a typical teaching day look like for your cooperating teacher? What school policies do you need to be attentive to?

November 9-
Response 7: Describe in detail the physical environment of the classroom?
Also please draw a quick sketch of the room and circle a few areas that seem interesting or unique to you. Think about traffic flow, organization of materials, storage of artwork, etc… How does the teacher make the art room interesting to eye, safe and comfortable for students to work? Are there any rules posted or procedures that help the room flow? Is there something you do not think work works well and why?

Thanksgiving break- woo hoo!!!!

November 16- Chapter 8, The Burnout Problem and How to Avoid It
Response 8: After being in the classroom for a few weeks, think about why 50% of teachers on average quit in the first 5 years. What are some of the positive and negative impacts that teaching may have on you. What can you do to handle these and avoid burnout?

November 23 - Thanksgiving break- woo hoo!!!!

November 30- Response 9: What is your cooperating teacher's practice of classroom management? Write four detailed questions regarding classroom management. Discuss there with your cooperating teacher, and incorporate your cooperating teacher's response into an observation, this week, of students' classroom behavior in general.

December 7- Response 10: Identify and describe the actions of a student who is off task. Describe the behavior of a student who "needs attention"; or does not seem to understand what to do/lacks motivation; or, keeps pushing the limits. Describe what your cooperating teacher does to help them and, how would you respond to their needs?
- wrap up of class/ review about e-portfolio process if needed or go to LC to work if needed!

Finals!!! (No class) Final Narrative of your experience due by the end of Finals Week! It must be uploaded to your e-portfolio by December 18. Email me when you have uploaded!!

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