RISD : Rhode Island School of Design : COURSES

ART + DESIGN EDUCATION: COURSE LISTINGS

The following information, provided by RISD’s Registrar’s Office, is indicative of courses offered at RISD and is not to be used for registering. Prospective students interested in browsing the most recent course updates should go to wa.risd.edu and click on “guest + prospective students.”

>> current RISD students: register for classes at wa.risd.edu
>> RISD faculty: contact registrar@risd.edu to update course data

RISD Graduate Courses in Art Education

ARTE 044G	Nancy Marlene Friese	COLLEGIATE TEACHING REFLECTION aPREPARATION
How can we add to the future enrichment of our disciplines? How do we make our future teaching a more meaningful practice? This is a professional practice course for artists, designers, architects, and educators who want to enhance their Teaching Assistantships at RISD and who are interested in future collegiate teaching within their expertise. The goal of this seminar is to introduce graduate students to reflective teaching principles, and to provide an orientation to the collegiate teaching and learning experience.<BR> <BR> The course meets partially in Fall, Wintersession and Spring semesters with the credit applied only to the spring term. A key component of this course is development of a reflective Teaching Portfolio, including a curriculum vitae, a proposed course syllabus, class projects, teaching reflections, and an artist/designer statement.<BR> Brown University's Sheridan Center of Teaching and Learning's Certificate I is incorporated into the seminar and includes 5 lectures, 5 workshops, a micro-teaching session, and an Individualized Teaching Consultation. The Sheridan Center's Certificate I is only available to RISD graduate students enrolled in this seminar. <BR> Open to graduate students; Elective Sections (01 a 02) Open to all grads Section (03) Open to incoming grads Permission of instructor required Fee: one- time fee of $180.00, non-refundable, and applied to Fall Term registration.<BR> Attendance starts in Fall 2009 only The first required meeting to continue in all sections occurs at 5:30pm on Monday, September 14th (before RISD classes begin) at Salomon Hall, Room 001. Also offered as GRAD 044G. Register into the course for which credit is desired. (FALL/WINTERSESSION/SPRING)
Semester: Winter

ARTE 055G	Nancy Marlene Friese	COLLEGIATE TEACHING: STUDIO-BASEDTEACHING AND LEARNING
This course uses RISD as a research site for the exploration of a pedagogy for studio-based teaching a learning. It is designed for students who will be teaching during the course of study at RISD as well as for those who plan to teach after receiving their degree. The course draws upon the varying expertise and teaching methodologies of RISD faculty from all disciplines providing graduate students in this course with models of practice that can inform the development as future faculty of their own teaching philosophy and practice. In addition to RISD faculty, students will have the opportunity to engage in dialog concerning a pedagogy for art teaching and learning with faculty from other institutions of higher education. The course is based on the premise that learning to teach in a generative and attentive manner can bring teaching closer to one's studio practice and therefore make the teaching and learning experience more authentic. The course is composed of readings, reviews, discussion, research assignments, lectures, and peer presentations.
Semester: Spring

ARTE 601G	John C. Chamberlin	CURRICULM MAPPING FOR VISUAL ARTSLEARNING
This course explores the development of a conceptual framework for studio-based teaching and learning for children and adolescents. The course introduces an approach to pedagogy for art and design that is informed by artistic practice and which revolves around meaning-making. Students examine the principles of curriculum mapping and instructional design through the development of a series of units of instruction based respectively on themes, subjects, and media - all of which are crafted to meet the cognitive, social, and personal interests of children and youth. The course explores the relationship between curriculum, instruction, and assessment and where curriculum and instruction is focused on deepening K-12 students' understandings of art and design as expressions of enduring ideas. In explorations of assessment, students consider and design various formative and summative strategies to capture and evaluate levels of student understanding. Throughout this course, there is an emphasis on the development of curriculum design and instructional strategies for elementary and secondary students that encourage discovery, creativity, innovation, personal voice, and even play! Course Level: Graduate, Required for MAT; Open to MAT only (FALL)
Semester: Winter

ARTE 602G	TBD	MUSEUMS,HISTORIES,aCRITIQUES
This course offers a historical and theoretical examination of the art museum from its eighteenth century inception to contemporary expectations and institutional critiques. We will explore the philosophical and social implications of collecting and classification, architecture and display practice; institutional mission and audience experience; interpretive strategies and educational goals; curatorial practice and the artist as curator; ethics and civic responsibility. This critical framework will offer a means to examine the museum's role in structuring knowledge and facilitating experience and its place within intellectual discourse and public life. Course Level: Graduate, Required for MA (ME track)
Semester: Winter

ARTE 604G	John C. Chamberlin	LAB SCHOOL:LEARN THROUGH ART AND DESIGN
This field-based class provides graduate students with an opportunity to experience and examine the dynamics of teaching and learning within an elementary school setting particularly, Providence's CVS Highlander Charter School. The course is predominantly concerned with the development of teaching and learning strategies with which to incorporate art and design into general education while at the same time maintaining both disciplines' integrity. There is a special emphasis on utilizing art and design to support any school's literacy initiative. The course is constructed with two complementary elements a participatory component in which pairs of graduate students work collaboratively with a non-art specialist or general classroom teacher. Graduate students have the opportunity to lead small groups of children in formal teaching and learning experiences and to use these opportunities to reflect on matters of content, student understanding, and the effectiveness of communication. The second component of the course is a seminar that uses the graduate students' authentic classroom experiences as an opportunity to examine a broad range of educational issues that include: the impact of teaching and learning environments, the diversity of learners, arts integration, culturally responsive teaching, technology in the classroom, and classroom management. Course Level: Graduate, Required for MAT. MAT only.
Semester: Winter

ARTE 606G	Janice Elaine DeFrances	LIFESPAN: EXCEPTIONALITY
This course is designed to provide an overview of the educational psychological and social needs of learners with disabilities, to discuss the impact of special education law on public school programs, and to provide a background for designing appropriate interventions for students with a variety of special learning needs in the art and design classroom. The course will focus on the identification of various disabilities, their characteristics, and the legal and philosophical basis for interventions and adaptations needed in the art and design classroom.
Semester: Winter

ARTE 608G	John C. Chamberlin	STUDENT TEACH.: ELEM. SCHOOL
A field-based student teaching (clinical teaching) experience at theelementary level in a public school in Rhode Island or Massachusetts, supervised by school-based cooperating teachers and faculty from RISD's Department of Art + Design Education. A student teachers performance during this six-week teaching assignment is assessed using the performance benchmarks of the Rhode Island Beginning Teacher Standards.
Semester: Spring

ARTE 609G	Paul A.C. Sproll	STUDENT TEACH.: SEC. SCHOOL
A field-based student teaching (clinical teaching) experience at thesecondary level in a public school in Rhode Island or Massachusetts supervised by school-based cooperating teachers and faculty from RISD's Department of Art + Design Education. A student teacher's performance during this six-week teaching assignment is assessed using the performance benchmarks of the Rhode Island Beginning Teacher Standards.
Semester: Spring

ARTE 610G	John C. Chamberlin	DEGREE PROJECT
The Degree Project is the capstone event of an MAT student's program in which she/he presents comprehensive documentation of her/his coursework and teaching to a review committee consisting of RISD faculty, cooperating teachers, and external critics. The work presented includes the following required components: Online Program Portfolio, Teaching Portfolio, K-12 Student Case Study, and an Interpretive Exhibit. The Degree Project is reviewed and evaluated in the context of the assessment framework of the Rhode Island Beginning Teacher Standards (RIBTS) Course Level: Graduate, Required for MAT. Open to MAT only.
Semester: Spring

ARTE 651G	Paul A.C. Sproll	RESEARCH TOPICS IN ART AND DESIGNEDUCATION
This course provides students with a primer to art and design education as a field of education. In this context, art and design education is defined within the broadest of parameters to include the role(s) played by art and design in individual's lives in school, museum, and community settings. While the course draws upon a wide range of research methodologies, its focus is primarily on qualitative methods--ethnographic, historical, philosophical, phenomoenological, case study, and interview. Exploration of how these methodologies have been used by scholars provides students with an introduction to the problems, topics and issues highlighted within the field of art education's literature and will provide a foundation upon which an individual student's thesis research can be constructed. Students will design and submit a thesis research proposal at the completion of the course.
Semester: Winter

ARTE 652G	John C. Chamberlin	CONTEXT, CONTENT, AND PRACTICES INART a DESIGN EDUCATION
This course examines the development of visual arts education in its connection to general education. At each stage of the investigation, issues are examined in terms of the relationship between, context, content, and pedagogical practice. There is a particular emphasis in this course on exploring the manner in which belief systems shape curriculum construction within elementary and secondary schools. Major topics of investigation include: varying curricular shifts in visual arts education, standards and accountability, the diverse classroom, political mandates, public school re-design, and the role of unions and professional associations.
Semester: Winter

ARTE 656G	John C. Chamberlin	CONTEMPORARY ISSUES IN ARTS EDUCATION
While compelling arguments abound concerning the transformative potential of the arts in the education of children and youth, the arts' position within public education in an age of accountability and standardization continues to be vulnerable. This seminar examines arts education within the contexts of school, museum, and community and uses reports, position papers, visiting scholars, arts educators, artists, performers, and arts administrators to inform the discussion and analysis of the current regional and national landscape of arts education. Restricted to Graduate Level students
Semester: Spring

ARTE 671G	Paul A.C. Sproll	THESIS RESEARCH
Thesis Research is a web-based e-course in which students complete a written thesis during the non-resident second year of the MA program. Students are required to enroll in Thesis Research during Fall and Spring semesters. The thesis is an investigation on a personal area of interest within the field of art and design education and is developed from ideas first submitted by the student in a research proposal in the fall semester of her/his first year of study, subsequent course work, and professional practice experiences. Course Level: Graduate, Required for MA (all tracks). Open to MA only.
Semester: Spring

ARTE W62G	Nadine Laura Gerdts	DESIGN EDUCATION STUDIO WORKSHOP:Place Based Learning
The urban landscape is comprised of designed elements at multiple scales, ranging from a city's infrastructure to the architectural details of street furniture and building fagades. Although people are more and more likely to inhabit urban places, whether a small town or large metropolis, it is rare that we look carefully at the details and making of a place in such a way that we truly know the "genius loci" or spirit of the place. The unique meeting of the geographic underpinnings of a place, its natural resources and amenities that made it a likely place for settlement and the layers of design undertakings over time that build the structure of a city are critical to place-making. Knowing and understanding the environment is a critical piece of design education that can take many forms and be addressed through projects at many scales.<BR> <br> This course is designed to build your vocabulary for understanding the design of place and then provide opportunities to use your skills as teachers of art + design to translate that vocabulary into projects that can open up the designed world to young people. We will look at design of place and urban space from three vantage points relating to children: PLACES FOR CHILDREN; PLACES AND CHILDREN; and PLACES BY CHILDREN. To address these issues, we will conduct a series of design exercises exploring the urban environment working with scale, perspective, and mapping elements of the city's built and natural environment. In addition, we will look at the local and global role of sustainable design in the fields of architecture and urbanism and work to develop ways to present these integrated design challenges to young people.
Semester: Winter