The University of Trinidad and Tobago

Course Descriptor Template

The University of Trinidad and Tobago

COURSE TITLE :- Visual Arts Education

COURSE CODE :- ARTS: 1001
LEVEL :- One and Two CREDIT POINTS :- 2
Parent Programme :- Visual and Performing Arts (VAPA) Contact Hours: 30
Type of Course :- Lecture, Demonstration, Workshop
September Nov
Date Validated :- 2016 Date Modified :- September 2015

TOTAL STUDENT WORKLOAD:

The normal weekly workload will be: Lecture and Demonstration: 1 Hour
Practical Application: 1 Hour
Learning Environment:
Discipline specific room with strong work tables and access to running tap water and sink.

Class Contact: Lectures, demonstration, workshops, practicals

PREREQUISITES: None

DESCRIPTION
The visual arts curriculum sees its knowledge base as experiences, which place the learner as a
collaborator at the centre of his/her practice, as learner and teacher. This approach to practice uses
two and three-dimensional art and design methods and new media approaches of making and doing.
These methods will critically examine image appropriation as an understanding of changing values
in different societies and a broadened view of what constitutes culture and its relevance, (what
should be taught and why?) in art education in the Primary Schools of Trinidad and Tobago.

The programme aims to introduce students to a range of skills in studio practice, which
incorporates a language that is both academic (theory) and visual (practice) as central and
contributing symbiotic roles to students discourse and narratives, in the context of challenging the
debate and reaction to culture and place as imagemakers and responders.

This critical and visual quest prompts the debate of social action in the climate of risk-taking,
creative opportunity and personal enquiry. Whether inside or outside the classroom students

!1
 The University of Trinidad and Tobago

through independent critical thinking, self-direct their learning as problem solving through a variety
of methods and solutions to the making and communication of images.

The curriculum engages students in various levels of art media and techniques, social critical issues,
a wide cultural literacy and pedagogical discourse, appropriate to teaching visual art at the primary
level in Trinidad and Tobago.

As competent practitioners of visual arts education in their classrooms teachers act as effective
mentors who are competent experts in modeling and transferring knowledge of practice and theory
in the development of whole learners in the primary schools of Trinidad and Tobago.

COURSE OBJECTIVES

This course:

Provides students with skills, knowledge, competencies and practical experiences in the teaching of
the visual arts in the primary schools

Develops students ability to use materials and techniques intelligently, imaginatively and
experimentally using the visual elements of two and/or three-dimensional approaches to image-
making in responding to students ideas creatively, through personal meaning, risk taking and
creative opportunity.

Mentors and models instructional strategies and methodologies on teaching styles to the student
teacher based on theory and practical application of composing art lesson plans or
Lesson outlines for the primary school classroom.

Analyzes theory, art criticism and philosophical enquire as makers and responders to art by
interrogating ideas and images as a way of debating their own ideas and other peoples ideas in the
context of how art functions and is valued in different cultures.

Encourages students to become independent thinkers who will contribute inventively and critically
to their own culture through the making of art.

Uses literacy and pedagogical benefits of seeing and writing where words share equal attention to
image making in order to distinguish independent thought and communication of ideas through
qualitative judgment and values towards human culture while responding as visually articulate,
confident image makers and writers.

!2
 The University of Trinidad and Tobago

Assesses students intentions through student learning processes so as to encourage enquiry and
the development of ideas that is evidenced and relevant by using reflective practice, peer-evaluation
as methods of self-assessment and self- evaluation.

LEARNING OUTCOMES

1. Develop and construct learning-portfolios which demonstrate students learning processes and
their ability to make images using the functions of the visual elements of two and three-dimensional
design approaches to image making in studio practice at various levels of art media and techniques
in the primary schools.

2. Evaluate creative thinking through reflective practice and peer critique and evaluation, within
philosophical enquiry so as to be able to provide opportunities for changing existing beliefs, seek
alternative views and build upon skills and techniques that analyzes concepts as image makers and
responders.

3.Construct objects of communication by integrating the making of images, writing and

pedagogical benefits across curricular, as a literacy approach to seeing and writing, by extracting
meaning from reading images analytically from both the visual and textual material in the context of
human experiences.

4. Design and apply the learner-centred approaches and best practices into practical methodology
and instructional strategies in the planning of a unit in an art lesson or course outline.

AREAS OF STUDY
Course Modules:
1. Art History/Art Criticism/Aesthetics/Philosophical Inquiry, Seeing and writing
2. Art studio/production
3. Pedagogy

MODULE 1: Art History/Art Criticism/Aesthetics/Philosophical Inquiry, Seeing and Writing

Using Historical and cultural contextualizing to explore strategies for responding to contemporary
visual and verbal texts as powerful underlying influences on human behavior.

Generating class discussion and in-class writing that relates to aesthetic experiences, personal and
cultural values, clarifying emotions and feelings through reading of images, essays, advertisement,
photograph and mixed media.

Generating questions for philosophical Enquiry, Activities for Philosophical Enquiry, Debates,
Role Playing in Real Life situations, Engagement in Dialogues

MODULE 2: Art Studio Methods

!3
 The University of Trinidad and Tobago

Two-Dimensional Design Process

Twodimensional design addresses two-dimensional design issues. Design involves purposeful

decision making about how to use the elements and principles of art in an integrative way. The
principles of design unity/variety, balance, contrast, rhythm, repetition, proportion/scale figure/
ground relationships used in conjunction with the visual elements of line, colour, value, texture and
space. Students use these principles and elements to organize a picture plane in order to
communicate content as a result of context. Students will be asked to communicate their
understanding of two-dimensional design using two-dimensional processes/methods but not limited
to graphic design, digital imaging, photography, collage, fabric design, weaving, illustration, painting
and print-making and film

Three-Dimensional Design Process

In this section of art studio students demonstrate their understanding of the principles of design
unity/variety, balance, contrast, rhythm, repetition, proportion/scale figure/ground relationships
used in conjunction with the visual elements of line, colour, value, texture and space in works that is
evidenced by students understanding of concepts, form and materials and a range of approaches as
they pertain to three -dimensional issues.

MODULE III: Pedagogy

Integration of the art curriculum with different curricula areas such as Childrens Literature, Social
Studies, Science and Mathematics.

Planning and implementation for the effective delivery of art teaching through the principles of
planning a Unit/lesson

Instructional approaches to teaching art: Problem-based learning, Self-Directed learning, Co-

operative learning

Evaluation: Assessment strategies in evaluating the visual arts. Students will investigate the
evaluation process for evaluating images.

LEARNING AND TEACHING STRATEGY

The content will be delivered using a variety of approaches using direct and in-direct instruction,
student research and group activity. This course adopts a learner-centered approach to teaching,
rather than the traditional teacher-centered, pedagogical approach that emphasizes lecturing.
Students are therefore, required to read widely and discover new ways of doing and making in order
to actively construct and discover their own knowledge and participate in classroom discussions. The
instructors primary role is to facilitate and guide the teaching/learning process. Some of the
instructional activities will include debates, group discussions, and workshop sessions in a classroom
climate of care that encourages students to trust and value each others differences in the
community of learners that they build.

!4
 The University of Trinidad and Tobago

ASSESSMENT STRATEGY
Formative evaluation consists of group presentations; book/article reviews; regular concept checks;
Summative evaluation comes at the end of the course in the form of a Final Project based on
societal issues in Trinidad and Tobago.

Source of Marks (Course Work):

Journal: 5
Group/ Class Participation: 5
Pedagogy (lesson presentation):5
Portfolios/Class work: 35
50
Individual/Final Project:
Research: 10 1. Why art education? 2. Book Reviews 3. Micro Teaching
Project: 40
Total: 50
Total: 100

GRADING:
95-100 A+
89-94 A
84-88 A-
78-83 B+
72-77 B
66-71 B-
60-65 C+
50-59 C
0- 49 F

Aggregation & Re-assessment Rules

COURSE POLICIES
1. Regular class attendance is critical to the successful completion of this course
2. Students are required to participate actively in class discussions and group interaction
3. Except in extreme circumstances (e.g. illness/hospitalization).
4. Plagiarism is NOT allowed.
5. Students are required to credit the source of all materials used for presentations.

Assignment Policy: Assignments are to be turned in on the prescribed date. A penalty of 5% daily
for the late submission of assignments will be implemented. Students must have prior consultation
with the instructor in cases where unforeseen circumstances the ability to adhere to assignment
policy. Penalties will be applied for late submissions.

Class participation involves the following:

!5
 The University of Trinidad and Tobago

Regular and punctual class attendance (80%), and demonstrated preparation for class discussions
(reading assignments) and practical (materials, equipment)etc.
Participating in class discussions in a manner that contributes to the experience of the class and to
the civility of the classroom environment.
Participating through communication and correspondence with the instructor in a manner that
facilitates and demonstrates your engagement with the class and course curriculum.

INDICATIVE READING
Recommended Texts
Putting the Arts in the picture: Reframing education in the 21st Century by Nick Rabkin: Columbia
College Chicago (November2004) ISBN-10:0929911113

Children and Their Art: Methods for the Elementary School by Al Hurwitz, Michael Day:
Wadsworth Publishing; 8th Ed., (2006) ISBN-10: 0495006963

Contemporary Issues I Art Education by Yvonne Gaudelius & Peg Speirs: Prentice Hall; 1st Ed.
(June 2001) ISBN-10:0130886882

The Arts and the Creation of Mind

By Elliot W. Eisner: Yale University Press; New Ed. (September10, 2004) ISBN-100300105118

Thinking through Aesthetics

By Marilyn G. Stewart: Davis Publications, Inc. (1997) ISBN 87192-361-0

Assessment in Art Education

By Donna Kay Beattie: Davis Publications, Inc. (1997)) ISBN 87192-363-7
Internet Resources URLS:

http:www.uen.org/utahlink/tours/tourFames.cgi?tour_id=14888
http:www.Brigantine.atlnet.org/GigapaletteGALLERY/websites/ARTiculationFinal/
MainPages/Elements.Main.htm
http:www.Brigantine.atlnet.org/GigapaletteGALLERY/websites/ARTiculationFinal/
MainPages/principles.Main.htm
http:www.Brigantine.atlnet.org/GigapaletteGALLERY/websites/ARTiculationFinal/
MainPages/ArtCritiquing.Main.htm

ArtslunxInternational Dance Music Visual Arts Theatre Tesources. www.artslynx.org/

Class Activity

Session Topics Session Topics Session Methodology

Topics

!6
 The University of Trinidad and Tobago

Module 2: Art
Module1: 2-3 History/Art Module 3:
Pedagogy
Dimensional Art Criticism/
& Design Aesthetics/
Philosophical
Inquiry/Seeing
and Writing

!7
 The University of Trinidad and Tobago

LO
s 1. Construct Discussions,
learning- presentations
portfolios 1. Evaluate 1. Integrat
which creative ion of Presentation of
demonstrate thinking the art
students Visuals,
through curricul
learning reflective um discussion,
processes and practice and with demonstration
their ability to peer various
make images evaluation/ curricul
using the critique a areas
functions of within such as
the visual philosophical Childre
elements of enquiry so as ns
two and to be able Literatu
three- sometimes to re,
dimensional change Social
design existing Studies
approaches to beliefs, seek ,
image making alternative Science
as it pertains views and and
to various build upon Mathe
levels of art skills that matics.
media and analyzes
techniques in concepts as
the primary image makers 2. Plannin
school. and g and
2. Emphasize responders. implem
making art as 2. Students entatio
an ongoing reflect on art n for
process that and beauty the
involves the through their effectiv
student in experiences e
informed and and the role deliver
critical that culture y of art
decision plays in art teachin
making and society g
3. Help students through
to develop 3. Students are
the
technical discriminator
principl
skills so that y in
es of
they can evaluating the
plannin
become use of words,
ga
familiar with statements
Unit/
the visual and
lesson
elements definitions in
4. Encourage making
students to general
become statements
independent about art and
thinkers who beauty in 3. Instruct
will society ional
contribute 4. identify and approac
inventively raise hes to
and critically questions on teachin
to their own philosophical g art,,
culture enquiry with Proble
others and m base
reflect on learnin
their own g, Self
beliefs and Directe
reasons for d
holding those learnin
beliefs g, Co-
!8
 The University of Trinidad and Tobago

Wee Content Content Content Method

k

1 LOs 1,2,3,4: Demonstration.

Drawing/Design LOs 1,2,3,4: The Presentations
Nature and
Purpose of Visual Discussion ,
Art Education
Elements and
Principles of
design,
Understandin
g and being Aesthetic
able to design Theories
with the
formal Expression,
elements Contextualist.
Understandin Imitation and
g and being philosophical
able to questions
employ Which theory
principles of is true?
design using Wonder
balance, Enquiry and
emphasis, the
rhythm and philosophical
unity dialogue
Manipulate
space for
communicatio
n
Understandin Observing
g strategy and the ordinary
concept
development

2 LOs 1,2,3,4: Demonstrations

Drawing Design: , discussions

Exploring
lines
Creating
illusions with
lines
Shapes
designing
Shapes
Modeling
forms
impact of
light

!9
 The University of Trinidad and Tobago

3 LOs 1,2,3,4: Demonstrations

Colour and LOs 1,2,3,4: , presentations,
Design: Generating
question for a
Use of colour Philosophical
in design Enquiry:
Hue Analysis
Low contrast Planning and
and High the Art
Contrast curriculum
Value Scale Determining
Textures questions
Rubbings and Issues and
Blottings Topics
Reading An
Image

!10
 The University of Trinidad and Tobago

4 LOs 1,2,3,4: LO 4 PPT

Colour and Scoring and Presentations,
design demonstrations
Judging
Designing in strategies :
different
shapes and The
formats
Creating a objecti
balanced
ve/
design
Destroying Subject
symmetry and ive
retaining
balance Distinct
Creating a ion
focal point
Positive and Scoring
Negative and
space
Judgin
g
Exampl
e
Rating
Scales
Critiqu
es
Teacher
Intervie
ws
Student
self
assess
ment

!11
 The University of Trinidad and Tobago

5 LOS 1,2,3,4: LOs 1,2,3,4: Assess Demonstrations

Colour and Activities for a ment. , discussions,
Design philosophical Perfor presentations
Enquiry: mance
- Introduction Assess
to monotype. ment
Questions in Strategi
- Samples of the Air
monotypes es
Role Playing Portfoli
- Colouring Journal for
mixing os,
thoughts Journal
- Exploration about art
of materials. s,
Found and Integrat
discarded ed
materials. perfor
- Sky mances
techniques. .
- Transformi
ng
landscape
images .

!12
 The University of Trinidad and Tobago

6 LO 1 Slides,
LOs 1,2,3,4: The Integration demonstrations
creative
LOs 1,2,3,4: of the art
development in a
Project work of art. curriculum
Research,
recordings, I
reflections,
Project: Issue/ resolving designs.
problem
Method
s/
The design strategi
Brief
Understandin es to
g the purpose commu
of the project
Understand nicate
the an idea
development
stages from visually
thumb nails to and
finished
product. verball
y
Underst
anding
themes
visually
through
stylistic
vision

!13
 The University of Trinidad and Tobago

LOs 1,2,3,4: 2
7 and 3 LOs 1,2,3,4
dimensional Art/ Activities for
Design Introducing and
Practicing Skills:
Methods
Offering and
evaluating
reasons
Engaging in
Dialogues
Getting clear
about
Philosophical
Enquiry
Reading a
Painting
Reading a
photograph

8 LOs 1,2,3,4: 2 Slides, visuals, Slides, visuals, discussion

and 3 discussion
dimensional Art/
Design Methods

9 LOs 1,2,3,4,: 2 LO3:Instruct

dimensional Art/ ional
Design methods
Approaches
to teaching
Art.

Collaborativ
e and co-
operative
learning.

Self
directed
learning

!14
 The University of Trinidad and Tobago

10 Art/Design LO 4 Demonstrations
Methods Scoring and
Judging
LOs 1,2,3,4: 2 Strategies:
and 3
dimensional Formati
ve
Art/Design Assess
Methods ment
Strategi
es
Summa
tive
Assess
ment
Strategi
es

11 LOs 4. Micro LO 3: Presentations, discussions

teaching Instruction
al
Approaches
to teaching
Art

Collabo
rative
and co-
operati
ve
learnin
g
Self
Directe
d
learnin
g

!15
 The University of Trinidad and Tobago

12 LOs 1,2,3,4: Art/ LO 2: Group activity, discussions

Design Methods Lesson

2 and 3 Planning:
dimensional
Writing
Art/Design learnin
Methods
g
Instruct
ional /
Learnin
g
Goals/
Objecti
ves/
Outco
mes
and
Learnin
g
Activiti
es
Writing
Goals/
Objecti
ves
Concep
tions of
learnin
g

2 and 3
dimensional

Art/Design
Methods

Course Author Nickson Jack: Written based on previous Visual Arts

:- Education Course Outlines
Date :- 19 April 2014
Course Instructor :- Nickson Jack, Cyril Harripaul, Funke Hassan

!16
 The University of Trinidad and Tobago

Contact Information nickson.jack@utt.edu.tt; njack@artic.edu phone: 744-1046

cyril.harripaul@utt.edu.tt; caharripaul@hotmail.com phone:

:- 3456881 funke.hassan@utt.edu.tt phone: 792-5305
Availability times in office :- Monday: 12:30-2:30 (adaptable)

!17