Art Education for the Classroom Teacher (1st Edition)
Daniella Ramos Barroqueiro
This book covers artistic development in children, how to cultivate their interest in art, writing your art lesson plans, special needs children, and much more.
The issue of teaching art and specifically the methods used to stimulate student interest and the implications of art teaching methods have been in the researchers' scope for decades since the late 1950s. Particularly for the early childhood classroom, from pre-school through the primary grades, the basic questions most researchers tried to answer are how to attract students to art and how art is used to develop their learning skills.
Daniella Ramos Barroqueiro is an Associate Professor of Art Education. She teaches art methods courses for elementary, early childhood and art education majors, as well as graduate courses that address current issues in the field. She regularly serves on thesis committees in and outside of art education. Dr. Barroqueiro graduated from Southern Connecticut State University in 1991 with a Bachelor’s degree and certification in Art Education. She earned her Master’s degree in 1996, and her Doctorate in 2004, (both in Art Education) at The University of Illinois at Urbana-Champaign, where she studied with Lillian Katz, Liora Bresler, Christine Thompson and Elizabeth Delacruz. She taught art at the elementary and middle levels in Connecticut, and in various early childhood settings in Illinois, including a Montessori School and University lab schools. She was a visiting assistant professor of art education at the University of Illinois at Champaign-Urbana before coming to teach at ISU. Over the last two decades she has presented papers and published articles on various topics: children's artistic development, visual and verbal literacy, assessment in the arts, art education for the classroom teacher, multicultural children’s literature, attention deficit disorder (ADD), and the contemporary glass movement. Dr. Barroqueiro has been a reviewer for the International Art in Early Childhood Research Journal and for Visual Arts Research. She has served as a board member of the Illinois Art Education Association Central Council.
forms. In addition to acquiring knowledge essential to performance and production, students become arts consumers (e.g., attending live performances or movies, purchasing paintings or jewelry, or visiting museums) who understand the basic elements and principles underlying artworks and are able to critique them. A. Understand the sensory elements, organizational principles and expressive qualities of the arts. 25.A.1d Visual Arts: Identify the elements of line, shape, space, color and texture;
understanding of societies, past and present. 5. Materials: This section will include all the materials (consumable and non-consumable needed for the lesson. Divide this section into two parts: Teacher Materials and Student Materials. Don’t forget to list quantities. It is appropriate to write this section in list form. Writing an Art Lesson Plan Chapter 9 Some examples of Teacher Materials: Fine art image Storybook Puppet Large Color wheel World Map “Demonstration Materials” (these
help guide you to those that best suit your students. Some allow students to create from beginning to end, while others simply generate the final product with minimal effort. What you will not find here are basic virtual coloring sheets. The author located sites that would give students a chance to generate their own original works of art. Please take some time to explore several of these websites. 3D Snowflake Creator (Grades 2-12) A basic kaleidoscope tool that generates an animated snowflake.
Dissemination Center for Children with Disabilities presents current terms and definitions found in the IDEA legislation. Categories of Disability under IDEA Autism means a developmental disability significantly affecting verbal and non-verbal communication and social interaction, generally evident before age 3. Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes severe communication and other developmental and educational needs that they cannot be
example, could excel physically or socially. General education is intended to accommodate the broad range of students who can benefit from regular schooling. This encompasses the entire spectrum of learning types, including children, who for various reasons, are disabled. These children are “mainstreamed,” in regular classrooms where they associate with all their peers rather than remaining with a limited subgroup related to their particular challenge. The inclusion of students with disabilities