(a)
Art Competencies. The
following basic competencies are essential to all visual arts teachers:
1.
Studio Art
Competencies. The prospective teacher of visual arts must be:
(i) Familiar with the basic expressive,
technical, procedural and organizational skills, and conceptual insights that
can be developed through studio arts and design experience, including a variety
of two- and three- dimensional media and processes.
(ii) Familiar with traditional processes as
well as newer technological developments in environmental and functional design
fields.
2.
Art History and Analysis. The prospective teacher of
visual arts must have an understanding of:
(i)
The major styles and periods of art history, analytical methods, and theories
of criticism.
(ii) The development
of past and contemporary art forms in Western and non-Western
cultures.
(iii) Contending
philosophies of art.
(iv) The
fundamental and integral relationships of all these components to the making of
art.
3.
Technical Processes. The prospective teacher of visual
arts should have functional knowledge in such areas as the physics of light,
chemistry of pigments, the chemical and thermal aspects of shaping materials,
and the basic technologies involved in printmaking, photography, filmmaking,
and video.
(b)
Teaching Competencies. The prospective teacher of visual arts must
be able to connect an understanding of educational processes and structures
with an understanding of relationships among the arts, sciences, and
humanities, in order to apply art competencies in teaching situations and to
integrate visual arts instruction into the total process of education. Prior to
program completion, prospective teachers of visual arts shall demonstrate
specific competencies including:
1. An
understanding of child development and the identification and understanding of
psychological principles of learning as they relate to art education.
2. An understanding of the philosophical and
social foundation underlying visual arts in education and ability to express a
rationale for personal attitudes and beliefs.
3. Ability to make students emphatically
aware of the all-important process of artistic creation from conceptualized
image to finished artwork.
4.
Ability to assess aptitudes, experiential backgrounds, and interests of
individuals and groups of students, and to devise learning experiences to meet
assessed needs.
5. Knowledge of
current methods and materials available in all fields and levels of visual arts
education, including consideration of safety issues related to the use of art
materials and art processes.
6.
Basic understanding of the principles and methods of developing curricula and
the short- and long-term instructional units that comprise them.
7. Ability to accept, amend, or reject
methods and materials based on assessment of specific teaching
situations.
8. An understanding of
evaluation techniques and the ability to apply them in assessing both the
progress of students and the objectives and procedures of the
curriculum.
9. Ability to organize
continuing study and to incorporate knowledge gained into self-evaluation and
professional growth.
