NYSTCE Visual Arts Pedagogical Content
Knowledge Updated!!
-NYSTCE Visual Arts Pedagogical Content Knowledge
-Visual arts
NYSTCE Visual Arts Pedagogical Content Knowledge
Discipline Based Art Education DBAE ANSWER Includes teaching through the following
4 disciplines: aesthetic, art history, art criticism and art production. This will enable
students to learn about all forms of art and be able to talk about art using themes.
Backward Design Curriculum Model - ANSWER>>Begins with the identification of the
desired results of a lesson, deciding on acceptable evidence that the lesson was
successful and learning occurred, and then planning the instruction based on the
desired results and acceptable evidence.
Teaching for Artistic Behavior - ANSWER>>A choice-based approach to teaching art.
Students choose what they work on, and learn by practicing problem solving in art.
5 year old students - ANSWER>>Have limited fine motor ability. They are learning to
print and will often reverse letters and numbers.
6 year old students - ANSWER>>Their tracking ability makes reading much easier, but
spacing and staying on a line is still difficult. Activities should be chunked into short
sessions, with 15-20 minutes being the max for quiet sitting.
7 year old students - ANSWER>>Students begin to work more tidily and focus on
completing assignments. Introducing self assessment can begin here.
, 8 year old students - ANSWER>>Will be more social and full of energy, working to
complete work quickly, and socializing and talking while working. May overestimate
their abilities so shortening assignments or chunking them may be helpful.
9 year old students - ANSWER>>More coordination, that means the child can give
more detail and better control of a pencil.
10 year old students - ANSWER>>Like tracing and copying. Child is cooperative, and
starts to be satisfied with his/her abilities, also like helping other students.
11 year old students - ANSWER>>Eager to start using their fine motor skills for more
refined activities such as calligraphy, block printing, and new painting techniques.
12 year old students - ANSWER>>Showing some areas of strength or proficiency and
more able to set pragmatic goals. Ability to be more patient and confident with fine
motor skills practice is also possible in this age bracket. Common Interests-Apparel
design and architectural design that requires complex skill performance.
High school students ANSWER>>Tend to have high energy and much more refined
motor skills than previous grades. Beginning to have abstract reasoning abilities and
are skilled in both self and peer critique.
Students with physical disabilities - ANSWER>> Offering choices in media can be
helpful. Accommodations can be made in the use of different media, for example, using
oil pastels instead of painting. They might also find a larger surface easier to work on in
their painting/drawing. Taping the paper to the table may help keep the paper steady.
Weighted tools can help them hold materials steadily and gain more control.
Students with mental disabilities - ANSWER>> Chunking projects in small, workable
pieces would be helpful, present one step at a time and make project easier to
manipulate, giving students only materials to complete each step may also facilitate the
process; giving praise on a frequent basis encourages student to continue working their
projects.
Knowledge Updated!!
-NYSTCE Visual Arts Pedagogical Content Knowledge
-Visual arts
NYSTCE Visual Arts Pedagogical Content Knowledge
Discipline Based Art Education DBAE ANSWER Includes teaching through the following
4 disciplines: aesthetic, art history, art criticism and art production. This will enable
students to learn about all forms of art and be able to talk about art using themes.
Backward Design Curriculum Model - ANSWER>>Begins with the identification of the
desired results of a lesson, deciding on acceptable evidence that the lesson was
successful and learning occurred, and then planning the instruction based on the
desired results and acceptable evidence.
Teaching for Artistic Behavior - ANSWER>>A choice-based approach to teaching art.
Students choose what they work on, and learn by practicing problem solving in art.
5 year old students - ANSWER>>Have limited fine motor ability. They are learning to
print and will often reverse letters and numbers.
6 year old students - ANSWER>>Their tracking ability makes reading much easier, but
spacing and staying on a line is still difficult. Activities should be chunked into short
sessions, with 15-20 minutes being the max for quiet sitting.
7 year old students - ANSWER>>Students begin to work more tidily and focus on
completing assignments. Introducing self assessment can begin here.
, 8 year old students - ANSWER>>Will be more social and full of energy, working to
complete work quickly, and socializing and talking while working. May overestimate
their abilities so shortening assignments or chunking them may be helpful.
9 year old students - ANSWER>>More coordination, that means the child can give
more detail and better control of a pencil.
10 year old students - ANSWER>>Like tracing and copying. Child is cooperative, and
starts to be satisfied with his/her abilities, also like helping other students.
11 year old students - ANSWER>>Eager to start using their fine motor skills for more
refined activities such as calligraphy, block printing, and new painting techniques.
12 year old students - ANSWER>>Showing some areas of strength or proficiency and
more able to set pragmatic goals. Ability to be more patient and confident with fine
motor skills practice is also possible in this age bracket. Common Interests-Apparel
design and architectural design that requires complex skill performance.
High school students ANSWER>>Tend to have high energy and much more refined
motor skills than previous grades. Beginning to have abstract reasoning abilities and
are skilled in both self and peer critique.
Students with physical disabilities - ANSWER>> Offering choices in media can be
helpful. Accommodations can be made in the use of different media, for example, using
oil pastels instead of painting. They might also find a larger surface easier to work on in
their painting/drawing. Taping the paper to the table may help keep the paper steady.
Weighted tools can help them hold materials steadily and gain more control.
Students with mental disabilities - ANSWER>> Chunking projects in small, workable
pieces would be helpful, present one step at a time and make project easier to
manipulate, giving students only materials to complete each step may also facilitate the
process; giving praise on a frequent basis encourages student to continue working their
projects.
