Flipping the Art Room

Flipped classrooms are an engaging learning approach that promotes student autonomy because the instruction is differentiated and allows students to take more ownership of their learning. Your learning will be guided by K-12 art educator case studies that offer relevant strategies for immediate applicability to your art room. You will walk away from this course confidently equipped to implement procedures and activities that model the flipped classroom approach.

For the official course description, see the course syllabus or Graduate Catalog.

Required Materials

A device with audio and video capabilities (smartphone is acceptable)

Additional Materials

Computer with basic audio and video output equipment
Internet access (broadband recommended)
Basic computing skills (see AOEU’s Technology Requirements)
Access to AOEU’s online learning platform, Brightspace, to view course content, submit assignments, and engage in discussion (provided)
Word-processing platform (Microsoft Office, Pages, Google Docs)

Graduate Credits

All courses will now close at 11 PM Central time on the 27th of each month. Graduate Credits 2 Graduate Credits

Price Graduate Credit $798.00

Timeline

Mon 8 Sun

Feb 7 Weeks Apr 3

Upcoming Course Run Dates

Feb 7 Apr 3

Apr 4 May 29

Jun 6 Jul 31

Jul 4 Aug 28

Sep 5 Oct 30

AOEU Course Code

DIG523

Morningside Course Code

EDUC500 AOE023

Course Objectives

Evaluate a variety of successful flipped classroom models, both in general education and art education at the elementary and secondary levels.
Plan and prepare to flip a current unit or lesson.
Successfully record video tutorials and create handouts to assist with instructional delivery.
Develop an engaging online platform for student viewing.
Research ways to obtain technology for student success.

Course Breakdown

Week 1

What is Flipped Instruction?

Research the idea of flipped teaching and learn how it’s changing education.
Discuss and give examples of how you are already using one of these methods in the art room.

Week 2

The Flipped Art Room

Dive into a series of case studies of real-life art teachers who flip their instruction.
Analyze a case study of a flipped classroom.

Week 3

Creating Video Outlines

Choose a unit or project to flip.
Create an outline to plan for what your students should know, understand, and do.

Week 4

Support Materials

Research existing resources to supplement your original flipped lessons.
Create a learning guide, poster, handout, or another type of visual for students to track their learning.

Week 5

Flipped Videos

View detailed tutorials concerning ways to videotape and put together flipped lessons.
Film and edit the flipped lessons.

Week 6

Managing a Flipped Classroom and Using Existing Resources

Examine ways to help students take responsibility for their learning.
Create a management tool to use in the art room.

Week 7

Revised Teaching Philosophies and Action Plan

Post a revised teaching philosophy that aligns with the flipped model.
Plan your next steps and create an action plan to continue the flipping adventure.

Week 8

Reflection

Reflect on your learning of flipped instruction from the beginning to the end.

The Flipped Art Room

A sample assignment from Week 2 of the class Flipping the Art Room

1. Research

View a series of case studies that feature experienced art teachers who are all using the flipped model in different ways.

2. Discussion

Talk about new insights learned from this research and decide which flipping model seems like a logical fit for your classroom.

3. Application

Write a case study response discussing how, when, and for what purposes your students might best benefit from flipped instruction and why that is.

What do past course participants think?

Hundreds of art teachers have taken the course Flipping the Art Room. Here’s what they actually think — without cherry-picking.
(12-month rolling average from all post-course survey respondents – Updated 1/28/2021)

97.7%

Course content was relevant and current.

97.7%

Instructor was knowledgeable and provided value-added contributions.

98.85%

 I achieved the goals I set at the beginning of the course.   

Let's Get Started

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