When standards change, art teachers need to change with them. Change can shake us, but it doesn’t have to. With this class, you’ll seamlessly incorporate the National Visual Arts Standards into what you’re teaching and get the support you need to implement these new standards in meaningful ways.
Throughout this course you will research the new standards in depth and come to fully understand them. You will learn to think differently about how you deliver class instruction and enhance your curriculum to incorporate the new standards, creating a better and more compelling classroom.
Contact Hours Total
All courses will now close at 11 PM Central time on the 27th of each month.Graduate Credits Graduate Credits
Graduate Credit $798.00
Morningside Course Code
Revamp your current lessons and curriculum to better support the standards.
Put into place newly revised curriculum documents and an assessment plan focused on the areas of creating, presenting and responding.
Uncover new ways to assess the standards.
Research “big ideas” in art education and how they can help you better implement these standards.
Design units that seamlessly incorporate the standards in a manageable way.
Verbalize the importance of standards in art education to use as an advocacy tool.
Out with the Old, In with the New
Look at the similarities and differences between the old and new standards.
Identify pieces you’re already using in your curriculum and isolate those you need to target.
Have a candid conversation with classmates about this monumental change in art education.
Unpacking the Standards
Discuss the presenting performance standards and the prominent role they now play.
Learn to teach students to select, explain and prepare art objects for their own collections.
Dive into specific performance standards for a grade level of your choice.
Link the creating, presenting, responding and connecting standards to two units you teach.
Link 1–2 performance standards for each subcategory to a unit/art experience of your choice.
Determine if gaps exist, and if so, how you plan to fill them.
Create a “types of evidence choice board” for one of the performance standards.
Putting it All Together
Map out units, lessons and art experiences for the grade level selected in Week 3.
Determine how the four subcategories fit within each unit, lesson and experience.
Leave class with a comprehensive tool kit of lesson plans and organizational strategies.
Out with the Old, in with the New
A sample assignment from Week 1 of the class “Implementing the New Art Standards.”
Examine the new art standards and determine how they are similar to and different from the old standards. Identify the pieces you are already using in your curriculum and isolate specific areas you need to target.
Share your experiences using the old art standards. Discuss what you like about the new standards and what concerns they raise. Talk about one piece of the new standards that you feel may be missing from your current teaching practice, and how you’d like to implement it.
3. Practical, Hands-On Application
Create a visual representation (chart, graph, collage, mind map, etc.) demonstrating your interpretation of the similarities and differences between the new and old art standards. List ways in which you are already implementing each of the four areas (creating, presenting, responding, connecting) into your classroom.
"I was impressed by the of depth and breadth of the class. The subject matter was large and looming and yet was presented in a do-able format. I am amazed at how confident I am with the Standards just after four weeks." "
"These classes are wonderful! You are able to work at your own pace and on your own time. I love that if you know you will be busy, you can plan ahead to get the work done. It forces me to work on parts of my teaching I know I should work on anyway. "
What do past course participants think?
Hundreds of art teachers have taken the course “Implementing the New Art Standards”. Here’s what they actually think — without cherry-picking. (12 month rolling average from all post-course survey respondents – Updated 6/1/17)
"THE COURSE CONTENT WAS RELEVANT AND UP-TO-DATE"
"MY INSTRUCTOR PROVIDED VALUE-ADDED CONTRIBUTIONS TO ENHANCE DISCUSSIONS AND ENGAGE STUDENTS."
"I ACHIEVED THE GOALS I SET AT THE BEGINNING OF THIS COURSE."