Build a toolkit of instructional approaches for both in-person and online art classrooms that will engage all art students.
Because one size does not fit all in the art classroom, differentiated teaching strategies are vital to reaching all learners. This interactive, practical course is designed to help art teachers build a professional repertoire of instructional approaches for both in-person and online classrooms. This course is aligned with 21st-century learning goals, such as creative thinking, problem-solving, ideation, and collaboration. Emphasis will be placed on contemporary art and education theories, such as culturally responsive classrooms and student-centered learning.
Prerequisite Requirement Exemption
To request an exemption to a prerequisite requirement, students must submit a Special Request Form to the Registrar’s Office along with the appropriate supporting documentation as outlined in the form.
Access to AOEU’s online learning platform, Brightspace, to view course content, submit assignments, and engage in discussion (provided)
A Google Drive account (not provided by AOEU)
Word-processing platform (Microsoft Office, Pages, Google Docs)
All courses will now close at 11 PM Central time on the 27th of each month.Graduate Credits3 Graduate Credits
Graduate Credit $1197.00
Jun 6WeeksJul 31
Upcoming Course Run Dates
Jun 6Jul 31
Jul 4Aug 28
Aug 1Sep 25
Sep 5Oct 30
Oct 3Nov 27
Only 2 days remaining to enroll in the next section of this course.
AOEU Course Code
Morningside Course Code
Deconstruct traditional strategies and methods of art instruction to develop a personalized instructional approach.
Develop instruction that is inclusive and accessible to diverse learners.
Facilitate problem-solving and collaborative thinking skills in K-12 students.
Design engaging in-person and online learning environments for K-12 students using a blend of pedagogical approaches and educational research.
Delivering Effective Whole Group Instruction Through Contemporary Art Practices
Begin this course with an opportunity to combine research and reflective practice by drafting the framework of an individualized teaching philosophy.
As the course progresses, learning will contribute to the evolution of this teaching philosophy.
Guiding Student Engagement and Creative Thinking With Intentionality
Consider current practices for setting the stage for independent learning, creative thinking, and effective problem-solving. How is learning in the art room designed to engage, creatively guide, and teach art to students with intentionality?
Research successful strategies and create/record a think-aloud that can be used within current practices.
Goal Setting, One-on-One Conferencing, and Essential Questions
Deep dive into personal goal setting, one-on-one conferencing, and essential questions as ways to provide students opportunity to take ownership of inquiry and learning.
Apply previous knowledge by adding to an established annotated bibliography.
Create a reflection station for the art room, a tool to provide students intentional reflective time during the creative process, instilling the importance of growth and improvement.
Small Group and Collaborative Learning
Explore instructional methods for small group and collaborative learning, including encouragement to work together to solve open-ended, complex tasks.
Create a ready-to-use student learning guide for the art room, choosing to focus on an independent or collaborative focus.
Diversity, Equity, and Accessibility in the Art Room
Differentiate between key needs of a diversified curriculum, ensuring that all learner needs are noted during curriculum planning.
Explore ways to design learning experiences that allow for varied perspectives and worldviews. Applicable learning provides the choice of revising a current lesson plan with a differentiated lens or developing learning supports for the classroom.
Designing Playful Environments That Encourage Creativity and Artistic Thinking
Explore ways to enhance motivation and engagement through environmental choices and creative play. The classroom environment is a crucial consideration when it comes to presentation and motivation.
Create an original educational game or reboot an existing one for the art room.
Aligning Online Instruction With Learning Pedagogies
Evaluate the best practices for online instruction, then apply them to traditional art room practices.
Design an online learning plan and instructional tool.
Accumulate created artifacts throughout the course in a portfolio.
Reflect on your innovative thinking journey from the beginning to the end, considering feedback from peers and leaders and making any final portfolio adjustments.
Small Group and Collaborative Learning
A sample assignment from Instructional Strategies for Art Teachers.
Explore and research through articles, examples and case studies on how small group and collaborative learning can enhance learning in the art room.
Share current practices with small groups and one-on-one conferencing with peers, reflecting on ways to build community and challenges that can arise.
3. Practical, Hands-On Application
Choice of creating either an independent or collaborative student learning guide. Within the chosen learning guide, additional choice of presentation includes a packet (focusing on 1-2 essential questions for a learning unit or lesson), a poster (including visuals, appropriate text and essential question focus for student guidance) or a WebQuest (for online learners, based on at least one essential question).
"I learned a lot of different strategies and for the strategies that I had known about already, I was able to expand on them more in-depth. "
Megan H., CO
What do past course participants think?
Hundreds of art teachers have taken the course Instructional Strategies for Art Teachers. Here’s what they actually think — without cherry-picking. (12-month rolling average from all post-course survey respondents – Updated 1/29/21)
Course content was relevant and current.
Instructor was knowledgeable and provided value-added contributions.
I achieved the goals I set at the beginning of the course.
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