The anthology is a collection of lesson plans, as well as the stories, artworks, and artists behind them, highlighting the rich values, ideas, and pedagogies of the field of art education, as seen from the perspective of Teachers College students. Teachers College students of the Art and Art Education program draw upon their past, present, and future experiences to provide layered stories and conversations of the benefits and joys of spreading art to all.
Mid-Summer; (may be extended as needed)
8”x8” Book, Full Color, with lots of images!
Autobiography+Teaching Rationale (Written or Interview) (300 – 400 words)
Your Own Artwork (Image + Title)
Lesson (approximately 300-800 words)
Example of Artwork from Lesson (Image + Title) w/ Short Reflection (2 to 3 Sentences) & Student Info
Consent Forms (1 from you and 1 from each student (or parent of student) in the photographs/artwork)
Deliverable 1: Autobiography + Teaching Rationale
Written (300-400 words) or Interview (see below)
The Autobiography+Teaching Rationale should talk about how you became interested in art education as well as your experience and rationale towards lesson execution and planning. Beyond that, it is open-ended, but if you need guidance here are some suggested questions:
How did you become interested in the education or instruction of art?
What is your background in art and teaching/instruction?
Why is teaching art or the field of art education important to you?
What do you hope to add to the field of art education?
How do you typically enter into a lesson? What is the spark that gets you excited about teaching your lesson?
What are some of the challenges and opportunities of teaching in your particular media/theme?
As an alternative to a written submission, you may choose to partake in a brief interview instead. The interview questions will be more open-ended variants of the above questions. Please contact Corpuz@tc.edu so Andrew can set up an interview with you. You may also be reached for an interview.
Deliverable 2: Your Own Artwork
Please provide a high quality image of your own artwork.
Please provide a title of the artwork as well.
Deliverable 3: Self-Portrait
This can be anything that somehow visually resembles your face, whether it’s an artistic self-portrait or a professional-style headshot. The self-portrait is a way for readers to visually identify with you and your self-portrayal as a human being, an educator or artist.
Deliverable 4: Lesson (Or Other Instructional Sequence)
(Approximately 300-800 words, should fit into 1 – 2.5 pages (8” by 8” pages in the final form))
Your lesson should have been executed in at least one educational or instructional setting. We use the term ‘lesson’ loosely, as the lesson can be any sort of instructional sequence. As a result, the lesson need not be tested in a classroom, but needs to be tested in an educational or instructional setting, whether it be classroom, online, museum, 1-on-1 tutoring, product, other informal setting, etc.
If you need help deciding which lesson to choose (or would like to design a lesson), pick a lesson that:
Is easily adaptable to a wide variety of educational/instructional settings…
Is nonlinear in nature or allows for students to enter into the lesson from multiple skill levels and perspectives
We encourage you to submit a lesson plan as they are already written. As a result, your lesson can come in whatever format you choose (must fit within the page limit)! However, you may need to make slight adjustments as the lesson should somehow cover the following elements:
Description of Activity: What do the teacher and student(s) do in the activity?
Objective: What is the goal or purpose of the activity? What should the student expect to gain or learn from the lesson?
Rationale: What is the reasoning for the design of the lesson? What is unique about the lesson?
Extendability: How does the lesson connect to other curricular ideas? OR How can the student extend the lesson into other aspects of his/her life?
You can add a sentence or two for each of these questions if your original written lesson plan does not mention these ideas in some form. Feel free to add any other elements as well. If you are unsure, you can just submit whatever you have, and we can contact you back if there is something we would like you to add.
Deliverable 5: Example of Lesson Artwork
(Image, Title, 2 to 3 Sentences, Student Info, Consent Forms)
As your lesson has been tested in an instructional setting, at least one student will have made an example of your artwork.
Please submit an image of a student’s artwork.
Please submit the title of the student’s artwork (or untitled).
Also, please provide a short description of the artwork, that includes a description of the educational setting (i.e. classroom grade, museum, online, etc.) in which the lesson was executed.
You will also need to submit the student’s age or a general indicator of the student’s age (i.e. young adult, senior, 8th grade)
The student can choose whether or not s/he wants his/her name listed with the artwork or anonymously in the publication.
Deliverable 6: Consent Forms
You will need a consent form to be filled out by the student (or the student’s parents if the student is a minor). If you choose multiple student’s works, you will need multiple consent forms.
In addition to the consent form from your student, you will also need to sign your own consent form, giving TC Art Ed permission to use your submitted images in the publication of this book.
Deliverable 7: Metaphor (Optional)
(Text or any other form of visual media that will fit into two pages (8in. X 8in.). If just standard text, no more than 400 words.)
Submit a metaphorical view of how you look at teaching, instruction, learning, or education.
Your submission can come in any printable form/media, just as long as it provides a rich – perhaps deeply sensorial – perspective to teaching, instruction, learning, or education. If you submit something non-textual, there must be at least one sentence that explains the metaphor.
For many teachers, the teaching process is seen as a metaphor. One often-used example is gardening, that is cultivating the individualized growth of many different students. Here are some sample articles through which you can read more about the topic:
Metaphors need not be only about the classroom — perhaps you see the educational museum as a fantasy store, or would like to offer a metaphorical critique of the current status of institutional learning.
Metaphors will be used as descriptive interludes in the book, collectively meant to inspire an imaginatively rich array of instructional approaches.
Carianna Arredondo and Andrew Corpuz will be the editors.
CJ Reilly III will be assisting with illustrations and design.
If you are interested in participating in this project beyond a lesson submission (ie helping with design), please contact firstname.lastname@example.org or email@example.com.
Thank you so much for your patience, thoughts, and contributions, and I look forward to hearing from many of you!