https://matmecadhandbook.cargo.site MAT Handbook MECA&D Thu, 09 Jun 2022 14:17:07 +0000 https://matmecadhandbook.cargo.site en https://matmecadhandbook.cargo.site/Mobile-Nav Thu, 09 Jun 2022 14:17:07 +0000 MAT Handbook MECA&D https://matmecadhandbook.cargo.site/Mobile-Nav https://matmecadhandbook.cargo.site/Mission-and-Purpose Tue, 07 Jun 2022 14:45:55 +0000 MAT Handbook MECA&D https://matmecadhandbook.cargo.site/Mission-and-Purpose Mission & Purpose Our Mission Maine College of Art & Design educates artists for life. Our Vision MECA&D will be distinguished by its focus on educating highly accomplished artists and designers who excel in their chosen field with integrity, professionalism, and community leadership. Our Core Values At MECA&D, we believe in the transformational power of an arts education to serve as the foundation for a lifelong pursuit of personal and professional goals. We combine a rigorous interdisciplinary curriculum, immersive studio practice, and wealth of professional development opportunities to provide an educational experience that embodies artistic excellence, civic engagement, and creative entrepreneurship. Artistic Excellence Civic Engagement Creative Entrepreneurship We teach each student the necessary professional skills to transform aspirations and values into a creative practice that will serve as the foundation for a rewarding career. Art Education Department Mission and Vision The Art Education Department prepares artists to become effective art educators who use the knowledge, skills, and dispositions acquired in our program to creatively serve children and youth in PK–12 schools, museums, community-based/alternative settings, and virtual learning environments. The program, which is both individualized and collaborative, prepares artists to recognize how their personal and professional characteristics and attributes enhance and strengthen the learning environment. Terminology Throughout this handbook, you will encounter the term “candidate.” That means you! We use the word “candidate” to differentiate your adult learning from the PK–12 students you will serve. That being said, we have preserved the term “student teacher.” However, our use comes with a new twist. The “student” refers to the children and youth you will be teaching. By reframing the definition of “student teacher,” we hope to place an emphasis on the learning of PK-12 students, the main idea of teaching. https://matmecadhandbook.cargo.site/Conceptual-Framework Tue, 07 Jun 2022 14:45:55 +0000 MAT Handbook MECA&D https://matmecadhandbook.cargo.site/Conceptual-Framework Conceptual Framework Artist Has expertise in studio art and the critical thinking structures to interpret design and create meaningful artistic expressions Developing Teaching Expertise Inquiry and Learning Acquisition of knowledge, skills, and dispositions Application of knowledge, skills, and dispositions Building of ability to apply, adapt, and invent appropriate methods to address PK-12 student learning needs in a variety of settings Artist / Educator Career Readiness Continuing Inquiry Flexible, Creative Application of knowledge, skills, and dispositions Utilizing a working artist’s values of professionalism and high-caliber studio practice, the Art Education program at Maine College of Art & Design is designed to provide teacher candidates with the knowledge, skills, dispositions, and direct experiences in general education and the specific content of art education to become responsive and innovative educators. Through a combination of focused individual attention and meaningful collective inquiry we encourage candidates to take risks, think critically and creatively, and to prepare their students to become culture-making citizens. Our interdisciplinary program blends theory and research with practical, action-based learning in hands-on settings that enrich both creativity and critical thinking. Candidates collect concrete evidence to demonstrate effectiveness and improve their practice. A collaborative circle of learning sets the stage for continuous inquiry and action. The program emphasizes an art integration approach to learning that shows how to change education through visual art and creates “a place at the table” for the art teacher in general discussions about education. As part of Artists at Work at MECA&D, candidates gain the tools necessary to be reflective, successful, culturally aware practitioners. As artists they also learn to appropriately apply or adapt these tools and to create new tools when necessary. https://matmecadhandbook.cargo.site/Collective-Inquiry Tue, 07 Jun 2022 14:45:55 +0000 MAT Handbook MECA&D https://matmecadhandbook.cargo.site/Collective-Inquiry Collective Inquiry Meaningful Collective Inquiry: A Collaborative Circle of Learning Information gathering and the sharing of ideas start a continuing circle of learning that includes field-testing, observation, collaborative inquiry, and refinement. New ideas or a change in context begins the circle anew. This collaborative circle of learning is used throughout the Art Ed courses. Collaborative Circle of Learning Learn to study through the use of direct observation, insights from self and others, and readings from existing research and practice Create to develop engaging experiences and artistic expressions Observe to examine carefully without making judgments or coming to conclusions Reflect/Critique to use concrete observations and other forms of evidence to examine field-tests, alone or with the insights of others in an environment of collaborative inquiry Refine to use the insights gained from reflection and critique to improve practice https://matmecadhandbook.cargo.site/Standards-Outcomes Tue, 07 Jun 2022 14:45:56 +0000 MAT Handbook MECA&D https://matmecadhandbook.cargo.site/Standards-Outcomes Standards & Outcomes As you read the lists of outcomes and standards provided in the handbook, you’re probably asking yourself why we have both Program Outcomes and State Standards instead of just one set. You may also wonder why the State objectives are generic instead of art specific. First, each college or university reflects its institutional aims as well as having to be responsive to accreditation requirements. MECA&D is a studio-based college, the practices of which have much to add to the overall field of education. By maintaining our beliefs and our educational approach, we hope to add value to the research base about how students learn best. By presenting generic standards, teacher candidates learn how overarching concepts correspond to their discipline specific content. So, as you read, resist the temptation to want to see the State Standards written in art specific terms and trust that your coursework will reflect the art specific knowledge you will eventually bring to the classroom. Familiarity with the general concepts of teaching and learning and how they translate to art education will give you “a place at the table” during faculty meetings and gatherings of educators across disciplines. https://matmecadhandbook.cargo.site/MAT-program-Outcomes Tue, 07 Jun 2022 14:45:56 +0000 MAT Handbook MECA&D https://matmecadhandbook.cargo.site/MAT-program-Outcomes MAT Program Outcomes Outcome 1: Candidates know and can demonstrate the fundamental principles of teaching, learning, and assessment and those principles that apply specifically to art education. (Fundamental Principles) Outcome 2: Candidates apply their skills and knowledge in a variety of settings including PK–12 education, museums, community-based/alternative settings, and virtual environments. (Variety of Settings) Outcome 3: Candidates understand themselves as artist-educators who develop effective dispositions for teaching and recognize how their personal characteristics and attributes enhance and strengthen the learning environment. (Self-awareness) Outcome 4: Candidates use visual art to foster learning across the curriculum, including digital technologies. (Art Integration) Outcome 5: Candidates use a collaborative circle of learning that sets the stage for inquiry and improvement of practice throughout their careers and contributes to the growth of their profession. (Inquiry and Professional Growth) Outcome 6: Candidates foster an inclusive learning environment that is culturally responsive and invites creative and critical thinking. (Positive Learning Environment) Outcome 7: Candidates envision and invent new learning strategies that adapt to an ever-changing global community. (Envision and Invent) Outcome 8: Candidates adhere to a professional code of conduct that upholds the ethical and legal responsibilities of an educator. (Professionalism) https://matmecadhandbook.cargo.site/Maine-Proficiencies Tue, 07 Jun 2022 14:45:56 +0000 MAT Handbook MECA&D https://matmecadhandbook.cargo.site/Maine-Proficiencies Maine Proficiencies Maine Department of Education  Chapter 114 Teacher Candidate Proficiencies Standard One: Learner Development The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard Two: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential. Standard Three: Learning Environments The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation. Standard Four: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners. Standard Five: Innovative Applications of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem-solving related to authentic local and global issues. Standard Six: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and  instruction. Standard Seven: Planning for Instruction The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals. Standard Eight: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information. Standard Nine: Reflection and Continuous Growth The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner. Standard Ten: Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student earning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. Standard Eleven: Technology Standards for Teachers (NETS.T): Effective teachers model and apply the International Society for Technology Standards for educators (ISTE) as they design, implement and assess learning experiences to engage students and improve learning, enrich professional practice, and provide positive models for students, colleagues, and the community. All teachers will meet the following standards and performance indicators. Rather than assess these standards as individual components, your courses have been designed so that they are embedded in everything you do. Attainment of Standards 9-11 will be a focus for discussion at each of the transition periods as you travel through the program. https://matmecadhandbook.cargo.site/Program-Courses Tue, 07 Jun 2022 14:45:57 +0000 MAT Handbook MECA&D https://matmecadhandbook.cargo.site/Program-Courses Program Courses MECA&D MAT Sequence of Courses In order to reach the MAT Program Outcomes, and in alignment with the Maine Standards for Initial Teacher Certification, our faculty has developed the following sequence of courses. Term/Courses Summer The Artist as Educator Experience (3 credits)Fundamentals of Creativity and Student Development (6 credits) FallExceptionality in the Art Classroom (3 credits)PK-8 Curriculum Design, Development, and Assessment (3 credits) High School Curriculum Design, Development, and Assessment (3 credits) Diversity & Equity in Alternative Settings (3 credits)The Artist as Educator Experience: Art Studio Component SpringPK-8 Student Teaching (6 credits) High School Student Teaching (6 credits)Professional Practices Seminar (3 credits) Course Descriptions MAT 800 The Artist as Educator Experience (3 credits) Throughout the summer and fall, candidates explore the tools they will need to keep their artistry alive. They also learn how to digitize evidence of artistic and teaching performance. During the summer, candidates explore key personal dispositions of the artist-educator and learn how these qualities shape their lives as artists and future educators. Candidates reflect on their identity and articulate how their personal qualities contribute to their development as creative educators. During the fall, candidates continue to explore the artist/educator theme. By examining personal learning goals, they select an art form to study that either supplements or expands their existing repertoire. Candidates prepare a final paper that examines the strengths and challenges of maintaining high quality teaching while continuing to work as practicing artists. MAT 804 Fundamentals of Creativity and Student Development (6 credits) Candidates study and critically examine theories and practices in teaching and child creativity and artistic and human development. Students will learn about the ethical and legal responsibilities of an educator teaching art to children and adolescents within various learning contexts and environments. They explore a range of approaches to teaching art in public and private school classrooms, and pursue a child study through their fieldwork placement. Course content focuses on child development through the lens of the history of art education within the larger educational framework. Current neuroscience and contemporary methods of art education such as Reggio Emilia, Discipline Based Art Education (DBAE), Teaching for Artistic Behaviors (TAB) will support an understanding of developmentally-appropriate curricular planning. (30 hours) MAT 806 Exceptionality in the Art Classroom (3 credits) Through learning about the concept of exceptionality and the characteristics of students with Diverse abilities, candidates will develop strategies for how to effectively instruct, modify, adapt, and differentiate instruction. They will focus on teaching students with diverse needs in inclusive art classrooms. Utilizing Universal Design for Learning (UDL) principles, candidates will explore characteristics of cognitive, physical, learning and behavior differences, and practice adapted Art instructional strategies. Candidates will also gain a basic understanding of the identification of exceptional children, processes and procedures that determine student eligibility for special services, and supporting all students in trauma-informed and inclusive learning environments. They will leave with an understanding of the legal and ethical responsibilities of teachers, informed by current legislation and trends as it relates to individuals with exceptionalities. (10 hours) MAT 809 Diversity & Equity in Alternative Settings (3 credits) Community placements will serve as a resource for informing classroom practice while candidates explore, develop, and conduct fieldwork in multicultural community sites in the Greater Portland area. Under the guidance of the instructor, candidates will collaborate with local schools and teachers to facilitate classroom visits, develop and lead inclusive, and culturally responsive gallery tours, and workshops. Candidates will engage young children by extending and integrating their academic knowledge through interdisciplinary, and integrated lesson plans for multilingual learners. Candidates will learn how to work collaboratively within their communities to create artwork that has a social impact, and advocates for social reform. A minimum of 40 hours of assigned fieldwork is required for successful completion of this course. (40) MAT 810 PK-8 Curriculum Design, Development, and Assessment (3 credits) Candidates learn to apply standards-based and research-informed methods of instructional design through the use of themes, media, and concepts.  Students  develop a f unit plan that meets the cognitive, social and personal interests of children and youth in grades PK-8. Through guided practice, candidates will design and facilitate hands-on art making activities to gain confidence in preparation for the student teaching experience. Lesson planning, unit planning, assessment, integration of technology, application of effective teaching methods, and other relevant topics will be discussed. Candidates are encouraged to develop innovative approaches to the content so that student learning needs and interests are met. A minimum of 10 hours of assigned fieldwork is required for successful completion of this course. (15) MAT 812 High School Curriculum Design, Development, and Assessment (3 credits) Candidates learn to apply standards-based and research-informed methods of instructional design through the use of themes, media, and concepts. Students develop a dynamic unit plan that meets the cognitive, social and personal interests of high school students. Through guided practice, candidates will design and facilitate hands-on art making activities to  gain confidence in preparation for the student teaching experience. Lesson planning, unit planning, assessment, integration of technology, application of effective teaching methods, and other relevant topics will be discussed. Candidates are encouraged to develop innovative approaches to the content so that student learning needs and interests are met. A minimum of 10  hours of assigned fieldwork is required for successful completion of this course. (15) MAT 832 PK-8 Student Teaching (6 credits) After registration by permission of the Director of Art Ed Outreach, candidates will be placed in PK-8 art classrooms where they will work under the supervision of a faculty member and a mentor teacher. Throughout their student teaching placements, candidates will assess their own teaching practice and develop a student teaching portfolio to demonstrate attainment of Maine’s Initial Teacher Certification Objectives. Frequent feedback from mentor teachers and faculty supervisors, both formal and informal, will aid in the professional growth necessary to begin a successful career as an artist-educator. MAT 833 High School Student Teaching (6 credits) After registration by permission of the Director of Art Ed Outreach, candidates will be placed in high school art classrooms where they will work under the supervision of a faculty member and a mentor teacher. Throughout their student teaching placements, candidates will assess their own teaching practice and develop a student teaching portfolio to demonstrate attainment of Maine’s Initial Teacher Certification Objectives. Frequent feedback from mentor teachers and faculty supervisors, both formal and informal, will aid in the professional growth necessary to begin a successful career as an artist-educator. MAT 836 Professional Practices Seminar (3 credits) Taken concurrently with Student Teaching, candidates use this seminar to connect theory to practice and to demonstrate attainment of the MAT Outcomes. The first half of the term will focus on questions that candidates raise about their own practice. Using collaborative learning circles, qualitative interview and action research assignments, students reflect on their learning to offer useful steps for positive action in their own teaching. Current education theory and critical issues in education will be discussed as candidates prepare their online Professional Artist-Educator Portfolios and gather the necessary requisites for graduation. https://matmecadhandbook.cargo.site/Satisfactory-academic-progress Tue, 07 Jun 2022 14:45:57 +0000 MAT Handbook MECA&D https://matmecadhandbook.cargo.site/Satisfactory-academic-progress Satisfactory Academic Progress The academic records of MAT teacher candidates are regularly reviewed by the Registrar to ensure that each person is making satisfactory academic progress in terms of course grades. No candidate may advance with a GPA lower than 3.0, with no grade less than a B- in any given course. In addition, four points of review by faculty, teacher mentors and outside examiners occur on the following schedule: Late August: Informal Review – teacher candidates present their learning goals to a panel of MAT faculty members. This is a low stakes review meant to help candidates reflect on their progress to date and to provide continuing academic support to those in need. Early December: Readiness for Student Teaching – teacher candidates present their e-Portfolios to a panel of  MAT faculty members The criteria for advancing to student teaching includes demonstration of at least 80% of identified dispositions for teaching, an e-Portfolio that contains at least beginning evidence of all State teacher preparation standards, a GPA that is at least 3.0 with no grade lower than a B-, the ability to maintain a professional code of conduct, and satisfactory attendance in all coursework. Late April: Certification Review – teacher candidates meet with their faculty supervisor and MAT faculty  to demonstrate attainment of all State teacher preparation standards as seen through evidence in their e-Portfolios. Early May: Exit Review – teacher candidates meet with the Director of Art Education Outreach, the Director of Artists-at-Work, and the MAT Program Chair to demonstrate attainment of MAT Program goals via a live, web-based Professional Portfolio.Maximum Time Frame The MAT is a fast-paced, cohort-based program that lasts for ten months. All teacher candidates must adhere to this time frame. In the rare instance where health problems arise, teacher candidates may take a leave of absence for no more than one semester. Incomplete grades If, at the time satisfactory academic progress is reviewed, the teacher candidate has an incomplete on his/her record and is not meeting the requirements for satisfactory academic progress, no exception is made. If the teacher candidate completes the incomplete within the 30-day time frame, s/he may request a re-review of satisfactory academic progress. Failure to complete automatically changes the grade to “F.” Academic Dismissal and Appeal of Dismissal The MAT Program follows regular college policy for dismissal and appeal. See the Satisfactory Academic Progress Policy in the Student Handbook, or contact the Dean’s office for details. https://matmecadhandbook.cargo.site/Field-experience Tue, 07 Jun 2022 17:21:05 +0000 MAT Handbook MECA&D https://matmecadhandbook.cargo.site/Field-experience Field Experiences Prior to Student Teaching In keeping with a studio environment, all coursework carries a hands-on component based in schools or community settings. This allows you to test the theoretical knowledge about teaching and learning presented in your classes against the practical requirements of real-life. These field experiences begin with guided group work where you will learn to observe the interests and needs of children and youth and thereby select and improve upon the lessons that you implement as teams. See Appendix G for an example of the Lesson Plan Template. As you advance, group work, with a focus on lesson planning, will expand to individual practice that incorporates the full spectrum of teaching, learning, and assessment concepts. Certain candidate outcomes such as reflection and continuous growth, collaboration, and the use of technology are embedded in all aspects of the MAT program and are, therefore, not identified in individual course outcomes. Summary of Field Experiences Prior to Student Teaching MAT 804 Fundamentals of Creativity and Student Development Group design, delivery, and improvement of selected mini-lessons based upon conferencing with staff from community-based learning settings. Focus on observation of children and youth as it relates to how they learn and think critically and creatively. Hours: 30 MAT 806 Exceptionality in the Art Classroom  Small group and individual conferencing with special education teachers and assistance within resource rooms, mainstreamed classrooms, specialized schools, and after-school programs. Hours: 10 MAT 809 Diversity & Equity in Alternative Settings Application of teaching and assessment strategies, using the Collaborative Circle of Learning to improve practice. Selection of strategies to meet the needs and interests of children and youth. Focus on connecting the creativity of children with community resources to provide authentic inquiry and to address learning outcomes. Includes Adventures in Art, a multi-layered workshop program that includes pre-visits into school classrooms, museum tours, hands-on art making, and an installation. Hours: 40 MAT 810 PK-8 Curriculum Design, Development, and Assessment Group design, delivery, and improvement of lesson plans. Focus on all aspects of reflection and critique while designing lessons keyed to Maine Learning Results and other standards.  Site visit practicum required Hours: 15 MAT 812 High School Curriculum Design, Development, and Assessment Group design, delivery, and improvement of lesson plans. Focus on all aspects of reflection and critique while designing lessons keyed to Maine Learning Results and other standards. Site visit practicum required Hours: 15 Total Hours: 110