Note due dates for all learning activities are

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Note : Due dates for all learning activities are provided in the course schedule. Research in the Literature Students will explore and analyze resources related to field research via a mini-assignment, Resources Related to Field Research . In addition, students will be required to peruse two sets of readings for this course: (1) a preselected list created by your instructor, and (2) a set comprised of your own choosing. Both sets have associated written assignments. The readings explore, examine, and analyze practices and policies in teaching art education in alternative settings. Students will read, select, summarize, and respond to assigned and independently researched readings in two formally written reports: Reading Review - formally written paper based on a preselected list of readings and materials. Annotated Bibliography - formally written paper based on a list of readings and materials of your own choosing. Specific assignment guidelines, expectations, and evaluation criteria for each formally written report may be found within the Lessons. Participation in the Learning Community This course is one part independent research, and one part assigned activities. In both cases, you are required to critically respond to and reflect on your learning with your classmates in Sakai. It is particularly important that you share what you are observing in the field (Lesson 2), and how your own ideas are developing around an alternative art education proposal (Lesson 3) so that you can help push one another's thinking along. Your interpretations of what you see and hear during your site visits might change based on questions and comments from your classmates. Likewise, your ideas for your own program proposals will likely morph into new and interesting forms that you couldn't possibly imagine as you get feedback and gain insight from your peers across the country who have all been exposed to various projects in their own communities. Sakai Discussions will include postings on directed and independent Web research, as well as independent research interests/topics (for Program Proposal), project sharing with colleagues, reports on field research, and other reflections throughout the course. Specific assignment guidelines, expectations, and evaluation criteria for each community participation assignment may be found within the Lessons.
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Fieldwork The qualitative field research component is a unique aspect of this course. Throughout the first half of the course, you will visit an alternative art education site for a minimum of 12-15 hours, in at least three distinct visits. During that time, you will: (1) examine and document the physical environment, (2) observe and document classes and activities, and (3) conduct interviews with educators, students, and administrators.
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  • Fall '07
  • MORSER
  • Art Education

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