Ala. Admin. Code r. 290-3-3-.39

Current through Register Vol. 43, No. 1, October 31, 2024

Section 290-3-3-.39 - Visual Arts (Grades P-12)

(1)Rationale. Standards for teacher candidates in visual art must address studio production, art history, art criticism and aesthetics, and relative salient knowledge and abilities. These standards respond to the requirements in the aforementioned areas, as well as in art education. Further, these standards are informed by and aligned with the standards of the National Association of Schools of Art and Design (NASAD), the standards of the National Art Education Association, and the Alabama Course of Study: Arts Education. The standards build upon the Alabama Core Teaching Standards.

(2)Program Curriculum. In addition to meeting Rules 290-3-3-.03(6)(a)1. -4., 290-3-3-.03(6)(e)1.(i) -(iii) and 2.(i) and (iv), 290-3-3-.04, 290-3-3-.05, and 290-3-3-.33, the teaching field shall require an academic major of at least 30 semester hours of credit with at least 18 semester hours of upper-division credit. Additional information is provided in the definition for academic major in Rule 290-3-3-.01(2).

(a)Art Competencies. The following basic competencies are essential to all visual arts teachers:

1.Studio Art Competencies. The prospective teacher of visual arts must be:

(i) Familiar with the basic expressive, technical, procedural and organizational skills, and conceptual insights that can be developed through studio arts and design experience, including a variety of two- and three- dimensional media and processes.

(ii) Familiar with traditional processes as well as newer technological developments in environmental and functional design fields.

2.Art History and Analysis. The prospective teacher of visual arts must have an understanding of:

(i) The major styles and periods of art history, analytical methods, and theories of criticism.

(ii) The development of past and contemporary art forms in Western and non-Western cultures.

(iii) Contending philosophies of art.

(iv) The fundamental and integral relationships of all these components to the making of art.

3.Technical Processes. The prospective teacher of visual arts should have functional knowledge in such areas as the physics of light, chemistry of pigments, the chemical and thermal aspects of shaping materials, and the basic technologies involved in printmaking, photography, filmmaking, and video.

(b)Teaching Competencies. The prospective teacher of visual arts must be able to connect an understanding of educational processes and structures with an understanding of relationships among the arts, sciences, and humanities, in order to apply art competencies in teaching situations and to integrate visual arts instruction into the total process of education. Prior to program completion, prospective teachers of visual arts shall demonstrate specific competencies including:

1. An understanding of child development and the identification and understanding of psychological principles of learning as they relate to art education.

2. An understanding of the philosophical and social foundation underlying visual arts in education and ability to express a rationale for personal attitudes and beliefs.

3. Ability to make students emphatically aware of the all-important process of artistic creation from conceptualized image to finished artwork.

4. Ability to assess aptitudes, experiential backgrounds, and interests of individuals and groups of students, and to devise learning experiences to meet assessed needs.

5. Knowledge of current methods and materials available in all fields and levels of visual arts education, including consideration of safety issues related to the use of art materials and art processes.

6. Basic understanding of the principles and methods of developing curricula and the short- and long-term instructional units that comprise them.

7. Ability to accept, amend, or reject methods and materials based on assessment of specific teaching situations.

8. An understanding of evaluation techniques and the ability to apply them in assessing both the progress of students and the objectives and procedures of the curriculum.

9. Ability to organize continuing study and to incorporate knowledge gained into self-evaluation and professional growth.

Ala. Admin. Code r. 290-3-3-.39

New Rule: December 19, 1978. Amended: Filed December 13, 1990; effective February 1, 1991. Repealed and Replaced: Filed January 9, 1997; effective February 13, 1997; operative July 1, 1997. Repealed and New Rule: Filed September 11, 2003; effective October 16, 2003. Repealed and New Rule: Filed July 13, 2004; effective August 17, 2004. Repealed and New Rule: April 14, 2005; effective May 19, 2005. Repealed and New Rule: Filed August 6, 2007; effective September 10, 2007.

Reserved by Alabama Administrative Monthly Volume XXXIII, Issue No. 11, August 31, 2015, eff. 9/17/2015.

Amended by Alabama Administrative Monthly Volume XXXIX, Issue No. 11, August 31, 2021, eff. 10/15/2021.

Previous Rule.31 was renumbered.39 per certification published August 31, 2021; effective October 15, 2021.

Author: Dr. Eric G. Mackey

Statutory Authority:Code of Ala. 1975, §§ 16-3-16, 16-23-14.