Art and Design Education-Teacher Licensure and Certification

Art and Design instruction in grades K-6 must be provided by or under the supervision of a certified art teacher. Instruction in middle and high schools must be provided by a teacher certified in art.

The art teacher certificate is designated as a 550 license. Current laws and administrative rules for teacher certification are contained in PI 3 and PI 4 which can be viewed at teacher licensing.

CONTENT GUIDELINES IN ART, MEDIA, AND DESIGN EDUCATION

An Art, Media, and Design Education teacher will demonstrate knowledge, understanding, and skill in:

Art, media and design, including:

Basic concepts and skills of studio art foundations involving a balance of two-dimensional, three-dimensional, and time-based creative problem solving skills including drawing, painting, printmaking, ceramics, sculpture, craft design, photography, film, video, and related media and processes; and basic skills in at least two of these areas.
Basic concepts and skills of design arts foundations involving a balance of two-dimensional, three-dimensional, and time-based creative problem solving skills including architecture, urban and environment design, product and industrial design, information and communication graphic design, digital photography, film, video, computer imaging, and basic skills in at least two of these areas.
Basic concepts of media foundations involving a balance of television, movies, digital effects, game design, animation, advertising, and media literacy.
Art, media, and design history, aethestic theory, and art, media, and design criticism, involving study of the develoment of past and contemporary art, media, and design forms, contending theories of art, media, and design, and critical methodologies of art, media, and design in Wisconsin, the United States, and the world.
Advanced selected studio, media, and design areas and in selected art, media, and design history or theory areas including visual production, visual literacy, media literacy, communication, thinking, understanding, and creating.
At least one other arts discipline's relation to the visual arts, media, and design including music, dance, theatre, or literary arts.

Related humanistic and behavioral studies, including:

Sociological, anthropological, and cultural bases of the aesthetic, artistic, media, and design expressions in various cultures and subcultures in Wisconsin, the United States, and the world.
Psychological and cognitive science bases involving an understanding of individual development and the manner in which aesthetic experience can affect the development of the human personality including application to gifted students and to students with exceptional needs.
Philosophical bases related to the human potential for creative expression through art, media, and design.

Related scientific and technological studies pertaining to art media, and design, including:

Physical and natural science bases involving an understanding of the manner in which physical and natural forces can affect aesthetic, artistic, media, and design development.
Technological bases involving an understanding of the manner in which new technologies can affect aesthetic, artistic, media, and design development.
Mathematical bases involving an understanding of the manner in which mathematical thinking can affect aesthetic, artistic, media, and design development.

The professions of art, media, and design education including:

State and national standards, curricula, and assessment in art, media and design education.
State and national professional organizations, publications, and other resources in art, media, and design education.
State and national policies, guidelines and laws relating to art, media, and design education.

The abilities necessary to plan and implement art, media, and design instruction including:

Stating a philosophy of art, media and design education and designing, creating, and teaching a comprehensive, balanced, and sequential art, media, and design program of high standards, aligned with that philosophy and based on the Wisconsin Model Academic Standards for Art and Design and the Wisconsin Art and Design Curriculum Guide.
Creating curriculum and planning instruction with other school staff that connects art, media, and design with other art forms as well as with other core curricular subjects in order to provide students with an interdisciplinary learning experience.
Understanding the influence of the physical, psychological, and emotional development of pupils from early childhood through adolescence on the learning sequence in art, media, and design.
Having a technical knowledge and an ability to create in a variety of styles in art, media, and design.
The construction or selection of appropriate adaptive techniques and strategies to help special needs students achieve art, media, and design goals as well as non-art developmental needs.
The construction, appropriate use, and limitations of various assessment models and strategies, such as selected response and performance assessments; embedded assessment; student peer- and self-assessment; check-lists and rubrics; and the use of portfolios in instruction, learning, and assessment.
Planning art, media, and design instruction appropriate to the level of pupil interest, aptitude, and achievement at all levels, early childhood through adolescence.

For questions about this information, contact Melvin F. Pontious (608) 267-5042

Last updated on 2/25/2008 1:42:32 PM