Teaching Art - Initial Certification

Course Descriptions

MA - Teaching Art, All Grades (Initial - 33 credits)

School Arts I: Issues in Pedagogy and Curriculum (Elementary)
ARTED-GE 2271: 30 hours plus 45 hours fieldwork, 3 credits
School Art is a two-part introductory art education course. School Arts I focuses on the understanding of art pedagogy in preschools and elementary schools as a ‘situated practice’ which involves both teaching and learning. Furthermore, this course highlights how ‘situated practice’ takes place within particular historical and social contexts. This course develops knowledge and skills to plan, organize, and facilitate meaningful art curricula for students encompassing a range of needs and abilities, with attention to learning processes, motivation, communication, classroom management as well as the interrelationship of art to speaking, critical thinking, writing, reading, and other curricular subjects.

School Arts II: Issues in Pedagogy and Curriculum (Secondary)
ARTED-GE 2272: 30 hours plus 45 hours fieldwork, 3 credits
This course integrates art education theory and practice in secondary school art classrooms addressing the question of the role of art in our democratic society. Students learn to develop socially and culturally relevant curricula. The course also covers researching and planning the appropriate instructional strategies that address student interests and issues, including motivation and classroom management. The course addresses the interconnections between art and writing, critical thinking, listening, speaking, reading, and other subject areas such as history and social studies.  Students enrolled in this class also design curriculum for and teach a 9-week Visionary Studios Saturday Art Workshop for NYC high school students.

Inquiries into Teaching and Learning III
TCHL-GE 2010: 30 hours plus 15 hours fieldwork, 3 credits
Introduces graduate level pre-service teachers to the complexities of teaching by exploring four major themes -- learning, knowledge & knowing, teachers & teaching, schools & schooling. Each theme is investigated by analyzing issues of the learner’s autobiography, the challenges of diversity, the power of collaboration, & uses of reflection. Students read & respond to a range of relevant tests, engage in observation of an elementary or secondary school classroom, create a classroom portrait with a focus on a particular learner, & produce a learning portfolio. This course if offered by the Department of Teaching and Learning in Steinhardt.

Supervised Student Teaching in Art in Elementary Schools

ARTED-GE 2901: 30 hours plus 150 hours of student teaching, 3 credits
Supervised student teaching in elementary classroom settings, grades Kindergarten to 6, followed by weekly seminar with faculty advisor and field support with supervisor. Seminar addresses formal and informal methods of assessing student learning and develops skills to analyze information gathered through assessment in order to plan and or modify their teaching practices. Through a systematic approach such as action research, students reflect on and analyze their own teaching practices and develop a portfolio of their student teaching experience, thereby learning to be reflective practitioners.
Registration by permission of program coordinator. Enrollment limited to art education majors.

Supervised Student Teaching in Art in Secondary Schools
ARTED-GE 2902: 30 hours plus 150 hours of student teaching, 3 credits
Supervised student teaching in secondary classroom settings, grades 7 to 12, followed by weekly seminar with faculty advisor and field support with supervisor. Seminar addresses formal and informal methods of assessing student learning and develops skills to analyze information gathered through assessment in order to plan and or modify their teaching practices. Through a systematic approach such as action research, students reflect on and analyze their own teaching practices and develop a portfolio of their student-teaching experience, thereby learning to be reflective practitioners.  Registration by permission of program coordinator. Enrollment limited to art education majors.

Contemporary Art and Critical Pedagogy: Identity, Representation, and Multiculturalism
ARTED-GE 2015: 45 hours, 3 credits
This course addresses philosophical, historical, and sociopolitical contexts of multiculturalism in the United States, with an emphasis on relationship to critical pedagogy and contemporary art practices. Current ideas about representation and identity are considered specifically in relation to a critique of mainstream notions of multiculturalism and art. Topics may include the history of multiculturalism. The course addresses pedagogy and curriculum in a variety of educational settings, including schools, museums, and alternative spaces.

Media Literacy and Art in the Classroom
ARTED-GE 2277: 45 hours, 3 credits
This course focuses on enhancing classroom practice through exploration of the uses of media and technology. The course addresses the development of media literacy skills, with an added focus on developing methods to utilize media as a tool to enhance content in the art classroom. The potential of media and technology to assist in the development of innovative curricula in all content areas is examined, with attention to interdisciplinary curricula integrating the arts. There is a substantial lab component to this course, providing extensive hands-on experience in available technologies. Additional topics include the changing classroom in the information age; visual literacy; the role of media technologies for communication in a diverse, democratic society; authenticity and reproduction; inquiry-based learning and technology.

Special Education, Disability Studies and Contemporary Art
ARTED-GE.2081: 45 hours, 3 credits
In this course, students examine the history of Special Education in the American public education system, as well as what it means to be a student with a disability today. Students study legal, social and cultural implications of having a disability in American schools. In order to consider the range of strategies to help every student succeed, this course will look at the current research into multiple intelligences and learning styles, where it becomes evident that using the arts; music, visual arts and dance, can allow access points for many students into the world of learning. This course explores how the collaboration with general education teachers can help inform one’s pedagogical practice as well as deepen the educational experience of future students.

Colloquium
ARTED-GE.2000: 8 hours, 0 credits
This colloquium and seminar series will serve as an ongoing experience for students throughout the duration of their ARTA MA studies. Through a series of lectures, seminars, guest speakers, and workshops, students will be introduced to issues and recent research in art education. Students will have the opportunity to learn about available teaching and learning resources, share and critique artwork, and discuss their practices as artists, teachers, intellectuals, and activists within the contexts of contemporary art education. This course will also serve as a forum for fostering academic community through networking, sharing resources, and planning special projects. Colloquiums are held 3 times a semester.

Research in Art Education

ARTED-GE 2299: 30 hours, 2 credits
This course investigates and enacts contemporary artistic practice as a form of research that shapes knowledge about the world. Throughout the semester students look at a variety of examples of and issues regarding research within the context of art making. A exploration of different forms of artistic research methods will be conducted through: presentations, guest speakers, readings, in class discussions, hands-on activities that deal with observation, interviews, and visual analysis of data.

Final Project in Art Education
ARTED-GE.2301: 20 hours, 1 credit
This course asks you to engage in research around a chosen topic, question, or idea as a means to develop a written paper, an artwork or series of artworks, and a related curriculum. As a model for this way of working, students consider the connections between a thematic/topical museum exhibition, its companion catalogue/text, and educational materials.