Dual-degree students complete core requirements for both the BFA and MA programs, and can take 2–4 graduate level courses that can be counted for both degrees.
The following graduate-level courses can apply to both degrees because they can be double-counted as unrestricted electives in the undergraduate BFA program:
ARTED-GE 2015 – Race, Education and the Politics of Visual Representation
ARTED-GE 2277 – Media Literacy & Visual Culture: Teaching Art in a Digital Age
ART-GE 2972 – Interdisciplinary Grad Projects: Art in Dialogue
TCHL-GE 2010 – Inquiries into Teaching & Learning
ARTED-GE 2081 – Special Education: Disabilities Studies and Contemporary Art
These classes can be taken during junior or senior years but there is flexibility in the total number of courses and credits achieved before entering the 5th year of the degree.
A minimum of 2 courses (6 credits) should be taken as an undergraduate student: ‘ARTED-GE 2015 Race, Education, and the Politics of Visual Representation’ and TCHL-GE 2010 Inquiries into Teaching & Learning. Graduate-level classes that include required fieldwork experiences in schools for Initial Certification requirements are taken in the fifth year of the degree.
BFA students should discuss how many graduate-level classes they are able to take during their undergraduate degree with their academic advisor.
MA Program of Study
FALL Classes Available for Junior and/or Senior Year Undergraduates
Race, Education, and the Politics of Visual Representation (3 credits) -- this course is a prerequisite for the Dual Degree program
Interdisciplinary Studio (3 credits)
SPRING Classes Available for Junior and/or Senior Year Undergraduates
Inquiries into Teaching & Learning (3 credits)
This course is a prerequisite for the Dual Degree program and is offered in Fall and Spring semesters
Media Literacy & Visual Culture: Teaching Art in a Digital Age (3 credits)
Fifth Year Graduate Courses
Students must take these courses, and any other MA courses listed above not completed during their junior/senior undergraduate years for a total of 30 graduate credits.
Social Justice Education through Contemporary Art: Elementary Teaching (4 credits)
Course includes Elementary Learning Partner Fieldwork in a school
Special Education: Disabilities Studies and Contemporary Art (3 credits)
Drug & Alcohol Ed/Child Abuse Identification/Violence Prevention (0 credits)
We also encourage students to take required NY Certification tests for Initial Certification, Visual Art.
Winter Semester/January Term
Student Teaching Seminar: Elementary (2 credits)
Course includes Elementary Student Teaching Fieldwork in a school
Social Justice Education through Contemporary Art: Secondary Teaching (4 credits)
Course includes Secondary Learning Partner Fieldwork teaching Visionary Studios: Saturday Workshop
Visionary Studios: Saturday Workshop (0 Credits)
Student Teaching Seminar: Secondary (2 credits)
Course includes Secondary Student Teaching Fieldwork in a school
ARTED- GE 2000
Research in Art+Education (2 credits)
Final Project in Art+Education (1 credit)
Note: Students must also complete all required New York state certification tests in order to receive Initial Certification to teach K–12 Visual Art upon completion of the MA degree. Learn more about certification requirements.
Art+Education Program Goals
- Examine the ways that art making and the teaching of art are grounded in power structures situated within social, political, and cultural institutions and history.
- Understand that art and education are forms of knowledge production that allow us to make meaning about the world based on our experiences of race, class, gender, sexuality, and ability; this knowledge can help us represent the world, as well as transform it.
- Design methods for teaching art and enacting artistic interventions that support critical thinking, creative inquiry, and social change inspired by contemporary approaches to art making, analyzing works of historical and current art, and social activism.
- Demonstrate the ability to be reflective practitioners and effective researchers who understand that theory informs practice and practice must be theorized.
- Empower persuasive cultural advocates and community leaders able to articulate the importance of art in schools, institutions, and society at large.