Art Education - B.A. Download to print

The Bachelor of Arts in Art Education certifies students for preK-12 Visual Art Licensure. Graduates effectively teach visual art by applying a learner-centered pedagogy to embrace the many dimensions of human intelligence and aesthetic education. Graduates understand child development to successfully engage learners in the complete artistic process of thinking-perceptual, imaginative, formative, expressive, and communicative by combining a range of subject matter, symbols and ideas. They organize and evaluate teaching activities for creating and analyzing works of art and design from contemporary and past cultures. This involves using a variety of media, technology, and community resources, making connections between visual art and other disciplines, as well as assessing the learning outcomes of their students. Graduates are prepared to meet the needs of all students with an understanding of the value of diversity. They create safe and equitable learning environments in which to nurture life-long skills in problem solving, critical thinking, collaboration, creativity, and constructing meaning.

In order to enroll in upper-division professional education coursework, students seeking licensure must be admitted to the education minor in the College of Education, Health, and Human Services. Refer to the College of Education, Health, and Human Services section of this Catalog for specific information about this process.

Students must meet College of Education, Health, and Human Services professional requirements for admission to advanced study.

Upon entry to this program, student must make an appointment to see a program counselor in Vacca Office of Student Services, 304 White Hall (330-672-2862) to discuss the education minor.

Teachers of self-enrichment education held about 253,600 jobs in 2008. The largest numbers of teachers were employed by public and private educational institutions and providers of social assistance.

Public school teachers must be licensed, which typically requires a bachelor's degree and the completion of an approved teacher education program; private school teachers do not have to be licensed but may still need a bachelor's degree.
(Source: Bureau of Labor Statistics)

General Admissions for New Freshman: Admission Requirements at the Kent Campus: The freshman admission policy at the Kent Campus is selective. Admission decisions are based upon the following: cumulative grade point average, ACT and/or SAT scores, strength of high school college preparatory curriculum and grade trends. The university affirmatively strives to provide educational opportunities and access to students with varied backgrounds, those with special talents and adult students who graduated from high school three or more years ago. For more information on admissions, visit the admissions website for new freshmen.

General Admissions for Transfer Students: Generally, a transfer applicant who has taken 12 or more semester hours with a college cumulative GPA of at least 2.0 on a 4.0 scale may be admitted. An applicant who has taken fewer than 12 semester hours will be evaluated on both collegiate and high school records. For more information on admissions, visit the admissions website for transfer students.

Minimum 120 total credit hours, minimum 39 upper-division hours. A 2.750 cumulative GPA and a 2.750 GPA in the major are necessary for admission to advanced study, student teaching and graduation in this program. Minimum C (2.000) grade is required in all courses specified as requirements and in education courses required as part of the minor.

Successful completion of Praxis Core.
Successful completion of the Ohio Assessments for Educators (OAE).
 

Licensure Requirement (not required for graduation):
Candidates seeking Ohio licensure are required to pass specific assessments in order to apply for licensure. See Ohio Department of Education-Educator Preparation website for more information on assessments specific to licensure type. Taking and passing the licensure tests prior to graduation is encouraged but not required.

Reflection:
Graduates will reflect on their personal and conceptual growth, teaching performance and professional development as well as on their students' learning through guided writing, journaling, and artmaking. Graduates will articulate their beliefs about art education and defend their position as well as demonstrate in-depth engagement in issues of the field.

Active and Collaborative Learning and Teaching:
Graduates will research, plan, conduct, and assess art experiences for preK-12 grade students, grounded in the National and Ohio Visual Art standards. Graduates will examine and learn from observed student and teacher behaviors to understand effective teaching practices. Graduates will comprehend the visual stages of development as they relate to mental, social, emotional, and physical development of children in order to plan appropriate lesson instruction. Graduates will develop and articulate knowledge of various theories related to teaching artmaking , art criticism, art history and aesthetics as well as theories related to instructional and interdisciplinary practices. Graduates will apply principles of classroom management, safety practices, and motivational techniques in teaching. Graduates will organize and manage the time, space, and resources of an instructional setting for teaching art. Graduates will learn to use community resources, such as museums and community artists, and make connections between communal needs, the learner, and the art education curriculum. Graduates will effectively plan and install art exhibits.

Communication Skills:
Graduates will competently use materials and media to visually communicate. Graduates will effectively communicate verbally and through writing their ideas of art education in relation to contemporary art education theory and the application of those ideas in art classrooms. Graduates will become advocates for the field of art education.

Diversity :
Graduates will develop an understanding of their communal, national, and global identities, in the context of the personal as well as professional as educators. Graduates will create and teach appropriate art curriculum that meets the cultural, emotional, academic, physical, sensory, and behavioral needs of students. Graduates will understand the significance of and apply curriculum that promotes appreciation and critical understanding of diversity, inclusivity, and interdisciplinary.

Professional Development:
Graduates will learn about career planning and related professional issues such as national assessments, unions, professional development possibilities, graduate studies, and life-long learning. Graduates will be encouraged to become life-long learners as they continue to critically reflect on their teaching practices. Graduates are prepared in professional responsibilities of becoming a member of the art education community, and they will adapt their curriculum accordingly.

Technology Competence:
Graduates will use technology in an ethical, critical, and creative manner as a means to acquire, provide, organize, and communicate knowledge.

GOALS:
Learner-centered Pedagogy:
Graduates effectively teach visual art by applying a learner-centered pedagogy to embrace the many dimensions of human intelligence and aesthetic education. Graduates are prepared to meet the needs of all students with an understanding of the value of diversity.

Creating and Analyzing:
Graduates understand child development to successfully engage learners in the complete artistic process of thinking-perceptual, imaginative, formative, expressive, and communicative--by combining a range of subject matter, symbols and ideas. They organize and evaluate teaching activities for creating and analyzing works of art and design from contemporary and past cultures. This involves using a variety of media, technology, and community resources, making connections between visual art and other disciplines, as well as assessing the learning outcomes of their students.

Skills for Life-Long Learning:
Graduates create safe and equitable learning environments in which to nurture life-long skills in problem solving, critical thinking, collaboration, creativity, and constructing meaning.

Travel to London and Paris

Art and Design Education in Florence, Italy

New York City Study/Travel

Ohio Art Education Association and National Art Education Association Travel Studies.

There are many Study Abroad/Away Opportunities, for more information contact the Office of Global Education.

National Association of Schools of Art and Design (NASAD)

National Art Education Association Student Chapter; Art History Club; Ceramics Club; Glass Club; Undergraduate Art Club

Exhibitions

Students enrolled in the B.A. in art education, must receive a rating of “satisfactory” on selected works exhibited during their portfolio review.
 

Art Education (M.A.), Art History (M.A.), Crafts (M.A. and M.F.A.), Fine Arts (M.A. and M.F.A.), Curriculum and Instruction (M.Ed.), Early Childhood Education (M.A., M.A.T. and M.Ed.)