Art

Bachelor of Arts in Art Education

The study of art (art education) is composed of history, criticism, aesthetics and production of art. Through the activities of inquiry, production, observation and practice, students of art will begin to carry out the integration of these four disciplines. An individual student may pursue art as a consumer, artist, art historian or art educator with the understanding "there is a need" to attain a high level of visual literacy throughout their endeavors. Examples of progressive and developmental models insure the students' understanding and appreciation of art.

Art education students must possess a comprehensive and integrated understanding of the visual arts, crafts, and art history. Students will be knowledgeable about the various techniques, materials, and studio procedures of art production and can translate those processes into sequentially based curricula. Therefore, they will gain knowledge, in the classroom and during field experiences, of the structure, procedures, and processes found in schools as related to the special area of art education. They will know and understand the developmental stages (both cognitive and affective domains) and be able to structure lessons that are developmentally appropriate. Students will take an active role in instructional planning, presentation, and assessment, taking into consideration the diversity of the population. Students will become familiar with traditional and contemporary art education movements, theories, and issues. As part of their art theory instruction, students must demonstrate knowledge of the fundamental principles, and the language of art. Art History courses enhance the abilities to understanding the historical development of art.

As students, prospective art educators attempt to develop art insight and technical competence with their chosen area of study as well as groundwork for special interests and needs. Prospective art educators must also demonstrate professional awareness and communication skills concerning their discipline. They must be proficient as art instructors at all grade levels and have a philosophical basis for planning and implementing curricula in a pluralistic society. Students must be able to evaluate art products, procedures and defend their evaluations.

Program Goals and Objectives:

As students, prospective art educators attempt to develop art insight and technical competence with their chosen area of study as well as groundwork for special interests and needs. Prospective art educators must also demonstrate professional awareness and communication skills concerning their discipline. They must be proficient as art instructors at all grade levels and have a philosophical basis for planning and implementing curricula in a pluralistic society. Students must be able to evaluate art products and procedures and defend their evaluations.

  1. Students will attain a high level of visual literacy of history, criticism, aesthetics and production of art throughout their endeavors of art (art education). Through the activities of inquiry, production, observation and practice, students of art will begin to carry out the integration of these four disciplines.
  2. Students will become familiar with traditional and contemporary art education movements, theories, and issues. As part of their art theory instruction, students must demonstrate knowledge of the fundamental principles, and the language of art.
  3. Students will possess a comprehensive and integrated understanding of the visual arts, crafts, and art history.
  4. Students will be knowledgeable about the various techniques, materials, and studio procedures of art production and can translate those processes into sequentially based curricula.
  5. Will gain knowledge, in the classroom and during field experiences, of the structure, procedures, and pocesses found in schools as related to the special area of art education.
  6. Will know and understand the developmental stages (both cognitive and affective domains) and be able to structure lessons that are developmentally appropriate.
  7. Students will take an active role in instructional planning, presentation, and assessment, taking into consideration the diversity of the population.

Checklist for B.A. in Art Education