Master of Arts in Art Education: Courses

As museums develop more sophisticated education and community programs, how can teachers, artists and arts organizers become more effective using a museum's resources to create curriculum? This course will survey innovative strategies deveolped locally, nationally and internationally to imbed museum-based curriculum in the active lives of communities, and to imprint the cultural initiatives of communities on museums. Students of this course will design curricular units with Chicago Public School or community organization classrooms.

This course is designed for those students interested in further assistance and guidance in the production of their master's thesis. The course must be preceded by Thesis I: Research and Methodologies or Thesis II, and will further hone students skills in the areas of research methodology, organization and argumentation, and content development. These skills will be directly applied to the student's thesis work. Strict progress deadlines will be issued at the beginning of the semester, resulting in either the further enhancement of a thesis proposal or the completion of the thesis. Students will meet both individually with the instructor and with their peers, to discuss and critique the on-going progress of their theses. The course will also include on-site fieldwork and research based on the goals and objectives of individual projects.

This course provides an overview of the histories and practices of art education and American public education from the pre-industrial era to present. Teacher candidates investigate philosophical and political theories to better understand the matrix of connections between schooling, society, ideology, and culture.

This course provides an overview of historical, ideological, and economic influences of white supremacy, capitalism, and patriarchy on democracy, public life, and schooling. Teacher candidates critically investigate prevalent forms of multicultural education including conservative, plural, liberal, essential, and critical theories and practices.

This course introduces teacher candidates to philosophical, pedagogical, and practical aspects of using electronic imaging and communications technology in cultural production and art education. While teaching students to master particular software and hardware, the course also promotes a critical discussion of the social impact, aesthetic ramifications, and pedagogical strategies of these technologies. Through their class projects, teacher candidates engage in the hands-on production of images, the facilitation of critical media education, and the organization of a digital teaching portfolio.

This course provides an overview of resources and pedagogical methods for teaching visual culture in elementary and secondary public schools taking into account local, state, and national standards. Teacher candidates develop age appropriate curricula and praxis including lesson and unit planning, instructional strategies, and assessment procedures.

This course provides an overview of psychological, sociological, and phenomenological approaches to teaching visual culture to diverse populations. Teacher candidates investigate historical and current theories and philosophies of human growth and development, creativity, artistic development, cognition, and learning disabilities. Teacher candidates observe, analyze, and evaluate a variety of K-12 art experiences involving exceptional children.

This course introduces teacher candidates to innovative approaches to research and documentation including participatory and action research, interactive and collaborative projects, and performative and new media based presentations. Teacher candidates develop original research projects that explore connections between personal interest and experience, professional development and praxis, discursive and performative practices, and historical and contemporary scholarship.

This course provides a context for the investigation of various social, political, personal, and historical purposes for cultural production in public schools. Teacher candidates understand the role of personal experience, public memory, cultural narrative, intertextuality, audience, and agency in relation to cultural production. Teacher candidates develop curricula to interpret, analyze, and teach various forms of visual culture relevant to diverse and exceptional populations including issues of race, class, gender, ethnicity, and sexual orientation.

Section 001: Graduate Fieldwork - The individual student and instructor will meet at agreed times to provide supervision and dialogue relating to the clinical experience. The choice of field site is agreed upon by student, instructor, and site supervisor. Students will spend 12 hours per week for 3 semester hours credit. This course can be taken for 3 or 6 semester hours. Section 002: Cooperative Education Fieldwork/Internship - Graduate cooperative education and internships in art education allow students to work in part-time, art-related co-op positions in approved organizations and institutions. Students are assigned a co-op faculty adviser. Participation requires a total of 225 hours, with a minimum weekly average of 15 work hours with the internship organization. Call the Cooperative Education Program at 312/ 629-9160 for further information. Permission to register for this course must be obtained from the director of the Cooperative Education Program.

Graduate cooperative education and internships in art education allow students to work in part-time, art-related co-op positions in approved organizations and institutions. Students are assigned a co-op faculty adviser. Participation requires a total of 225 hours, with a minimum weekly average of 15 work hours with the internship organization. Call the Cooperative Education Program at 312/ 629-9160 for further information. Permission to register for this course must be obtained from the director of the Cooperative Education Program.

The thesis tutorial course is designed to provide the student with the skills necessary to generate research questions, critically evaluate research studies, construct research design, and generate viable thesis project proposals. This will be accomplished through lecture and discussion, and the students developing a research proposal of their own design. The thesis proposal will be presented for evaluation to a professional panel review. The overall concern is that students develop thesis proposals which promise to yield original contributions to the field.

The thesis tutorial course is designed to provide the student with the skills necessary to generate research questions, critically evaluate research studies, construct research design, and generate viable thesis project proposals. This will be accomplished through lecture and discussion, and the students developing a research proposal of their own design. The thesis proposal will be presented for evaluation to a professional panel review. The overall concern is that students develop thesis proposals which promise to yield original contributions to the field.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This course provides teacher candidates with in-depth experience teaching visual culture in elementary and secondary sites. Teacher candidates are responsible for planning, implementing, teaching, and evaluating lessons and units for K-12 students. This fieldwork culminates with student presentations that highlight the apprentice teaching experience.

This course provides teacher candidates with in-depth experience teaching visual culture in elementary and secondary sites. Teacher candidates are responsible for planning, implementing, teaching, and evaluating lessons and units for K-12 students. This fieldwork culminates with student presentations that highlight the apprentice teaching experience.

This course provides teacher candidates with in-depth experience teaching visual culture in elementary and secondary sites. Teacher candidates are responsible for planning, implementing, teaching, and evaluating lessons and units for K-12 students. This fieldwork culminates with student presentations that highlight the apprentice teaching experience.

Section 001: Graduate Fieldwork - The individual student and instructor will meet at agreed times to provide supervision and dialogue relating to the clinical experience. The choice of field site is agreed upon by student, instructor, and site supervisor. Students will spend 12 hours per week for 3 semester hours credit. This course can be taken for 3 or 6 semester hours. Section 002: Cooperative Education Fieldwork/Internship - Graduate cooperative education and internships in art education allow students to work in part-time, art-related co-op positions in approved organizations and institutions. Students are assigned a co-op faculty adviser. Participation requires a total of 225 hours, with a minimum weekly average of 15 work hours with the internship organization. Call the Cooperative Education Program at 312/ 629-9160 for further information. Permission to register for this course must be obtained from the director of the Cooperative Education Program.

Graduate cooperative education and internships in art education allow students to work in part-time, art-related co-op positions in approved organizations and institutions. Students are assigned a co-op faculty adviser. Participation requires a total of 225 hours, with a minimum weekly average of 15 work hours with the internship organization. Call the Cooperative Education Program at 312/ 629-9160 for further information. Permission to register for this course must be obtained from the director of the Cooperative Education Program.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This course provides an overview of curriculum theory by exploring curricula as historical, cultural, social, and political texts and practices. Teacher candidates investigate topics such as critical pedagogy, visual culture, feminism, multiculturalism, personal narrative, and post-colonialism. These topics are contextualized within current art education theories and practices.

The objective for this course is to enable students to collaborate with diverse populations and to broaden their ability to make art with people. A combination of lecture, discussion, and community fieldwork will provide an opportunity to link teaching philosophy with experience. Topics include social theory, identity formation, political activism, critical pedagogy, 'public art,' and art as a force for social transformation. Course requirements include: research, project proposals, curriculum development, participation in an approved collaborative community-based project, and documentation. Students will be expected to spend at least three hours per week at their community field site. This course counts as studio credit.

This seminar involves readings and discussions of works by twentieth-century social theorists who have had or might have consequences for artists' approaches to their own practices, as well as the interpretation of artistic production in general. It is not intended to be a survey of aesthetic theories, but rather will consider various questions concerning social relations and institutions, as well as basic premises that inform different conceptual approaches to these issues. Students will also read work that deals with the production and consumption of art using particular social-theoretical frameworks. Open to all students senior level and above.

This course examines theoretical and practical issues implicit in the conceptualization of the public sphere. Teacher candidates explore social theory through historical and contemporary models of community activism, grassroots organizing, and other cultural work in relation to the contested space of the public sphere. Teacher candidates research and develop individual and collaborative creative work including interviews, observations, and proposals for an ethical community-based project.

This course examines theoretical and practical issues implicit in the conceptualization of the public sphere. Teacher candidates explore social theory through historical and contemporary models of community activism, grassroots organizing, and other cultural work in relation to the contested space of the public sphere. Teacher candidates research and develop individual and collaborative creative work including interviews, observations, and proposals for an ethical community-based project.

This seminar is a direct application of the theory and conceptual framework for community-based art programming. Participants investigate new models for making art in the community, collaborating with a prearranged Chicago area audience, organization, and site. Collaborative art endeavors include indoor and outdoor site-specific work, installations, environments, performances, exhibitions, and special projects. Seminar sessions discuss and reflect the ethics, aesthetics, and challenges of 'public art' in community. Open to all graduate students.

This course considers the perspective, authority and positionality of the researcher, artist, and producer of visual culture through a critical investigation of research paradigms in art education, visual cultural studies and social science. The course will bring these modes of inquiry into a dialectical relationship. Students engage in a transdisciplinary, global investigation of perspectives, focused through key examples from each field. Through readings and lectures students will address critical methodologies of research, cultural production in art and design, and deepen their own emerging perspectives. Through parallel writing and making activities students critically consider and develop their own voices through making evaluations and proposing solutions for research as cultural production.

This seminar analyzes the relationship between cultural context and systems of meaning, explores the challenges of nonbiased interpretation, and examines the roles that educational institutions play in reproducing or transforming culture. Multiple perspectives on art history, theory, and criticism are investigated. Students learn to develop critical pedagogy that explores and interprets the information and cultural values that an object or art collection communicates. Course content includes philosophical considerations, research recommendations, and presentation methodologies for museum, school, community, and alternative audiences. Visiting historians and Art Institute resources provide case materials.

A graduate-level seminar that addresses the complexities of teaching and leading a studio art class at the college level. The group explores teaching methods, including leading discussions and critiques, working with groups and individuals, and demonstrating and presenting ideas. This seminar is geared toward the student interested in teaching assistantships as well as professional education. Visiting teachers, critiques, lectures, discussions, and direct class experience are integral to this seminar.

This course provides an overview of the histories and practices of art education and American public education from the pre-industrial era to present. Teacher candidates investigate philosophical and political theories to better understand the matrix of connections between schooling, society, ideology, and culture.

This course provides an overview of historical, ideological, and economic influences of white supremacy, capitalism, and patriarchy on democracy, public life, and schooling. Teacher candidates critically investigate prevalent forms of multicultural education including conservative, plural, liberal, essential, and critical theories and practices.

Cyberpedagogy Laboratory provides students who have basic skill in digital media production, as well as a working knowledge of art education theory and practice, with an opportunity to develop projects. Based on the integration of critical pedagogy, media studies, and visual culture, students will create lesson plans, collaborative projects, and new text(book)s that address the new possibilities and problematics of art education within global information technology systems. Media forms to be studied and supported include video production, multi-media authoring, and website construction.

This course provides a context for the investigation of various social, political, personal, and historical purposes for cultural production in public schools. Teacher candidates understand the role of personal experience, public memory, cultural narrative, intertextuality, audience, and agency in relation to cultural production. Teacher candidates develop curricula to interpret, analyze, and teach various forms of visual culture relevant to diverse and exceptional populations including issues of race, class, gender, ethnicity, and sexual orientation.

Section 001: Graduate Fieldwork - The individual student and instructor will meet at agreed times to provide supervision and dialogue relating to the clinical experience. The choice of field site is agreed upon by student, instructor, and site supervisor. Students will spend 12 hours per week for 3 semester hours credit. This course can be taken for 3 or 6 semester hours. Section 002: Cooperative Education Fieldwork/Internship - Graduate cooperative education and internships in art education allow students to work in part-time, art-related co-op positions in approved organizations and institutions. Students are assigned a co-op faculty adviser. Participation requires a total of 225 hours, with a minimum weekly average of 15 work hours with the internship organization. Call the Cooperative Education Program at 312/ 629-9160 for further information. Permission to register for this course must be obtained from the director of the Cooperative Education Program.

Graduate cooperative education and internships in art education allow students to work in part-time, art-related co-op positions in approved organizations and institutions. Students are assigned a co-op faculty adviser. Participation requires a total of 225 hours, with a minimum weekly average of 15 work hours with the internship organization. Call the Cooperative Education Program at 312/ 629-9160 for further information. Permission to register for this course must be obtained from the director of the Cooperative Education Program.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This independent study requirement for teacher candidates in the graduate art education program follows Graduate Art Education Thesis: Research as Social Inquiry (ARTED 5290) and is required to earn the degree of Masters of Arts in Teaching. The thesis should demonstrate a student's ability to design, justify, execute and present the results of original research or of a substantial project. Teacher candidates work closely with an art education thesis advisor during the semester in addition to meeting with other members of their committee.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K-12 students, faculty, staff, and community members at two fieldwork sites through active observation and concrete engagement. This experience provides groundwork, connections, and continuity to apprentice teaching.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K-12 students, faculty, staff, and community members at two fieldwork sites through active observation and concrete engagement. This experience provides groundwork, connections, and continuity to apprentice teaching.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K-12 students, faculty, staff, and community members at two fieldwork sites through active observation and concrete engagement. This experience provides groundwork, connections, and continuity to apprentice teaching.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K-12 students, faculty, staff, and community members at two fieldwork sites through active observation and concrete engagement. This experience provides groundwork, connections, and continuity to apprentice teaching.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K-12 students, faculty, staff, and community members at two fieldwork sites through active observation and concrete engagement. This experience provides groundwork, connections, and continuity to apprentice teaching.

This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K-12 students, faculty, staff, and community members at two fieldwork sites through active observation and concrete engagement. This experience provides groundwork, connections, and continuity to apprentice teaching.