MA in Teaching Curriculum & Courses

Two people sitting in a classroom facing forward.

SAIC’s Master of Arts (MA) in Teaching program educates graduate students (teacher candidates) for teaching art, design, and visual culture in elementary and secondary schools. Through this 42-hour graduate program (fall 2021), teacher candidates become critical, creative, and reflective instructors of contemporary art and culture while fulfilling the current State of Illinois requirements for PK–12 Visual Arts licensure. The MAT is designed to be a full-time program completed in four semesters (two years).

Coursework in the MAT program balances artmaking and learning about the theory and practice of education with experiences of teaching in a wide range of school settings. All education coursework is arts-focused, taught by faculty who combine expertise in art and cultural theory with deep knowledge of teaching. MAT teacher candidates are encouraged to take electives in emphasis areas outside SAIC's Department of Art Education.

Interwoven throughout their art and education coursework, teacher candidates experience teaching in elementary and secondary schools in the Chicago area. Teacher candidates observe in schools and other educational settings (such as Local School Council and School Board meetings), design and teach short projects during visits to schools as part of their education coursework, and participate in seven-week Apprentice Teaching placements at the elementary and secondary levels. MAT coursework and teaching experiences prepare teacher candidates to work with English Language Learners, to support students in reading in their content area, and to differentiate instruction for students with a wide range of abilities and disabilities.

Curriculum Overview

MAT Program Guide 2025-26
*See the Testing Requirements section of this page for an update from the ISBE regarding the edTPA

Curriculum Overview: Students beginning MAT coursework in Fall 2021

Course Areas	Credit Hours
SAIC MAT Teacher Preparation Core	24
Practicum and Apprentice Teaching	12
Electives in Studio, Art/Design History, Art/Design Analysis, Visual Critical Studies	6
Total Hours for MAT Degree	42

Course Sequence Beginning Fall 2021

1st Semester-Fall	12
Practices of Art and Design Education in Schools & Communities 1: Children & Youth - ARTED 5015 (3) Becoming Human: Evolving Conceptions of Human Development - ARTED 5021 (3) Cyberpedagogy - ARTED 5200 (3) Ethical & Pedagogical Issues: Cultural Workers and the Public Sphere - ARTED 5105 (3)
2nd Semester-Spring	12
Practices of Art and Design Education in Schools & Community 2: Teens & Adults - ARTED 5900 (3) Doing Democracy - ARTED 5125 (3) Curriculum Theory, Pedagogy, and Possibilities - ARTED 5011 (3) Elective in Studio, Art/Design History, Art/Design Analysis, Visual Critical Studies (3)
3rd Semester-Fall	9
Practicum: Elementary & Secondary Experience - ARTED 6190 (3) Cultural Approaches to Production - ARTED 6100 (3) Elective Studio, Art/Design History, Art/Design Analysis, Visual Critical Studies (3)
Teacher candidates cannot take Winter Session courses before the Apprentice Teaching semester because Winter Session schedule conflicts with the start date of apprentice teaching.
4th Semester-Spring	9
Apprentice Teaching -ARTED 6900 (9)
Total Credit Hours	42

Qualifying for Teaching Experiences in Schools

Teacher candidates complete approximately 550 hours of preclinical (during core Art Education courses and Practicum) and clinical (during Apprentice Teaching) teaching experiences under the supervision of a mentor teacher in a school setting and a SAIC Art Education Faculty Supervisor.

During the initial SAIC MAT orientation, teacher candidates will be given information on how to complete the Chicago Public School (CPS) fingerprint-based background check. If the results of the teacher candidate’s background check do not meet the Chicago Public School district’s standards, the candidate cannot continue in the MAT program.

Candidates teaching in schools are considered mandated reporters of child abuse and neglect by the Department of Children and Family Services (DCFS) when observing or teaching in school settings. Candidates must complete the Illinois Department of Human Services Mandated Child Abuse Reporter on-line training and have a record of their completed training on file in the SAIC Licensure Office at the beginning of the teacher preparation program (before visiting schools).

Teacher Licensure Requirements

SAIC's Master of Arts in Teaching teacher preparation program is approved by the Illinois State Board of Education. The MAT degree meets the current requirements for the State of Illinois PK-12 Visual Arts Professional Educator License. SAIC's teacher preparation coursework contributes to (and may meet) the teacher licensure requirements for other states and countries. The SAIC Licensure Specialist works with graduating teacher candidates to identify steps to investigate how to become licensed in other places.

The State of Illinois Board of Education testing, assessment, and coursework requirements periodically change. As a result, candidates for Illinois licensure may be required to complete a different set of courses, tests, and/or assessments than those noted above if they delay graduation and licensure.

Teacher candidates must successfully complete all of their program coursework, and meet ISBE mandated tests before recommendation for licensure.

Testing Requirements

There are two tests that the Illinois State Board of Education requires teacher preparation candidates to complete and pass during and upon completion of a teacher preparation program. It is important to understand that these tests are mandated by the State of Illinois. The SAIC Department of Art Education is obligated to ensure all candidates have met these legal requirements before recommending the candidate for licensure.

Candidates must pass the following tests:

Test 1: ILTS Visual Arts Content Area Test (214)	To be completed and passed for licensure entitlement to apply for Illinois licensure by state law.	Tests are valid indefinitely.
Test 2: edTPA Clinical Practice Assessment	The Illinois State Board of Education has passed an official licensure rule that edTPA will not be required for any candidate completing a Teacher Preparation Program in the 2025-2026 academic year (through August 31, 2026).	Definitive information on the period of validity of an edTPA score is unknown at this time. Check with SAIC Licensure Specialist.

For information on the current scores needed to meet ISBE requirements, contact the SAIC Art Education Licensure Specialist.

**Since 2020, the Illinois State Board of Education has waived edTPA as a requirement for teacher licensure. edTPA remains waived until 8/31/2026. Consult the SAIC licensure specialist for updates.

Other Information Related to Admissions

Transfer Credits: A minimum of 36 credits must be completed at SAIC. Up to 6 hours of transfer credits may be requested at the time of application and are subject to approval of the Teacher Education Committee at that time. Transfer credits will not be evaluated or accepted after beginning the MAT Program.
Fees: Candidates are responsible for all fees related to testing, edTPA assessment, and background checks. Candidates are also responsible for any TB tests, physical exams, etc. that may be required by school districts in which the department places a teacher candidate for Fieldwork or Apprentice Teaching.

Degree Requirements, Specifications, and Courses

Full-time status minimum requirement: 12 credit hours first year in the program; 9 credit hours second year in the program.
Completion schedule: Teacher candidates have a maximum of four years to complete the program. This includes time off for leaves-of-absence.

Course Listing

Title	Catalog	Instructor	Schedule
Art of Crossing the Street	2020 (001)	Andres Luis Hernandez	Thurs 12:15 PM - 3:00 PM In Person
Description This course asks the question, `How can artists cross the street without leaving their art behind?' This class hopes to raise issues of citizenship, creativity, collaboration, community, environment, and the changing roles of artists at the end of the twentieth century and the start of the twenty-first. Students study historical and contemporary examples of how artists have found the time, space, and resources to do and present their work, and how they make alliances with other artists and other communities to achieve professional, cultural, and political goals. Students help plan curricular innovations at SAIC and participate in related activities such as visiting artists programming. They explore the possibility, in part through on-site visits, of establishing or strengthening ties between SAIC and various communities throughout Chicago. Students further develop course themes through substantial written assignments and through applications of these ideas in their studio practice. The goal of the course is to give students the motivation, knowledge, and tools to take an active role as citizens in a multicultural democratic society.	Class Number 1290	Credits 3	Department Art Education Area of Study Art/Design and Politics, Community & Social Engagement, Public Space, Site, Landscape Location Sharp 409
Practices of Art and Design Education in Schools and Communities 1: Children and Youth	3015 (002)	Paul J. Mack	Mon 9:00 AM - 3:00 PM In Person
Description Relating contemporary and traditional artmaking approaches and culturally responsive pedagogy with curriculum, project, and instructional design methods, this course provides prospective teachers and teaching artists with knowledge and skills needed to structure learning experiences through which children and youth in elementary schools, middle schools and community settings enhance their creativity, develop technical skills, understand a range of artmaking practices, make personally meaningful works, and explore big ideas. Course participants will structure teaching plans that identify students' prior knowledge, scaffold learning, use multiple teaching and learning strategies to promote student engagement and differentiate instruction to meet the needs of all students. They will learn to articulate clear and verifiable core learning objectives, select relevant national and state standards and design assessments that capture essential student learning without standardizing students' artworks. Teacher reflection based on critique, student input and assessment data will be used in an iterative process of editing and redesigning curriculum. Connecting visual and verbal literacies, prospective teachers will make use of reading, writing and speaking activities that engage students in interpreting art and analyzing visual culture as well as using picture books as a source of inspiration for their personal storytelling and artmaking. Teachers will learn to select and/or develop reading level-appropriate art and culture readings to support learning. Studying a range of art education practices will provide teacher candidates with theoretical perspectives from which to build their own unique pedagogical approaches. Readings include works by Maria Montessori, Viktor Lowenfeld, Anne Thulson, Lisa Delpit, Vivian Paley, and Sonia Nieto as well as overviews of Reggio Emelia, Teaching for Social Justice, Teaching for Artistic Behavior, Studio Habits, Visual Thinking Strategies and Principles of Possibility Course assignments will include readings and discussion responses and researching artists, artmaking approaches and pedagogical practices as well as writing project and lesson plans accompanied by teacher artwork examples, image presentations, readings, assessments, and other instructional materials, as well as documenting plans and student artworks. Participants will teach small groups of students in elementary schools with English Language Learners. All student must complete and pass Chicago Public Schools Background Check. Prerequisites Prerequisite: Open to junior BFAAE students only or permission of instructor.	Class Number 1994	Credits 3	Department Art Education Location Sharp 404
Practices of Art and Design Education in Schools and Communities 1: Children and Youth	3015 (003)	Catalina Hernández-Cabal	Mon 9:00 AM - 3:00 PM In Person
Description Relating contemporary and traditional artmaking approaches and culturally responsive pedagogy with curriculum, project, and instructional design methods, this course provides prospective teachers and teaching artists with knowledge and skills needed to structure learning experiences through which children and youth in elementary schools, middle schools and community settings enhance their creativity, develop technical skills, understand a range of artmaking practices, make personally meaningful works, and explore big ideas. Course participants will structure teaching plans that identify students' prior knowledge, scaffold learning, use multiple teaching and learning strategies to promote student engagement and differentiate instruction to meet the needs of all students. They will learn to articulate clear and verifiable core learning objectives, select relevant national and state standards and design assessments that capture essential student learning without standardizing students' artworks. Teacher reflection based on critique, student input and assessment data will be used in an iterative process of editing and redesigning curriculum. Connecting visual and verbal literacies, prospective teachers will make use of reading, writing and speaking activities that engage students in interpreting art and analyzing visual culture as well as using picture books as a source of inspiration for their personal storytelling and artmaking. Teachers will learn to select and/or develop reading level-appropriate art and culture readings to support learning. Studying a range of art education practices will provide teacher candidates with theoretical perspectives from which to build their own unique pedagogical approaches. Readings include works by Maria Montessori, Viktor Lowenfeld, Anne Thulson, Lisa Delpit, Vivian Paley, and Sonia Nieto as well as overviews of Reggio Emelia, Teaching for Social Justice, Teaching for Artistic Behavior, Studio Habits, Visual Thinking Strategies and Principles of Possibility Course assignments will include readings and discussion responses and researching artists, artmaking approaches and pedagogical practices as well as writing project and lesson plans accompanied by teacher artwork examples, image presentations, readings, assessments, and other instructional materials, as well as documenting plans and student artworks. Participants will teach small groups of students in elementary schools with English Language Learners. All student must complete and pass Chicago Public Schools Background Check. Prerequisites Prerequisite: Open to junior BFAAE students only or permission of instructor.	Class Number 1999	Credits 3	Department Art Education Location Sharp 402
Becoming Human: Evolving Conceptions of Human Development	3021 (001)	Melita Morales	Tues 12:15 PM - 3:00 PM In Person
Description In the work of becoming and being an educator, it is necessary and important to comprehend the evolving ways human development is understood, engaged, and implicated in the teaching of children, adolescents and adults. Humans are, to put it simply, different. And it is these differences that present opportunities and challenges in teaching and learning. This course offers an interdisciplinary investigation into evolving conceptions of human development, including, but not limited to, psychological, legal, historical, and sociological frameworks. Additionally, students will explore the histories of childhood as they impact and have impacted the material culture of schools and school design. Investigating evolving conceptions of human development will provide teacher candidates with interdisciplinary perspectives to build their own understanding of students as subjects in formation. This includes gaining theoretical, historical, and pedagogical knowledge on a range of developmental issues in education. Readings include works by John Dewey, W.E.B. DuBois, Tom Shakespeare, Cris Mayo, Deborah Britzman, Stephen Vassallo, Alexandra Lange, Erik Erikson, Jean Piaget, and Maria Montessori as well as overviews of Disability, Race Conscious, and Queer Theories in education. Course work includes an essay questioning & responding to human development, an analysis of childhood development as illustrated in children's literature, an interpretation of adolescence as represented through short films, along with a midterm and final project documenting the work of learning throughout the semester. Prerequisites Prerequisite: Open to junior BFAAE students only or permission of instructor.	Class Number 1154	Credits 3	Department Art Education Location Sharp 403
Becoming Human: Evolving Conceptions of Human Development	3021 (002)	Ali Blake	Tues 12:15 PM - 3:00 PM In Person
Description In the work of becoming and being an educator, it is necessary and important to comprehend the evolving ways human development is understood, engaged, and implicated in the teaching of children, adolescents and adults. Humans are, to put it simply, different. And it is these differences that present opportunities and challenges in teaching and learning. This course offers an interdisciplinary investigation into evolving conceptions of human development, including, but not limited to, psychological, legal, historical, and sociological frameworks. Additionally, students will explore the histories of childhood as they impact and have impacted the material culture of schools and school design. Investigating evolving conceptions of human development will provide teacher candidates with interdisciplinary perspectives to build their own understanding of students as subjects in formation. This includes gaining theoretical, historical, and pedagogical knowledge on a range of developmental issues in education. Readings include works by John Dewey, W.E.B. DuBois, Tom Shakespeare, Cris Mayo, Deborah Britzman, Stephen Vassallo, Alexandra Lange, Erik Erikson, Jean Piaget, and Maria Montessori as well as overviews of Disability, Race Conscious, and Queer Theories in education. Course work includes an essay questioning & responding to human development, an analysis of childhood development as illustrated in children's literature, an interpretation of adolescence as represented through short films, along with a midterm and final project documenting the work of learning throughout the semester. Prerequisites Prerequisite: Open to junior BFAAE students only or permission of instructor.	Class Number 1155	Credits 3	Department Art Education Location Sharp 402
Cultural Approaches to Production	4100 (001)	Ali Blake	Thurs 6:45 PM - 9:30 PM In Person
Description The focus of this course is to support a sense of purpose and agency in prospective art teachers, teaching artists, and cultural workers by exploring how individual and collaborative cultural production reflects and influences conceptions of race, class, ethnicity, geography, sexuality, and physical/cognitive abilities in a diversity of communities and settings. Students will interrogate the cultural contexts-aesthetics, artmaking approaches, social, political, historical, theoretical, technological, and pedagogical-that frame the making, interpreting, analyzing, sharing, and teaching of art, design, and visual culture in school and community settings. Students will develop content for art and culture projects and curriculum sequences based upon contemporary topics, issues, and themes. Students will explore the work of contemporary artists and cultural workers who integrate diverse artmaking approaches, cultural histories, theoretical orientations, and psychological perspectives into their arts-based practices. Artists and readings will be chosen based upon timely and emergent issues, concepts, and themes affecting a diversity of communities. Methods and strategies for integrating various literacies--verbal, visual, media, technological, computational--into cultural projects and curriculum will be explored. Yes course will ask students to understand how individual and collaborative cultural production reflects and influences conceptions of race, class, ethnicity, geography, sexuality, and physical/cognitive abilities in a diversity of communities and settings. Students will also Understand how cultural contexts frame the making, interpreting, analyzing, sharing, and teaching art, design, and visual culture in school and community settings. Prerequisites Prerequisite: Open to junior BFAAE students only or permission of instructor.	Class Number 1156	Credits 3	Department Art Education Area of Study Art/Design and Politics, Community & Social Engagement, Teaching Location Sharp 403
Cultural Approaches to Production	4100 (002)	Niema Qureshi	Wed 6:00 PM - 9:00 PM In Person
Description The focus of this course is to support a sense of purpose and agency in prospective art teachers, teaching artists, and cultural workers by exploring how individual and collaborative cultural production reflects and influences conceptions of race, class, ethnicity, geography, sexuality, and physical/cognitive abilities in a diversity of communities and settings. Students will interrogate the cultural contexts-aesthetics, artmaking approaches, social, political, historical, theoretical, technological, and pedagogical-that frame the making, interpreting, analyzing, sharing, and teaching of art, design, and visual culture in school and community settings. Students will develop content for art and culture projects and curriculum sequences based upon contemporary topics, issues, and themes. Students will explore the work of contemporary artists and cultural workers who integrate diverse artmaking approaches, cultural histories, theoretical orientations, and psychological perspectives into their arts-based practices. Artists and readings will be chosen based upon timely and emergent issues, concepts, and themes affecting a diversity of communities. Methods and strategies for integrating various literacies--verbal, visual, media, technological, computational--into cultural projects and curriculum will be explored. Yes course will ask students to understand how individual and collaborative cultural production reflects and influences conceptions of race, class, ethnicity, geography, sexuality, and physical/cognitive abilities in a diversity of communities and settings. Students will also Understand how cultural contexts frame the making, interpreting, analyzing, sharing, and teaching art, design, and visual culture in school and community settings. Prerequisites Prerequisite: Open to junior BFAAE students only or permission of instructor.	Class Number 2129	Credits 3	Department Art Education Area of Study Art/Design and Politics, Community & Social Engagement, Teaching Location Sharp 409
Activating Archives	4106 (001)	Juarez Hawkins	Mon 6:45 PM - 9:30 PM In Person
Description 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.	Class Number 1108	Credits 3	Department Art Education Area of Study Art/Design and Politics, Gender and Sexuality, Class, Race, Ethnicity, Community & Social Engagement, Community and Social Practice, Economic Inequality & Class, Politics and Activisms Location Sharp 403
Practicum: Elementary and Secondary	4390 (001)	Arturo Barrera	Tues, Tues 5:00 PM - 8:00 PM, 9:00 AM - 3:00 PM In Person
Description This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K12 students, faculty, staff, and community members at two fieldwork sites through guided observation engagement. They develop and teach curriculum projects and learn methods of non-punitive classroom management. This experience provides groundwork, connections, and continuity to apprentice teaching. Apprentice teachers will complete a 5-week elementary/middle school placement and a 5-week high school placement as well as attend a weekly apprentice teaching seminar at SAIC. Students will study examples of curriculum and pedagogy that cover all Illinois state mandated standards as defined by the Illinois State Board of Education (ISBE): NASAD Visual Arts Standards; Illinois Professional Teaching Standards; Social and Emotional Learning Standards; Literacy Standards. In the process, students will learn to create original art curriculum that encompasses these standards, and how to implement these standards in their pedagogical practice. The course includes observation/teaching days at elementary and secondary school placements, as well as weekly seminars at SAIC. During each of their two 5-week placements, students spend the school day at their respective assigned school placements before attending the evening seminar at SAIC. Time in seminars is spent developing and critiquing curriculum projects, exemplars (teacher project samples), instructional materials and assessment strategies in preparation for teaching in practicum placement schools, and later in apprentice teaching. Prerequisites Prerequisite: Open to junior BFAAE students only or permission of instructor.	Class Number 1990	Credits 3	Department Art Education Location Sharp 402
Practicum: Elementary and Secondary	4390 (002)		Tues, Tues 5:00 PM - 8:00 PM, 9:00 AM - 3:00 PM In Person
Description This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K12 students, faculty, staff, and community members at two fieldwork sites through guided observation engagement. They develop and teach curriculum projects and learn methods of non-punitive classroom management. This experience provides groundwork, connections, and continuity to apprentice teaching. Apprentice teachers will complete a 5-week elementary/middle school placement and a 5-week high school placement as well as attend a weekly apprentice teaching seminar at SAIC. Students will study examples of curriculum and pedagogy that cover all Illinois state mandated standards as defined by the Illinois State Board of Education (ISBE): NASAD Visual Arts Standards; Illinois Professional Teaching Standards; Social and Emotional Learning Standards; Literacy Standards. In the process, students will learn to create original art curriculum that encompasses these standards, and how to implement these standards in their pedagogical practice. The course includes observation/teaching days at elementary and secondary school placements, as well as weekly seminars at SAIC. During each of their two 5-week placements, students spend the school day at their respective assigned school placements before attending the evening seminar at SAIC. Time in seminars is spent developing and critiquing curriculum projects, exemplars (teacher project samples), instructional materials and assessment strategies in preparation for teaching in practicum placement schools, and later in apprentice teaching. Prerequisites Prerequisite: Open to junior BFAAE students only or permission of instructor.	Class Number 1991	Credits 3	Department Art Education Location Sharp 409
Practicum: Elementary and Secondary	4390 (003)	Juarez Hawkins	Tues, Tues 5:00 PM - 8:00 PM, 9:00 AM - 3:00 PM In Person
Description This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K12 students, faculty, staff, and community members at two fieldwork sites through guided observation engagement. They develop and teach curriculum projects and learn methods of non-punitive classroom management. This experience provides groundwork, connections, and continuity to apprentice teaching. Apprentice teachers will complete a 5-week elementary/middle school placement and a 5-week high school placement as well as attend a weekly apprentice teaching seminar at SAIC. Students will study examples of curriculum and pedagogy that cover all Illinois state mandated standards as defined by the Illinois State Board of Education (ISBE): NASAD Visual Arts Standards; Illinois Professional Teaching Standards; Social and Emotional Learning Standards; Literacy Standards. In the process, students will learn to create original art curriculum that encompasses these standards, and how to implement these standards in their pedagogical practice. The course includes observation/teaching days at elementary and secondary school placements, as well as weekly seminars at SAIC. During each of their two 5-week placements, students spend the school day at their respective assigned school placements before attending the evening seminar at SAIC. Time in seminars is spent developing and critiquing curriculum projects, exemplars (teacher project samples), instructional materials and assessment strategies in preparation for teaching in practicum placement schools, and later in apprentice teaching. Prerequisites Prerequisite: Open to junior BFAAE students only or permission of instructor.	Class Number 1992	Credits 3	Department Art Education Location Sharp 404
Practicum: Elementary and Secondary	4390 (004)	Andres Luis Hernandez	Tues, Tues 5:00 PM - 8:00 PM, 9:00 AM - 3:00 PM In Person
Description This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K12 students, faculty, staff, and community members at two fieldwork sites through guided observation engagement. They develop and teach curriculum projects and learn methods of non-punitive classroom management. This experience provides groundwork, connections, and continuity to apprentice teaching. Apprentice teachers will complete a 5-week elementary/middle school placement and a 5-week high school placement as well as attend a weekly apprentice teaching seminar at SAIC. Students will study examples of curriculum and pedagogy that cover all Illinois state mandated standards as defined by the Illinois State Board of Education (ISBE): NASAD Visual Arts Standards; Illinois Professional Teaching Standards; Social and Emotional Learning Standards; Literacy Standards. In the process, students will learn to create original art curriculum that encompasses these standards, and how to implement these standards in their pedagogical practice. The course includes observation/teaching days at elementary and secondary school placements, as well as weekly seminars at SAIC. During each of their two 5-week placements, students spend the school day at their respective assigned school placements before attending the evening seminar at SAIC. Time in seminars is spent developing and critiquing curriculum projects, exemplars (teacher project samples), instructional materials and assessment strategies in preparation for teaching in practicum placement schools, and later in apprentice teaching. Prerequisites Prerequisite: Open to junior BFAAE students only or permission of instructor.	Class Number 1998	Credits 3	Department Art Education Location Sharp 706
Practicum: Elementary and Secondary	4390 (005)	Mark Alcazar Diaz	Tues, Tues 5:00 PM - 8:00 PM, 9:00 AM - 3:00 PM In Person
Description This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K12 students, faculty, staff, and community members at two fieldwork sites through guided observation engagement. They develop and teach curriculum projects and learn methods of non-punitive classroom management. This experience provides groundwork, connections, and continuity to apprentice teaching. Apprentice teachers will complete a 5-week elementary/middle school placement and a 5-week high school placement as well as attend a weekly apprentice teaching seminar at SAIC. Students will study examples of curriculum and pedagogy that cover all Illinois state mandated standards as defined by the Illinois State Board of Education (ISBE): NASAD Visual Arts Standards; Illinois Professional Teaching Standards; Social and Emotional Learning Standards; Literacy Standards. In the process, students will learn to create original art curriculum that encompasses these standards, and how to implement these standards in their pedagogical practice. The course includes observation/teaching days at elementary and secondary school placements, as well as weekly seminars at SAIC. During each of their two 5-week placements, students spend the school day at their respective assigned school placements before attending the evening seminar at SAIC. Time in seminars is spent developing and critiquing curriculum projects, exemplars (teacher project samples), instructional materials and assessment strategies in preparation for teaching in practicum placement schools, and later in apprentice teaching. Prerequisites Prerequisite: Open to junior BFAAE students only or permission of instructor.	Class Number 1996	Credits 3	Department Art Education Location MacLean 818
Practicum: Elementary and Secondary	4390 (006)	Alana Ferguson	Tues, Tues 5:00 PM - 8:00 PM, 9:00 AM - 3:00 PM In Person
Description This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K12 students, faculty, staff, and community members at two fieldwork sites through guided observation engagement. They develop and teach curriculum projects and learn methods of non-punitive classroom management. This experience provides groundwork, connections, and continuity to apprentice teaching. Apprentice teachers will complete a 5-week elementary/middle school placement and a 5-week high school placement as well as attend a weekly apprentice teaching seminar at SAIC. Students will study examples of curriculum and pedagogy that cover all Illinois state mandated standards as defined by the Illinois State Board of Education (ISBE): NASAD Visual Arts Standards; Illinois Professional Teaching Standards; Social and Emotional Learning Standards; Literacy Standards. In the process, students will learn to create original art curriculum that encompasses these standards, and how to implement these standards in their pedagogical practice. The course includes observation/teaching days at elementary and secondary school placements, as well as weekly seminars at SAIC. During each of their two 5-week placements, students spend the school day at their respective assigned school placements before attending the evening seminar at SAIC. Time in seminars is spent developing and critiquing curriculum projects, exemplars (teacher project samples), instructional materials and assessment strategies in preparation for teaching in practicum placement schools, and later in apprentice teaching. Prerequisites Prerequisite: Open to junior BFAAE students only or permission of instructor.	Class Number 1997	Credits 3	Department Art Education Location Lakeview - 1004
Practicum: Elementary and Secondary	4390 (007)	S. Bailey Jacobson	Tues, Tues 5:00 PM - 8:00 PM, 9:00 AM - 3:00 PM In Person
Description This course provides teacher candidates with opportunities to observe, analyze, teach, and evaluate in elementary and secondary settings. Teacher candidates build constructive relationships with K12 students, faculty, staff, and community members at two fieldwork sites through guided observation engagement. They develop and teach curriculum projects and learn methods of non-punitive classroom management. This experience provides groundwork, connections, and continuity to apprentice teaching. Apprentice teachers will complete a 5-week elementary/middle school placement and a 5-week high school placement as well as attend a weekly apprentice teaching seminar at SAIC. Students will study examples of curriculum and pedagogy that cover all Illinois state mandated standards as defined by the Illinois State Board of Education (ISBE): NASAD Visual Arts Standards; Illinois Professional Teaching Standards; Social and Emotional Learning Standards; Literacy Standards. In the process, students will learn to create original art curriculum that encompasses these standards, and how to implement these standards in their pedagogical practice. The course includes observation/teaching days at elementary and secondary school placements, as well as weekly seminars at SAIC. During each of their two 5-week placements, students spend the school day at their respective assigned school placements before attending the evening seminar at SAIC. Time in seminars is spent developing and critiquing curriculum projects, exemplars (teacher project samples), instructional materials and assessment strategies in preparation for teaching in practicum placement schools, and later in apprentice teaching. Prerequisites Prerequisite: Open to junior BFAAE students only or permission of instructor.	Class Number 2125	Credits 3	Department Art Education Location
Practices of Art and Design Education in Schools and Communities 1: Children and Youth	5015 (001)	Melita Morales	Mon 9:00 AM - 3:00 PM In Person
Description Relating contemporary and traditional artmaking approaches and culturally responsive pedagogy with curriculum, project, and instructional design methods, this course provides prospective teachers and teaching artists with knowledge and skills needed to structure learning experiences through which children and youth in elementary schools, middle schools and community settings enhance their creativity, develop technical skills, understand a range of artmaking practices, make personally meaningful works, and explore big ideas. Course participants will structure teaching plans that identify students¿ prior knowledge, scaffold learning, use multiple teaching and learning strategies to promote student engagement and differentiate instruction to meet the needs of all students. They will learn to articulate clear and verifiable core learning objectives, select relevant national and state standards and design assessments that capture essential student learning without standardizing students¿ artworks. Teacher reflection based on critique, student input and assessment data will be used in an iterative process of editing and redesigning curriculum. Connecting visual and verbal literacies, prospective teachers will make use of reading, writing and speaking activities that engage students in interpreting art and analyzing visual culture as well as using picture books as a source of inspiration for their personal storytelling and artmaking. Teachers will learn to select and/or develop reading level-appropriate art and culture readings to support learning. Studying a range of art education practices will provide teacher candidates with theoretical perspectives from which to build their own unique pedagogical approaches. Readings include works by Maria Montessori, Viktor Lowenfeld, Anne Thulson, Lisa Delpit, Vivian Paley, and Sonia Nieto as well as overviews of Reggio Emelia, Teaching for Social Justice, Teaching for Artistic Behavior, Studio Habits, Visual Thinking Strategies and Principles of Possibility Course assignments will include readings and discussion responses and researching artists, artmaking approaches and pedagogical practices as well as writing project and lesson plans accompanied by teacher artwork examples, image presentations, readings, assessments, and other instructional materials, as well as documenting plans and student artworks. Participants will teach small groups of students in elementary schools with English Language Learners. All student must complete and pass Chicago Public Schools Background Check. Prerequisites Prerequisite: Open to MAAE or MAT students only or with permission of instructor.	Class Number 2014	Credits 3	Department Art Education Location Sharp 403
Becoming Human: Evolving Conceptions of Human Development	5021 (001)	Adam J Greteman	Tues 12:15 PM - 3:00 PM In Person
Description In the work of becoming and being an educator, it is necessary and important to comprehend the evolving ways human development is understood, engaged, and implicated in the teaching of children, adolescents and adults. Humans are, to put it simply, different. And it is these differences that present opportunities and challenges in teaching and learning. This course offers an interdisciplinary investigation into evolving conceptions of human development, including, but not limited to, psychological, legal, historical, and sociological frameworks. Additionally, students will explore the histories of childhood as they impact and have impacted the material culture of schools and school design. Investigating evolving conceptions of human development will provide teacher candidates with interdisciplinary perspectives to build their own understanding of students as subjects in formation. This includes gaining theoretical, historical, and pedagogical knowledge on a range of developmental issues in education. Readings include works by John Dewey, W.E.B. DuBois, Tom Shakespeare, Cris Mayo, Deborah Britzman, Stephen Vassallo, Alexandra Lange, Erik Erikson, Jean Piaget, and Maria Montessori as well as overviews of Disability, Race Conscious, and Queer Theories in education. Course work includes an essay questioning & responding to human development, an analysis of childhood development as illustrated in children's literature, an interpretation of adolescence as represented through short films, along with a midterm and final project documenting the work of learning throughout the semester. Prerequisites Prerequisite: Open to MAT students only or permission of instructor.	Class Number 1163	Credits 3	Department Art Education Location Sharp 706
Collaboration: Art as a Social Force	5028 (001)	Sarah Ross	Mon 6:45 PM - 9:30 PM In Person
Description 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.	Class Number 2127	Credits 3	Department Art Education Area of Study Art/Design and Politics, Community & Social Engagement, Public Space, Site, Landscape Location Sharp 402
Ethical and Pedagogical Issues: Cultural Workers and the Public Sphere	5105 (001)	Lavie Raven	Thurs 6:45 PM - 9:30 PM In Person
Description 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. Prerequisites Prerequisite: Open to MAAE or MAT students only or with permission of instructor.	Class Number 1180	Credits 3	Department Art Education Area of Study Art/Design and Politics, Gender and Sexuality, Class, Race, Ethnicity Location Sharp 404
Ethical and Pedagogical Issues: Cultural Workers and the Public Sphere	5105 (002)	Catalina Hernández-Cabal	Thurs 6:45 PM - 9:30 PM In Person
Description 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. Prerequisites Prerequisite: Open to MAAE or MAT students only or with permission of instructor.	Class Number 1182	Credits 3	Department Art Education Area of Study Art/Design and Politics, Gender and Sexuality, Class, Race, Ethnicity Location Sharp 402

Take the Next Step

Visit the graduate admissions website or contact the graduate admissions office at 312.629.6100, 800.232.7242 or gradmiss@saic.edu.

MA in Teaching Curriculum & Courses