Art Education Major

The Art Education PK12 undergraduate program is available to candidates majoring in art and who wish to teach art in PK12 settings. The art education PK12 certification program culminates in a Pennsylvania Department of Education Level I certification for teaching art. Students double majoring in art and art education PK12, once certified, can teach in public, private and charter schools, museums, and community settings. The program offers candidates a strong foundation in theory and practice, curricula in public schools, and teaching for equity and inclusion. The program includes field experiences in PK12 classrooms that start with the first semester of enrollment. As part of the program, candidates must meet clearance requirements and have them on file prior to starting the program and renew the clearances each year. In their field experience, pre and student teaching, candidates have the opportunity to be mentored by experienced PK12 art teachers in local schools while being supervised by university professors.

Goal 1: The student will demonstrate an understanding of PK12 learner development.

Outcome 1.1: The student will understand and accurately interpret key concepts, principles, theories, and research about PK12 learner development in social context.

Outcome 1.2: The student will identify the diverse developmental needs and abilities of PK12 learners and use this information effectively when selecting instructional strategies and making curricular decisions with respect to learning in a PK12 art classroom.

Goal 2: The student will understand and use the central concepts, standards, research, and structures of content to plan and implement curriculum that develops Pk12 school learners’ competence in the area of learning art.

Outcome 2.1: The student will describe and explain the philosophical and historical foundations of art education and apply this knowledge in analyzing school culture and climate, classroom management, and instructional design.

Goal 3: The student will understand and use developmentally appropriate instructional strategies.

Outcome 3.1: The student will describe and analyze a range of specific teaching strategies and apply them appropriately in instructional planning, modifying their use based on the unique learning needs of PK12 students and the particular demands of learning art.

Outcome 3.2: The student will demonstrate a practiced habit of self-analysis and collaboration with students and colleagues to assess the impact of instruction on student motivation and learning and will adjust teaching accordingly.

Goal 4: The student will demonstrate understanding and appropriate use of multiple methods of assessment.

Outcome 4.1: The student will define and describe types of valid and reliable educational assessments (including screening, diagnostic, formative, summative, and authentic) and identify strengths, weaknesses, and appropriate uses associated with each.

Outcome 4.2: The student will analyze and interpret assessment data to understand patterns and gaps in learning, to guide planning and instruction, and to provide meaningful feedback to learners and their guardians.

Goal 5: The student will demonstrate an understanding of educating for social justice.

Outcome 5.1: The student can demonstrate the ability to interact positively and respectfully with those of different racial, ethnic, language and socioeconomic backgrounds and sexual orientations.

Outcome 5.2: The student will identify and describe practices and policies that reinforce inequalities and undermine high school student learning, as well as steps that can be taken to challenge such practices in order to create a more just society.

The traditional undergraduate programs includes a minimum of 120 credits distributed across three components: A General Education component divided into Signature Courses, Variable Courses, and an Integrative Learning requirement; a Major and Divisional component; and Free Electives. In addition to course requirements as specified in each area, students must complete one certified course in each of the following overlay areas1:

  1. Diversity, Globalization or Non-western Area Studies,
  2. Ethics Intensive
  3. Writing Intensive, and
  4. Diversity

Overlay requirements are part of the 120 credit requirements

General Education Signature Courses

See this page about Signature courses

General Education Variable Courses

See this page about Variable courses. Six to Nine courses

General Education Overlays

See this page about Overlays.

General Education Integrative Learning Component

See this page about Integrative Learning Component. Three courses:

SPE 160Intro to Special Edu w/Field3
MAT 111 or higher3
HIS 201U.S. History to 18773
or HIS 202 U.S. History since 1865
Total Hours9

Major Requirements 

ARH 101Intro to Global Art History I3
ARH 102Intro to Global Art History II3
ART 133Drawing I3
or ART 135 Painting I
ART 144Ceramics I3
ART 147Intro to Sculpture/Mixed Media3
or ART 141 3-D Studio Art
ART 173Digital Photography I3
Additional ART course with specialization3
Additional ART course with specialization3
Any upper level 200 and above ART course3
EDU 150Schools in Society w/ Field3
EDU 157Adolescent Development w/Field3
EDU 230Eval: Secondary Grades 7-123
EDU 247Literacy in Cont Areas w/Field3
SPE 160Intro to Special Edu w/Field3
SPE 205Inclusive Classrooms w/ Field3
EDU 246Language and Culture w/ Field3
EDU 422Instruct Tech. for Art Edu3
EDU 491Secondary Student Teaching12
Total Hours63