Art Education Major

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

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

Objective 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.

Objective 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.

Objective 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.

Objective 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.

Objective 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.

Objective 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.

Objective 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.

Objective 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

¹

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: