BS Art Education
Pre-K through grade 12 certification with studio, art history, aesthetics and art criticism
The Bachelor of Science in Art Education leads to provisional teacher certification
in grades pre-kindergarten through 12 (P-12). This program is based on the Comprehensive
Arts Education model with a curriculum that includes study in studio, art history,
aesthetics and art criticism. The art education program is aligned with the National
Association of Schools of Art and Design, the National Visual Arts Standards, the
Georgia Performance Standards for Fine Arts Education, the Council for the Accreditation
of Educator Preparation, and the Interstate Teacher Assessment and Support Consortium.
The program provides students with a broad foundation in general education, extensive
study in art, professional education and field experiences. All art education majors
are required to take studio art and art history course work in lower-and-upper division
major requirements while taking upper-division art education courses. This degree
is listed as Major in Art Education by the Bagwell College of Education and in the
Education Preparation Provider.
Features and Plans
Features of the Art Education Program
- Student Teaching in local schools
- High Georgia job placement statistics
Teaching Field Requirements
Art education majors are required to apply for admission into the Teacher Education Program after taking EDUC 2110. Deadlines for Teacher Education Admissions are September 15, February 15, and April 15. Please refer to the TEAC Web site for further information and forms. Please see the Art Education Program Coordinator in the School of Art and Design for additional information.
EDUC 2110: Investigating Critical and Contemporary Issues in Education
This course engages potential education candidates in observations and interactions in schools, and analyses of critical and contemporary educational issues. Candidates investigate issues influencing the social and political contexts of educational settings in Georgia and the United States. Candidates actively examine the teaching profession from multiple vantage points both within and outside the school. Against this backdrop, candidates reflect on and interpret the meaning of education and schooling in a diverse culture. Includes the use of current technologies which are directly
related to effective teaching and 15 hours of observation and participation in an appropriate school setting elementary/early childhood, middle grades, secondary or P-12 environments. Verification of professional liability insurance and a criminal background check are required prior to receiving a school placement.
Notes: Verification of professional liability insurance and a criminal background check are required prior to receiving a school placement. EDUC2120 Sociocultural Influences on Teaching and Learning 3
EDUC 2120: Sociocultural Influences on Teaching and Learning
This course introduces teachers to fundamental knowledge of culture essential for effective teaching in increasingly diverse classrooms. Designed as a foundation course for subsequent courses focused on the preparation of culturally responsive teachers, this course examines 1) the nature and function of culture; 2) the development of individual and group cultural identity; 3) definition and implications of diversity. Includes 15 hours of observation and participation in an appropriate school setting-elementary/early childhood, middle grades, secondary or P-12 environments. Verification of professional liability insurance and a criminal background check are required prior to receiving a school placement.
EDUC 2130: Exploring Teaching and Learning
This course explores key aspects of learning and teaching through examining your own learning processes and those of others, with the goal of applying your knowledge to enhance the learning of all students in a variety of educational settings and contexts. Includes 10 hours of observation and interaction with a learner in a naturalistic setting. Current use of technology will be integrated as communication and instructional tools. Verification of professional liability
insurance is required.
Professional Education Requirements
The upper level studio courses are basic requirements. Art education students may elect to take additional course work in specific studio areas such as drawing, painting, photography, printmaking, ceramics, sculpture, and graphic communications. Additional studio work is highly recommended for students planning to do graduate study.
ARED 3302: Teaching, Learning and Development in Visual Arts
This course is designed to help students gain an understanding of the current teaching issues in the field of art education and to understand development and learning in the P-12 art room. Creative, artistic, and perceptual development will be presented through an examination of the characteristics of diverse learners and an emphasis on the physical, psychosocial-emotional, and cognitive development of P-12 learners.
ARED 3304: Teaching Art History, Criticism and Aesthetics
This course is designed to prepare students to develop strategies for teaching art history, art criticism, and aesthetics in the P-12 art classroom. Students will develop materials appropriate for classroom instruction that stimulate and assess art learning. In addition, this course meets the required learning for Fine Arts Georgia Performance Standards and National Standards for Visual Arts.
ARED 3308: Special Populations in Art Education
This course focuses on content knowledge and applications for art educators teaching students with exceptionalities. Content includes current legal, educational, and therapeutic issues as they relate to teaching art to special populations. Distinctions between art education and art therapy are discussed.
ARED 3306: Materials, Methods and Management for Teaching Art
This course is an intensive laboratory experience using the media and materials for teaching art. Intended for prospective art specialists teaching grades P through 12. Methods and strategies for teaching various art media and processes will be covered. Classroom management strategies are integrated into teaching methods.
ARED 4410: Intercultural Curriculum Model
This course is designed to prepare prospective art teachers to be able to plan and organize effective art programs and curricula, to explore innovative and exemplary art programs and materials, to assess art learning, and to develop a rationale and strategy for articulating and promoting a quality art program. In addition, this course involves an exposure to art education literature that focuses on diversity issues in historical and contemporary contexts (including ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geography). Theories and models of contemporary art education practice are explored. Students also participate in a clinical practice activity in a partner school, involving the cooperative creation, delivery and assessment of an original art curriculum unit.
ARED 4650: Yearlong Placement I
This course is the first semester of an intensive and extensive co-teaching yearlong clinical experience in art education. Under the guidance of a collaborating teacher and university supervisor and working in a diverse environment that includes students with exceptionalities as English learners, candidates practice professional competencies that impact student achievement. This experience includes regularly scheduled professional seminars.ART 4660 Yearlong Critical Experience II
ARED 4660 : Yearlong Clinical Experience II
This course is the second semester of an intensive and extensive co-teaching yearlong clinical experience in art education. Under the guidance of a collaborating teacher and university supervisor and working in a diverse environment that includes students with exceptionalities and English learners, candidates practice professional competencies that impact student achievement. This experience includes regularly scheduled professional seminars and the completion of content pedagogy assessment.
Our Art Education students learn skills to become inspiring art teachers to diverse students in k-12 grade school systems. Recent Graduate, Madeline Carpenter Rizzo, shares her first experiences as a full-time art teacher at Chattahoochee High School.
Chattahoochee High School Art Room Drawing and Painting 1 Class Critique
Madeline Carpenter Rizzo (holding the I survived...sign) with Chattahoochee High School Principal, Tim Corrigan, and students at the end of the first week!
"The confidence that I felt going into my very first week of teaching high school visual arts would not have been as strong and prominent if it wasn't for KSU's School of Art and Design Art Education program. My capabilities as an art educator to create curriculum and to plan for learning segments, instruction, and assessment stem from my art education courses and the direct guidance of my professors during my time at KSU. There is such value in feeling like you are truly prepared for the workforce upon graduation."
-Madeline Carpenter Rizzo, Art Education Alum 2017
Alyssa McCune in Bagwell College with her students' artwork.
KSU Art Education graduate Alyssa McCune presented artwork by the students of her classroom in the "Youth Art Gallery" collaborative effort of the School of Art and Design, Bagwell College and the Zuckerman Museum.
Alumna teacher Amy Norton demonstrates printing for her elementary students.
Amy Norton: was hired DURING student teaching and these are photos of her in her own classroom.
Art Education Professor Rick Garner will be signing his book, Digital Art Therapy: Material, Methods and Applications, at the upcoming American Art Therapy conference, Nov. 9, 2017.
Iiadonnasanova “Iia” Owens-Williamson of Baggett Elementary School was named the school district’s Teacher of the Year from among 33 school-level winners