Master of Arts in Teaching Art

An alternative certification route for individuals holding undergraduate art degrees

The Master of Arts in Teaching (MAT) Art program is offered to meet the increasing demand for alternative initial certification routes of individuals already holding one of the following:

  • Bachelor of Fine Arts degree
  • Professional undergraduate education degree in art
  • Bachelor of Arts
  • Bachelor of Science degree with a major in visual art

Expertise within the field of art will be demonstrated through a portfolio review process. The MAT Art is a 48-credit hour program aligned with MAT programs previously established in the Bagwell College of Education. 

Unique program aspects include the following:
The MAT Art is based on the Comprehensive Arts Education model, focusing on the areas of production, art history, art criticism, and aesthetics.

This program is aligned with the five standards defined by the National Schools of Art and Design (NASAD) as recognized in Rule 505-3-.11 Art Education Program in the State of Georgia. The program is also aligned to the six skills areas defined by the National Art Education Association (NAEA) Standards. These standards along with the Georgia Quality Core Curriculum serve as the foundation for the primary objectives of the program.

This research-oriented program will emphasize theoretical studies and research projects in art education, with at least 15 semester hours required in art education and associated research areas to meet NASAD standards. It will also emphasize the gathering and processing of cutting edge information within the field of art education as well as a focus on diversity, global awareness and creativity. 

The design of the program employs a series of practica in diverse settings, complemented by courses in which candidates will participate in reflection and dialogue, informed by their field experience and relevant research and guided by peers, mentor teachers, and faculty. Each semester of the five-semester program is designed around a theme.

  • Semester I – The Learner: Development, Psychology, and Diversity
  • Semester II – The Learner in the School: Curriculum, Assessment, and Management
  • Semester III – Teaching in Schools: Contemporary Issues in Art Education 
  • Semester IV – The Teacher as a Professional: Reflective Inquiry, Research and Presentation of Artist Portfolio
  • Semester V – Teacher as Leader: Presentation of Research and Professional Educational Portfolio
  • Summer I (8 hours)

    · EDUC 6250 - Learning about Learners
    · EDUC 6255 - Teaching Learners
    · ARED 7704 - Intercultural Art Education
    · INED 6421 - Linguistically Diverse Students as Learners

    Fall I (12 hours)

    · ARED 6200 - Curriculum, Assessment, Classroom Management in Art Education
    · ARED 6250 - Materials, Methods, & Management for Art Education Classrooms P-5
    · ARED 6251 - Materials, Methods, & Management for Art Education Classrooms 6-12
    · ARED 7702 - Inclusion in Art Education

    Spring (12 hours)

    · ARED 7701 - Special Topics in Art Education
    · ARED 7706 - Theory and Criticism in Art Education
    · ARED 6650 - Yearlong Practicum I
    · EDUC 6610 - Introduction to Yearlong Clinical Experience
    · INED 6422 - Instruction for Linguistically Diverse Learners

    Summer II (6 hours)

    · ARED 7703 - Technology & Computer Applications
    · ARED 7720 - Research in Art Education

    Fall II (10 hours)

    · ARED 6660 - Yearlong Practicum II
    · ARED 7705 - Contemporary Issues in Visual Arts
    · ARED 7730 - Art Education Portfolio
    · INED 6423 - Assessing Linguistically Diverse Learners

  • Summer I

    EDUC 6250 - Learning about Learners
    2 Class Hours | 0 Laboratory Hours | 2 Credit Hours
    Corequisite: EDUC 6255
    Teacher candidates study child and adolescent development, examining influences on learning. Because teaching and learning are not value-neutral, candidates examine and reflect on possible environmental, genetic, cultural, economic, political, and familial influences on their own development and the development of their future students. Theories and principles of learning, motivation, and differentiation are applied to planning, instruction, and assessment. Candidates are introduced to the Universal Design for Learning framework and critical thinking skills.

    EDUC 6255 - Teaching Learners
    2 Class Hours 0 | Laboratory Hours | 2 Credit Hours
    Corequisite: EDUC 6250
    Candidates access, explore, and modify instructional resources to create lesson plans that employ culturally-responsive, developmentally-appropriate instructional strategies. Lesson plans incorporate the Universal Design for Learning Framework, guiding principles of differentiation, and key formative assessment strategies to produce curriculum that is relevant, challenging, integrative, and exploratory. Candidates practice critical thinking and apply it in the design of instruction. Candidates plan safe, productive learning environments with appropriate organizational structures including opportunities for family and community involvement.

    ARED 7704 - Intercultural Art Education
    3 Class Hours | 0 Laboratory Hours | 3 Credit Hours
    Candidates examine art education literature focusing on cultural diversity issues in historical and contemporary contexts. Candidates also focus on the nature of art making and art evaluation within a variety of cultural systems.

    INED 6421 - Linguistically Diverse Students as Learners
    1 Class Hours | 0 Laboratory Hours | 1 Credit Hours
    In this course, middle and/or secondary content teachers are introduced to first and second language acquisition, linguistic elements, and linguistically responsive pedagogy. In addition, students will begin to develop an understanding of these concepts as they relate to meeting the needs of English learners and recognizing the vast cultural resources that they bring to the content classroom in relation to the larger sociopolitical context.

    Fall I

    ARED 6200 - Curriculum, Assessment, Classroom Management in Art Education
    3 Class Hours | 0 Laboratory Hours | 3 Credit Hours 
    Prerequisite: Admission to MAT program.
    Candidates will explore techniques of the Discipline Based Art Education model including art production, art history, art criticism and aesthetics. This online and classroom course is designed to prepare art teachers to plan and organize effective art programs and curricula, to explore innovative and exemplary art programs, and to develop a rationale and strategy for articulating and promoting a quality art program. Candidates will explore how effective use of a variety of assessment techniques to evaluate teaching and learning promotes visual literacy.

    ARED 6250 - Materials, Methods & Management for Art Education Classrooms P-5
    3 Class Hours | 0 Laboratory Hours | 3 Credit Hours
    Specific strategies focus on differentiating developmental, behavioral, and managerial aspects relevant to best practices in the field of art education. Focus is on advanced concepts and applications of method and materials for P-5 art classrooms. On-line and in class work involves development and analysis of art lessons including the development of related art projects for P-5 classrooms. Candidates are expected to display advanced skills in planning, organizing, and sequencing art lessons that are developmentally appropriate.

    ARED 6251 - Materials, Methods, & Management for Art Education Classrooms 6-12
    3 Class Hours | 0 Laboratory Hours | 3 Credit Hours 
    Specific strategies focus on differentiating developmental, behavioral, and managerial aspects relevant to best practices in the field of art education. Focus will be on advanced concepts and applications of method and materials for 6-12 art classrooms. Online and in-class work involves development and analysis of art lessons including the development of related art projects for 6-12 classrooms. Candidates are expected to display advanced skills in planning, organizing, and sequencing art lessons that are developmentally appropriate.

    ARED 7702 - Inclusion in Art Education
    2 Class Hours | 2 Laboratory Hours | 3 Credit Hours 
    Prerequisite: EDUC 6100L and ARED 6200 
    Corequisite: ARED 6250, ARED 6251 and ARED 6200L
    Course includes in-depth coverage of diagnostic categories, historical aspects, legal issues and art applications for students with exceptionalities. In addition to online course work, candidates develop and implement differentiated lessons for an inclusive art classroom. Primary expectations focus on the candidate’s ability to utilize Individualized Education Plans as a means to promote the inclusion and success of all students through relevant adaptations of content, materials, and workspace. Candidates should plan to spend three hours per week in the field.

    Note Verification of Liability Insurance is required.

    Spring I

    ARED 7701 - Special Topics in Art Education
    3 Class Hours | 0 Laboratory Hours | 3 Credit Hours 
    Emerging issues in the field of art education will be explored on a semester-by-semester basis. Through the examination of historical and contemporary art forms, candidates understand how aesthetic theories allow greater understanding of the quality, nature and value of diverse works of art, cultural art forms and visual culture. Candidates comprehend how all works of art have meaning including those from literature, theatre, dance, music and other subject areas thus revealing lessons about life, its paradoxes, contradictions, harmonies, unattractiveness, and beauty.

    ARED 7706 - Theory and Criticism in Art Education
    3 Class Hours | 0 Laboratory Hours | 3 Credit Hours 
    Candidates understand theory and criticism in art education by researching, critically reading and interpreting works of art within a historical/cultural context. Theories and models of contemporary art education practice are explored, which strengthen the respect proper to all classroom diversities. In addition to on-line course work, classroom work is required to carry out directed activities.

    ARED 6650 - Yearlong Practicum I
    0 Class Hours 24 Laboratory Hours 5 Credit Hours 
    Prerequisite: Permission of the MAT committee.
    Corequisite: EDUC 6610
    This course is the beginning to an intensive and extensive co- teaching yearlong clinical experience in education. Candidates will attend pre-planning at their assigned school. The pre-planning experience will take place before the start of the academic year, and all candidates must attend the entirety of pre-planning (the exact length of which will depend on the placement school’s schedule). Additionally, candidates will also attend the first week of the academic year in order to familiarize themselves with the policies and routines of their placement school and Collaborating Teacher.

    Note Verification of Liability Insurance is required.

    EDUC 6610 - Introduction to Yearlong Clinical Experience
    0 Class Hours | 1 Laboratory Hours | 0 Credit Hours 
    Prerequisite: Admission to teacher education and an issued pre-service certificate
    Corequisite: ENED 6650 or MAED 6650 or EDMA 6650 or BED 6650 or CHED 6650 or PHED 6650 or EDMG 6650 or ARED 6650 or INED 6650 or INED 6651 or FLED 6650
    This course is the beginning to the co-teaching Yearlong Clinical Experience in education. Candidates will attend the entirety of pre-planning at their assigned school before the start of the academic year (the exact timing of which will depend on the placement school’s schedule). Additionally, candidates will also attend the first week of the academic year in order to familiarize themselves with the policies and routines of their placement school and Collaborating Teacher.

    INED 6422 - Instruction for Linguistically Diverse Learners
    1 Class Hours | 0 Laboratory Hours | 1 Credit Hours 
    Prerequisite: INED 6421 
    This course focuses on developing effective instruction for linguistically diverse students in middle and/or secondary content classrooms. Specifically, teacher candidates will begin to develop the skills necessary for the differentiation, scaffolding, and assessment of content for students that are learning English while also developing content proficiency. The course will introduce prospective teachers to language objectives and academic language as tools for developing content instruction that is comprehensible for English learners.

    Summer II

    ARED 7703 - Technology & Computer Applications
    3 Class Hours | 0 Laboratory Hours | 3 Credit Hours 
    Candidates focus on the identification and exploration of the use of current technologies including presentation applications, Internet research, online courseware, electronic portfolio, computer applications relating to the production of art including Adobe Photoshop, Illustrator, and other programs.

    ARED 7720 - Research in Art Education
    3 Class Hours | 0 Laboratory Hours | 3 Credit Hours 
    Candidates examine research methodologies in art education focusing on qualitative and quantitative research methods and designs, and interpretations and applications relative to classroom practices. This advanced course is designed to prepare art teachers to effectively plan and evaluate art programs and curricula, to explore innovative and exemplary art programs, to assess art learning, and to develop a rationale and strategy for articulating and promoting a quality art program. Candidates will understand how effective use of a variety of assessment techniques to evaluate teaching and learning promotes visual literacy. Topics include interactive discussion about literature critiques, professional organizations, and legal issues.

    Fall II

    ARED 6660 - Yearlong Practicum II
    0 Class Hours | 24 Laboratory Hours | 4 Credit Hours 
    Prerequisite: MAT faculty review 
    Corequisite: ARED 7705
    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.  

    Note Proof of liability insurance is required. 

    ARED 7705 - Contemporary Issues in Visual Arts
    3 Class Hours | 0 Laboratory Hours | 3 Credit Hours 
    Prerequisite: Admission to the MAT program.
    Historical and contemporary developments in the field of art education are presented, as a means to compose a teaching philosophy relevant to today’s art classrooms. In-depth exploration results in the integration of concepts and issues to create a comprehensive view of the field. Social, psychological, affective and psychomotor components of learning relevant to art education are a primary focus. Multicultural and inclusive content is included. Technological applications include the use of word processing, electronic portfolio development, presentation applications, and Internet research.

    ARED 7730 - Art Education Portfolio
    2 Class Hours 0 Laboratory Hours 2 Credit Hours 
    Prerequisite: ARED 6650 
    This course is the capstone experience for the MAT in Art. Candidates work independently under the supervision of the course instructor and the portfolio committee. The purpose of constructing the portfolio is to implement a systematic, reflection-in action approach to the candidates development as an art expert, facilitator of learning, and a collaborative professional. The portfolio documents this process as well as the candidates development as a teacher-researcher through the presentation and analysis of the research project. Technology utilized in this course may include imaging, online course environments, presentation applications and electronic portfolio development.

    INED 6423 - Assessing Linguistically Diverse Learners
    1 Class Hours | 0 Laboratory Hours | 1 Credit Hours 
    Prerequisite: INED 6421 , and INED 6422 
    Teacher candidates will be exposed to formative and summative assessment strategies appropriate for linguistically diverse students. Students will be asked to create and use a variety of rubrics and other appropriate assessment instruments to assess content and developing English language proficiency through speaking, listening, writing, and reading. In addition, the prospective teacher will begin to make connections between instruction and assessment and how this relates to advocacy for English learners as a content teacher.

  • Content

    The portfolio is composed of photographic images of your artwork. A total of twenty still images and/or moving images should be submitted. The MAT Art degree is based on the Comprehensive Arts Education model, focusing on the areas of production, art history, art criticism, and aesthetics. The program is also aligned with the five standards defined by the National Association of Schools of Art and Design (NASAD) as recognized in Rule 505-3-.11 Art Education Program in the State of Georgia. Thus, the portfolio should reflect art competencies in various media including but not limited to: drawing, painting, photography, graphic design, sculpture, printmaking, ceramics, computer images, models, mechanical drawings, or any other art work.


    Format

    Portfolios should be submitted as Powerpoint files. The file name should be the candidate’s name, last name first (“Smith Jane.ppt”). Images should be of high enough resolution to be crisp and clear. Poor image quality will negatively affect the evaluation of your portfolio. Standard 4x3 page setup is preferred, and background color should be black. Any moving images should use a commonly available player and be embedded in the Powerpoint file and should be no longer than two minutes.

    All submissions must be on a CD or DVD that is Macintosh-readable. Disks should be sent in paper sleeves with your name legibly printed on the disks, the sleeves, and the envelope. If you would like your CDs or DVDs returned, you must include a self-addressed, stamped envelope. Portfolios without self-addressed, stamped envelopes will be held for 1 year after notification. If still unclaimed, the portfolio will be discarded.

    Labeling

    Each Powerpoint “slide” should be labeled at the bottom or left side in white 12-point Arial with the following information. Do NOT include your name with the individual images.

    • Title (titles are italicized, not put in quotation marks) 
    • Dimensions (height, width--and depth for 3-D works) 
    • Medium (only if the medium of the original work is photography should it be listed as such)
    • Year work was made

    Examples:

    Untitled Figure Study 
    18” X 24” 
    Charcoal on newsprint 
    2007 

    Montana Plains 
    8” X 10” 
    Photography--film negative, digital print 
    2006

    Untitled 
    10’ X 8’ X 12’ 
    Sculptural installation--steel, wire screen, & electronics 
    2006

    Working with Time 
    24” X 36” 
    Digital media—Photoshop, Illustrator (screen capture) 
    2006

    Glass Bottle Study 
    16” X 20”
    Oil on canvas
    2006

    Anna Goodwin 
    12” X 16” 
    Pencil on paper 
    2007.

    Evaluation Criteria

    The portfolio review committee has determined that the following criteria be used to review portfolios:

    • Composition – Emphasis, focal point, eye movement, and balance
    • Craftsmanship – Basic fine motor skill and attention to detail
    • Conceptual Inventiveness – Effort to communicate and creativity

    Each of these criteria will be assigned a value from the list below by the faculty reviewer:

    • Excellent – roughly equivalent to an A (4.0) grade
    • Good – roughly equivalent to a B (3.0) grade
    • Adequate – roughly equivalent to a C (2.0) grade
    • Weak – roughly equivalent to a D (1.0) grade
    • None – used if evidence of criteria is not evident or applicable

    The Art Education Admission Committee will use this information in making the final decision regarding whether an applicant will be accepted as a MAT Art candidate.

 

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