Visual Arts–All Grades (Art Education) Master of science for teachers degree

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Overview

Sharpen your own artistic abilities as you prepare to teach the next generation of artists and creators.


When does an artist become a teacher? The MST in visual arts-all grades (art education) prepares you to teach the next generation of artists and create art experiences while honing your own artistic skills. This accelerated program gives you a year of hands-on experience that will heavily mirror your life as an art educator. An art education masters prepares you for a career by embedding certifications and job placement support right into the curriculum. You will work with regional schools to find the best fit for your personality, talents, and teaching goals.

The MST in visual arts–all grades (art education) leads to initial/professional New York State certification in visual arts for grades K through 12. This certification allows applicants to teach in New York state public schools. The program features pedagogical studies, studio inquiry, and student teaching. The program prepares students to meet the national, state, and regional need for teachers of the visual arts and is designed for accomplished art educators and advocates for art and learning in all grades. The program is nationally accredited and is for teachers in art education who hold a BFA or BA (art major) degree. Classes begin each August and conclude in May. Graduates of teacher education programs at RIT have a 96 percent pass rate on the New York State Teacher Certification examinations.

Industries


  • K-12 Education

  • Higher Education

  • Design

  • Other Education

Typical Job Titles

Art Teacher Art Instructor
Art Specialist Art Professor
Arts and Crafts Instructor Arts Administrator
Education Director Lead Teacher

100%

outcome rate of graduates

$59k

median first-year salary of graduates

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Curriculum

Visual Arts-All Grades (Art Education), MST degree, typical course sequence

Course Sem. Cr. Hrs.
First Year
ARED-701
Child Development in Art
In this course students will investigate and study the topic of child development in art and education. Students will explore a range of perspectives on developmental theories; the creation, and understanding of children’s art and meaning making; and approaches to teaching art to children in a Birth-12 setting. Resources from the areas of art, psychology, sociology and art education will be investigated. Projects will include the development of a case study, relevant readings, research and studio activities, and collaborative research. Students will be expected to complete weekly reading, writing assignments, conduct research and field experience, and to participate in weekly discussions. This course has a field experience component of 20 hours.
3
ARED-702
Inclusive Art Education: Teaching Students with Disabilities in the K-12 Art Classroom
Art Educators are expected to be able to understand the diverse learning needs of all students. Students in this course will discover how to adapt their own curricula and collaborate with special needs teachers to help students succeed in the art classroom. Through course work and field experience students will build a foundation of knowledge for working with children and youth with special needs. Students will develop new instructional strategies for making visual art more accessible for students with exceptionalities and a plan to incorporate accessibility strategies into their daily teachings. In a seminar format, the students realize the course objectives through participatory means. Students are expected to write critical essays, conduct research and field experience, and to participate in weekly small and large format discussion groups. Online technology is utilized in addition to lectures, videos, and other forms of media. This course has a field experience component of 20 hours.
3
ARED-703
Multicultural Issues in Art and Education
This course will explore a range of perspectives on multicultural issues in the visual arts and education fields. Course content will cover making connections with contemporary multicultural art, the implementation of lesson plans based on multicultural issues for the art education classroom, and an examination of curriculum and policy issues. Students are expected to write critical papers and essays, develop curriculum resources, and to participate in weekly discussions. This course has a field component of 20 hours.
3
ARED-704
Methods in Teaching and Learning
This course will explore the process of teaching art in the public school classroom at the Elementary level. Theories and practices relevant to teaching and learning in visual art will be addressed. Projects will include: lesson-planning, unit planning, classroom management, investigating new technologies, urban education, and action research. In addition, students will focus on human development, teaching students with disabilities and multiple intelligences, and assessment processes. This course has a field experience component of 20 hours.
3
ARED-705
Methods II: Studio Thinking
This course explores the relationship between curriculum, instruction, and the assessment of learning. Students are introduced to process and procedures for developing curriculum, and assessing student learning in the art classroom, specifically at the secondary level. An emphasis is placed on a studio-thinking approach to teaching and learning. Students will explore innovative and creative approaches to curriculum design. Pedagogical knowledge is developed and extended through artistic practice and meaning making in lesson and unit development. This course compliments the course: Methods in Teaching and Learning. This course has a field experience component of 20 hours.
3
ARED-711
Professional Practices in Art Education
This course focuses on the development of professional practices for entry-level art educators who are involved in their student teaching practicum. Projects will include presentations, relevant readings, assessment practices, mock interviews, case studies, visiting speakers, and preparing materials for applications in the field of art education. Students will be expected to complete weekly assignments. Goals for excellence in teaching and State and National standards are investigated and addressed.
3
ARED-790
Student Teaching
The student teaching practicum is designed to provide the student teacher with in depth pedagogical experiences, real world challenges, and rich learning opportunities. Two student teaching placements are arranged for each student for the duration of 6-7 weeks each. Full-time involvement at the school site is required. The Student Teacher will be under the guidance of experienced mentor teachers and college supervisors. This experience includes observation, full-responsibility planning and teaching, and involvement in the culture of the school setting. Students are assigned a cooperating teacher and a college supervisor for each setting. A Student Teaching Handbook is provided. Students are required to meet state and national standards when teaching. Unit and work sample preparation, instruction and assessment are required. Online technology is utilized in addition to lectures, video and other forms of media.
9
ARED-890
Graduate Seminar in Art Education
This course will explore a range of perspectives on contemporary theories in art and education, making connections with theory, meeting state and national standards, and reflecting on pedagogical experiences to address the overall goals of the program. Students focus on the following areas to meet New York State Education Department requirements and Council for the Accreditation of Educator Programs standards: content/subject matter knowledge, pedagogical knowledge, teaching skills, curriculum development, assessment and professional skills. The development of a teaching portfolio occurs in conjunction with a capstone project and exhibition. This course requires the student to complete 20 field experience hours, which will complete their required 100 hours.
6
 
CIAS Studio Elective
3
Total Semester Credit Hours
36

 

Admission Requirements

To be considered for admission to the MST program in visual arts–all grades (art education), candidates must fulfill the following requirements:

  • Complete a graduate application.
  • Hold a baccalaureate degree (or equivalent) from an accredited university or college with a major concentration in art, art education, arts technology education, photography, or new media.
  • Submit a portfolio. (Refer to Graduate Portfolio Requirements for more information.)
  • Submit official transcripts (in English) of all previously completed undergraduate and graduate course work.
  • Submit a personal statement of educational objectives, including why the candidate is interested in earning an MST, the selection of RIT for the MST degree, and professional goals to be achieved.
  • Submit an artist’s statement explaining the intention behind the portfolio.
  • Submit a current resume or curriculum vitae.
  • International applicants whose native language is not English must submit scores from the TOEFL, IELTS, or PTE. A minimum TOEFL score of 80 (internet-based) is required. A minimum IELTS score of 6.5 is required. The English language test score requirement is waived for native speakers of English or for those submitting transcripts from degrees earned at American institutions.

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