Visual Arts Education BS
Majors who successfully complete the Art Education program will be licensed to teach at the pre-school, elementary, middle, and high school levels. Students who graduate with a degree in Art Education learn about the wealth of resources available for creating art. At the same time, they learn to be resourceful, as they discover technologies, research for information, and create materials that advance their students’ learning. Art Education majors develop and hone skills for planning ahead, attending to details, and problem-solving “on their feet.” Art Education majors also explore the many ways art can be incorporated into multiple subject disciplines.
While art as a discipline is often associated with the lone artist working in a studio, art education is a highly interactive and, by necessity, collaborative venture. As future teachers, Art Education majors have many opportunities to learn how to collaborate in professional settings with colleagues and supervisors who may come from backgrounds different from their own. They learn to become comfortable interacting with a broad array of constituencies: students, parents, peer colleagues, and supervisors. In USF Art Education program an intensive field experience curriculum begins freshman year. At that time, majors undertake hands-on, practical field experiences in public and religious schools, in settings that are urban, suburban, and rural. Field experiences culminate senior year in 16 weeks of student teaching.
Graduates of the USF Art Education program secure teaching positions in virtually all public school districts and in private/parochial schools across the region. USF Art Education graduates teach in schools across the nation, and overseas, both in private schools and Department of Defense schools. Beyond traditional school-based employment, graduates apply their educational knowledge and skills to working with young people and adults in camps, museums, non-profit organizations, medical facilities, in private art studios, and in commercial galleries. Finally, Art Education majors are well prepared to pursue advanced degrees in Art as well as in Education.
The University of Saint Francis Art Department is fully accredited by the National Association of Schools of Art and Design (NASAD). Teacher education programs are accredited by the Indiana Department of Education and the Council for the Accreditation of Educator Preparation (CAEP).
Student Learning Outcomes
Upon graduation, students in the Bachelor of Science in Visual Art Education Program will demonstrate the following proficiencies:
- Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. (INTASC Standard 1)
- Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (INTASC Standard 2)
- Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. (INTASC Standard 3)
- Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. (INTASC Standard 4)
- Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. (INTASC Standard 5)
- Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. (INTASC Standard 6)
- Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (INTASC Standard 7)
- Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. (INTASC Standard 8)
- Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. (INTASC Standard 9)
- Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. (INTASC Standard 10)
Program Outcomes/Competencies – Visual Art Education
(Adapted from Personal Qualities, Essential Art Competencies, Essential Teaching Competencies – NASAD Handbook 2019/2020)
- Demonstrate the ability to be an exemplar and motivator, through selecting, considering, and integrating new ideas concerning the profession of teaching art through positive relationships into the inclusive classroom environment.
- Advocate for art in education while demonstrating a comprehension of the philosophical and social foundation of Art Education.
- Demonstrate competency in studio art and technical processes through the ability to engage in advanced, independent work with artistic media, approaches, and ideas.
- Analyze and interpret art history and visual experience with aesthetic and critical awareness.
- Demonstrate a comprehension of the basic stages of child and adolescent development to be able to construct curricula using a variety of approaches.
- Assess students’ aptitudes and needs, while practically observing, teaching, and assessing classroom experiences enabling evaluation of student work according to individual development and curricular objectives.
Visual Arts Education students are licensable at all grade levels P-12. All Education programs have been revised to conform to State of Indiana REPA licensing criteria. Because Indiana State education requirements may change, program requirements may be altered according to state specifications.
The Bachelor of Science: Visual Arts Education requires 127-129 credit hours, which includes:
- 33 credit hours of Education courses
- 47 credit hours of Art courses
Program of Studies
- 33 credit hours of Education courses: SPED 137, EDUC 108, EDUC 105, EDUC 207, EDUC 208, EDUC 304, EDUC 356, EDUC 389, EDUC 412, EDUC 491 or EDUC 492, READ 295, and PSYC 339
- 17 credit hours of required Art courses: ART 106, ART 107, ART 108, ART 245, ART 246, ART 498
- 3 credit hours of required Art History: ART 345
- 6 credit hours of Art History electives from: ART 110, ART 235, ART 270, ART 335, ART 340, ART 348, ART 358, ART 359, ART 431, ART 432
- 6 credit hours from two-dimensional Art: choose two courses from the following: ART 155, ART 180, ART 207, ART 218-222, ART 280, ART 301-305, ART 307, ART 360, ART 419, ART 420, ART 421-425, ART 460, or ART 430 (Special Topics in 2D)
- 6 credit hours of three-dimensional Art courses from: ART 352-356, ART 362, ART 363-367, ART 370, ART 371-375, or ART 430 (Special Topics in 3D)
- 9 credit hours of Art electives
- 47-50 credit hours in general education
Candidates majoring in teacher education must meet the following criteria to be formally admitted to Teacher Education (Progression Point 1):
- EDUC 108, EDUC 207, and SPED 137 with grades of C or better.
- Maintaining an overall grade point average (GPA) of 2.8.
- Achieve successful EDUC 207 Field Evaluation scores.
- Demonstrate Basic Skills through the Praxis Core exams.
- Clearance of National Sex Offender check.
- Submit proof of 10 hours of Service Engagement.
- Complete Professional Development requirements.
Candidates in the teacher education program are monitored each semester for Deficiency Points. Deficiency Points are assigned for the grades of “D” and “F.” A calculation of deficiency points is based on the following scale: a “D” is equal to three (3) deficiency points; an “F” is equal to four (4) deficiency points. Accumulation of 12 deficiency points in the major and professional education courses may result in dismissal from or non-admittance to the Teacher Education program.
Candidates who earn less than a “C-” (C minus) in any professional education and/or content course must retake the course. Professional education and content courses may only be repeated one time for admission to or retention in the Teacher Education program. Grades of WP and WF are counted as having been taken ‘one time’ and, thus, are subject to the “repeated course” rule. Deficiency points cannot be removed by retaking courses.
Candidates must meet the following criteria to be accepted into the Clinical Internship (Student Teaching) phase of the program (Progression Point 2):
- Be admitted into the Teacher Education program.
- Submit the completed Application for Clinical Internship.
- Submit an Expanded Criminal History check and Authorization form.
- Clearance of National Sex Offender check.
- Achieve a cumulative GPA of 2.8.
- Achieve a GPA of 2.8 in Professional Education and content area coursework (see Teacher Education Handbook for courses).
- Pass all Professional Education or content major courses with a grade of “C-” or higher.
- Achieve successful EDUC 304 Field Evaluations
- Submit proof of 30 hours of Service Engagement.
- Complete Professional Development requirements
Upon successful completion of Clinical Internship (Student Teaching) (Progression Point 3), candidates must:
- Maintain a professional and cumulative GPA of 2.8
- Submit proof of a total of 40 hours of Service Engagement
- Complete Professional Development requirements
To apply for teacher licensure, candidates must meet the above criteria in addition to completing the following:
- Pass Indiana required Pearson CORE Content Knowledge Test (030) Fine Arts-Visual Arts (P-12).
- Pass the appropriate Indiana required Pearson Developmental (Pedagogy) Test (007) P-12 Education.
- Submit the online Application for an Indiana Teaching License which includes an application fee.
- Submit proof of Certification from either an American Red Cross or an American Heart Association approved program in cardiopulmonary resuscitation (CPR) and automated external defibrillators (AED) at the adult and child levels with the online application.
- Submit proof of research-based Suicide Prevention Training.