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 the skills and dispositions critical to creating a creative learning environment that advances their students’ learning.
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, a collaborative venture. As future teachers, Art Education majors have many opportunities to collaborate and communicate in professional settings with students, parents, colleagues, and supervisors. The USF Art Education program provides intensive field experience curriculum which begins freshman year.
Graduates of the USF Art Education program secure teaching positions in public schools and private/parochial schools across the region. USF Art Education graduates teach in schools across the nation, and overseas. Beyond traditional school-based employment, graduates may choose to 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.
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 eligible to license at 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 125 credit hours, which includes:
- 77 credit hours of Professional Education Courses
- 36 credit hours of Franciscan Core Curriculum
- 12 credit hours of Art History
Program of Studies
- 39 credit hours of Education courses: SPED 137, EDUC 108, EDUC 105, EDUC 207, EDUC 209, EDUC 304, EDUC 356, EDUC 389, EDUC 412, EDUC 492, EDUC 498, READ 295, and PSYC 339
- 32 credit hours of required Art courses: ART 106, ART 107, ART 108, ART 245, ART 246, ART 155, ART 180, ART 207, ART 218, ART 351, ART 362, ART 403, ART 420
- 12 credit hours of required Art History: ARTH 109, ARTH 110, ARTH 345 and a choice from one of the following: ARTH 206, ARTH 225, ARTH 235, ARTH 270, ARTH 335
- 3 credit hours from two-dimensional Art: choose one course from the following: ART 223-227, ART 251, ART 252, 253, ART 280-285, ART 307, ART 360, ART 419, ART 421-425, ART 460 or 3 credit hours of three-dimensional Art courses from: ART 253, ART 352-356, ART 363-367, ART 370, ART 430
- 36 credit hours in Franciscan Core
Candidates majoring in art education must meet the following criteria to be eligible for formal Admission to Teacher Education (Progression Point 1):
- EDUC 108, EDUC 207, and SPED 137 with grades of C or better
- Maintain an overall grade point average (GPA) of 2.8
- Meet benchmark in EDUC 207 Field Evaluation
- Pass State and National Background Checks
- Complete Professional Development requirements
Candidates who earn less than a “C-” (C minus) in any professional education must retake the course. Professional education 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.
Progression Point II: Admission to Clinical Internship
- Completion of Professional Education Courses: “C-” or Higher
- EDUC courses
- READ courses
- ART courses
- ARTH courses
- Overall GPA: 2.8 / 4.0
- Met Field Benchmark for EDUC 412
- Completion and Documentation of Service-Learning Requirement: Minimum of 40 Hours
- Clinical Internship Application and Documentation Submitted
Progression Point III: Program Completion
- Completion of Professional Education and Art Courses “C-” or Higher
- Overall GPA: 2.8 / 4.0
- Completion and passing Clinical Internship, including the Field Evaluations
To apply for teacher licensure, candidates must meet the above criteria in addition to completing the following:
- License application through LVIS
- Suicide Prevention Training
- Adult and Child CPR/AED Certification
- Pass Indiana required Content Knowledge Test(s) and required Pedagogy Test in appropriate developmental level