Visual Arts Education, B.S.

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 majorshave 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, nonprofit organizations, medical facilities, in private art studios, and in commercial galleries.

Accreditation

The University of Saint Francis Art Department is fully accredited by the National Association of Schoolsof 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 demonstratethe 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. (INTASCStandard 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 disciplinaryskills, 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 ofhis/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 inadvanced, 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 beable 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 developmentand curricular objectives.

Licensure/Certification

Visual Arts Education students are eligible to license at grade levels P-12. All Education programs havebeen 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.

Degree Requirements

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