The Art Education major at Saint Mary-of-the-Woods College prepares teacher candidates to teach art to students in a variety of settings.
A basic component of this major is the production of personal art and exposure to a varied number of media and styles. These activities are imperative to any individual pursuing a career in art education.
"To teach art is to touch that life and set the imagination free, to enable the creative spirit to soar."
Why Major in Art Education
Since it was founded in 1840, Saint Mary-of-the-Woods College saw the importance in a liberal arts education. Today, the college still offers an atmosphere where the arts can flourish. In small classes, students are given the attention necessary to broaden their knowledge and talent. This is accomplished by developing a student’s understanding of both the theory and fundamentals necessary for an art educator to make a difference in the lives of their students.
Art education is broadening, therefore art teachers must be knowledgeable in this variety of media in order to prepare their students for the always-evolving art world. With this constantly changing nature of art and media in mind, SMWC offers a curriculum that not only teaches students the skills necessary in a variety of mediums, but also how to problem-solve and realize the best medium to communicate their concept. Art and design classes will provide a strong foundation in the visual arts in a manner that integrates the technology necessary for today’s artists.
Not only do art education majors need to study a variety of artistic mediums and methods, they must also learn to become great teachers prepared to share their talent with others. With a combination of art and education courses, SMWC’s art education program provides hands-on studio experience, as well as the knowledge and opportunities necessary to build a students teaching abilities. Students will leave SMWC with a portfolio of work that will demonstrate their professional art education abilities. Graduates with a degree in art education will be prepared to meet the standards of excellence necessary to pass on their passion for the arts with the next generation.
Hulman Hall houses the Department of Text and Image with shared space for the art, graphic design, and media art majors, including studios for drawing, painting, ceramics, and design, as well as an up-to-date computer lab. A gallery allows students the opportunity to present and exhibit their work, while a lighting studio is available for both photography and videography projects.
Students have access to a large ceramics studio with a state-of-the-art computerized kiln capable of firing large ceramic sculptures and a variety of hand tools, Macintosh computers, scanners and printers, digital cameras, and multi-media equipment.
The Department of Text & Image’s faculty offices are also housed near the studios.
The Education Department is also housed in Hulman Hall, making it convenient to work with your second advisor and education faculty.
Art Education Major - (82 credit hours)
The baccalaureate degree and traditional teacher licensure program prepares teacher candidates to teach art to students in preschool, elementary/primary, elementary/intermediate, middle school/junior high, and high school settings. In addition to general study courses, the P-12 Art Education major requires the completion of 82 credit hours, for a total of 120 credit hours.
The Art Education major is offered through the campus program only.
Required Education Core Courses
18 credit hours required; all courses listed.
Students are required to complete a one-hour guided observation in each of the following areas: preschool, kindergarten, elementary/primary, elementary/intermediate, middle school, high school, special education: elementary, special education: senior/junior/middle, and adult basic education classrooms.
Explores philosophical, ethical, historical, and social foundations of education as these approaches relate to educators as change agents in society. Addresses applications in the context of educational communities and emphasizes critical, reflective, values-based, and philosophic decisionmaking for the development of competent, caring, professionals. Includes an introduction to standards for professional practice and portfolio development.
Introduces study of the life-span development—an exploration of the biological, social and psychological changes that occur from the beginning of life to its end. Observation of children and adults is utilized.
Prepares teacher candidates to create learning environments that enhance the strengths and abilities of diverse learners, including students from various cultural, racial, ethnic, and social backgrounds; students with differing learning styles; students who are gifted/talented; and students with disabilities. Focuses on the development of teachers‘ attitudes toward diverse learners and skills in developing and using multiple instructional strategies and adaptations to ensure that all students learn.
Prepares teacher candidates to explore important and complex roles of teachers, other school and related personnel, primary family members, and their interactions. Accessing school services and personnel will be discussed. Designed to create an awareness of referral agencies and facilities concerned with education, health, and welfare of all students. Discussion will include basic school laws that affect all teachers in terms of contracts, school boards, school policies and procedures, discipline, and special education.
The study and application of psychological concepts as they apply to teaching and learning from childhood through adolescence. Topics include: learning theory; motivation; physical, emotional and sociological development; individual differences; intelligence; evaluations based on behavioral objectives; and types and uses of standardized tests. Prerequisite: ED 109 or PS 111.
This course is designed to provide the teacher candidate with a solid foundation in the elements of measurement and assessment that are essential components in measuring instruction's impact on student learning. Teacher candidates will focus on the construction and selection of tests that measure student performance relative to intended learning outcomes and standards. Requires admission to the Teacher Education Program.
Developmental Level Courses
5 Credit Hours, Courses Listed
A practical, research-based course designed to provide teacher candidates with the skills necessary to create productive learning environments in middle/junior/senior high schools. Content area instruction will be emphasized to meet the needs of particular subject matter. Requires admission to the Accelerated / Transition-to-Teaching Middle School/Junior High or High School Education program.
This course focuses on the influence of emotionality and social relationships on student's learning. Kindergarten-Grade 12. Teacher candidates will develop skills to help students self-regulate and manage their own behavior, and understand the impact of their behavior on the social world. The teacher's role in interfacing with the mental health community as well as current issues are explored. Requires admission to the Teacher Education Program.
42 credit hours required; all courses listed. AD 157 Digital Imaging OR AD 315 Photography 3
Introduction to the basic elements and principles of design and a wide range of problem-solving strategies in a variety of mediums. Focuses on two-dimensional space organization, principles of visual perception, color and the application of the visual variables. Fall, every year. Course fee.
Introduction to the principles, techniques, and materials of three-dimensional design. Focuses on the structural components of design in a variety of mediums, as well as with the conceptual and problem-solving exploration required in the creation of sculptural forms. Winter, every year.
Students learn basic drawing skills of perception and technical drawing skills of composition, foreshortening, sighting, use of grids, and drawing in perspective. this class also covers techniques such blending, shading, and crosshatching. Winter, every year.
Introduces students to industry-standard digital imaging software in order to develop the techniques and skills necessary to create, edit and composite images. Applications of these skills are made in subjective and applied projects. Fall, every year. Course fee.
Students learn about mixed media and color, as well as continue to develop their perceptual abilities. this course focuses on the development of basic painting skills while encouraging individual expression. Fall, every year. Prerequisites: AD110, AD121.
Surveys the history of art in the western world beginning with prehistoric and extending to
Surveys the history of art in the western world beginning with prehistoric and extending to twenty-first century art. This course concentrates on the artists, the philosophies and events that have molded contemporary art. Fall, even years.
Studies a conceptual approach to the design process in which the problem is viewed as a set of relationships that exist between the complex environment of the design artifact, the human user and the encompassing environments. The emphasis is placed on the human being as a processor of visual information in a complex visual environment. Additional emphasis is placed on mental maps, visual shape and color coding, environmental way finding systems, corporate identity sign systems, and advertising. Fall, every year.
Introduces student to the principles and basic skills of shooting photographs using digital SLR cameras. Digital editing basics will also be introduced. Application of these skills are made in subjective and applied assignments. Fall, every year. Course fee.
Students continue to learn and refine drawing and painting skills learned in foundation courses. Emphasis will be placed on the students' exploration of their unique interests. Conceptual origins of the artistic process will be examined. This course examines drawing and painting as a conceptual tool. Spring, even years. Course fee. Prerequisite: AD221
An introduction to construction techniques, firing systems and the historical origins of functional ceramics. Course will be lecture, demonstration, and applications, including technical development. Introduces when thrown forms, glazing, oxidation firing, and sculptural concerns. Fall, odd years. Course fee.
Focuses on the psychology of children's development and expression, as well as the skills necessary to stimulate and guide their art activities accordingly. Investigates the history of art as it affects cultural and aesthetic awareness. Fall, every year.
Focuses on the philosophy of art education, as well as the methods and materials for teaching art at the secondary level. Winter, even years.
Introduces the discipline, function, and tradition of typography as it relates to visual communication. Includes how and when to use type, how to use the problem solving process to solve visual problems, the basics of symbol/logo design, promotional graphics, typographic history and theory. Provides a general understanding of the field of design, including theory, practice, and technology. Fall, every year. Prerequisites: AD110, AD121 or consent of instructor.
Examines a variety of approaches to 3D and 4D art forms including modeling, construction, and installation. Studies the relevance of time and space as it applies to communication of the art form. Fall, every year. Course fee. Prerequisite:AD353.
Field Experience I
Choose one of the following courses.
Requires sixty hours of guided teaching in a primary or intermediate elementary classroom to provide teacher candidates opportunities to relate principles and theories of education to actual classrooms and schools. Supervision provided by both the classroom teacher and the college supervisor. Prerequisites: ED 109 and ED 125.
Requires sixty hours of guided teaching in a middle school or junior high classroom to provide teacher candidates opportunities to relate principles and theories of education to actual classrooms and schools. Supervision provided by both the classroom teacher and the college supervisor. Prerequisite: ED109
Requires sixty hours of guided teaching in a high school classroom to provide teacher candidates opportunities to relate principles and theories of education to actual classrooms and schools. Supervision provided by both the classroom teacher and the college supervisor. Prerequisite: ED 109.
Field Experience II
Choose one from the following courses.
Requires sixty hours of guided teaching in an elementary classroom to provide teacher candidates opportunities to relate principles and theories of education to actual classrooms and schools. Responsibilities include preparation of lesson plans and teaching materials. Supervision provided by both the classroom teacher and college supervisor.Requires admission to the Teacher Education Program.
Teacher candidates complete sixty clock hours of guided teaching in middle school or junior high classrooms in their major area. Lesson plans and preparation of teaching materials required. Supervision provided by both the classroom teacher and the college supervisor. Requires admission to the Teacher Education Program.
Teacher candidates complete a total of sixty clock hours of guided teaching in high school classrooms in their major area. Lesson plans and preparation of teaching materials required. Supervision provided by both the classroom teacher and the college supervisor. Requires admission to the Teacher Education Program.
Choose one of the following courses.
Provides a capstone teaching experience in a kindergarten classroom. Teacher candidates complete eight (8) weeks of supervised teaching and are responsible for full-time planning and teaching for a minimum of three weeks late in the placement. Requires Education Department approval. Course fee applies.
Provides a capstone teaching experience in an elementary/primary (grades 1, 2, or 3) classroom. Teacher candidates complete eight (8) weeks of supervised teaching and are responsible for full-time planning and teaching for a minimum of three weeks late in the placement. Requires Education Department approval. Course fee applies.
Provides a capstone teaching experience in an elementary/intermediate (grades 4, 5, or 6) classroom. Teacher candidates complete eight (8) weeks of supervised teaching and are responsible for full-time planning and teaching for a minimum of three weeks late in the placement. Requires Education Department approval. Course fee applies.
Supervised Teaching II
Choose on of the following courses.
Provides a capstone teaching experience in a middle school or junior high classroom. Teacher candidates complete eight (8) weeks of supervised teaching and are responsible for full-time planning and teaching for a minimum of three weeks late in the placement. Requires Education Department approval. Course fee applies.
Provides a capstone teaching experience in a high school classroom. Teacher candidates complete eight (8) weeks of supervised teaching and are responsible for full-time planning and teaching for a minimum of three weeks late in the placement. Requires Education Department approval. Course fee applies.
Seminar sessions include analysis of student teaching experiences, development and presentation of Proficient Portfolio, information about licensure requirements and procedures, and career development. Must be taken concurrently with Supervised Teaching. Requires Education Department approval. Course fee applies.
- Preschool Fine Arts: Visual Arts
- Elementary/Primary Fine Arts: Visual Arts
- Elementary/Intermediate Fine Arts: Visual Arts
- Middle School/Junior High Fine Arts: visual Arts
- High School Fine Arts: Visual Arts
K-12 Art Teacher
The most traditional way of using your degree in art education, you can teach art in a public, private or charter school.
After-School Program Teacher
Many organizations help keep kids off the streets by involving them in worthwhile activities. Some of these programs are purely art-based, while others are more diversified.
Art Museum Director of Education
Those with art education degrees are often sought out by art museums of all sizes to teach classes to both children and adults.
Non-Traditional Organization Teacher
Although they may be volunteer positions, consider teaching art classes in various organizations: assisted living homes, senior centers, juvenile detention centers, homeless shelters, pregnancy resource centers, women's shelters, and so forth.
Online education has become quite popular in recent years, and some organizations in these markets hire art teachers.
Private Lesson Teacher
Set your own schedule teaching private art lessons to adults or children in your own home or studio.
Preschool or Daycare Teacher
In many states, your multi-age teaching license qualifies you to teach at a preschool or daycare facility.
Although it may not be the first choice for where to use your art education degree, substitute teaching is a way to get your foot in the door. It will also allow you to practice your classroom management.
Your degree qualifies you to work as a teacher's assistant.
As a licensed teacher with an art education degree you are qualified to tutor students in all grade levels, no matter the subject.
Draw, paint, or create whatever art you want to create! By exhibiting your work in galleries and competing in juried shows, you can make a name for yourself. Other opportunities should follow.
Let people know of your expertise in a specialized art discipline or a particular impressive lesson you teach. You could share your talent with schools, youth groups, boy and girl scouts, 4H clubs, and others.
Art Supply Consultant
Work with an art supply catalog or a supply store, where you can share your expertise in materials and classroom needs.
Non-Profit Arts Organization Administrator
With a background in art education, you can start a non-profit arts organization. It could relate to teaching, public artworks, or arts advocacy.
Retail Craft Coordinator
Many arts and crafts supply stores employ a craft coordinator to organize community classes, in-store events, and demonstrations. They also help customers coordinate ideas and decorations for seasonal, holiday, bridal, and other events.
If you are a decent writer, document your experiences in teaching art, lesson-planning or classroom management. Send these to various publishers such as books, magazines, or freelance websites. You could also consider authoring and illustrating children's books about art.