Part seminar discussion and part site visits, this course serves as an investigation into the art of teaching and learning. Through careful observation in elementary and secondary art classrooms, you will become familiar with the teaching of art, the current educational climate in PreK-12 school settings, and the breadth of learning contexts and learners that exist in order to make sense of observed instructional practices and think critically about what you see. The course is based upon the assumption that the more fully you understand yourself, your learners, and the content and process of instruction, the better equipped you are to make your own decisions regarding what, how, and why you teach. You will thus be asked to regard teaching itself not just as a profession, but also as an art. In addition, you will be asked to find ways to help your artist-self, and your teacher-self, to coexist. This course, therefore, will incorporate a variety of reflective practices including but not limited to (art) making, reading, writing, mindful deep listening and observing, visualizations and reflective intention setting. Earned B or better in ED 5200 Intro Teaching Art in Schools is required for advancement in BFA/MAT.

This course considers the role of art in human development. In the broadest sense, the course considers why human beings make and respond to art, and the multiple ends the arts can serve. In more specific ways, the course explores specific theories that shed light on the relationship between art and child/adolescent development and considers the ways in which the visual arts can facilitate growth and transformational learning in PreK-12 settings. Earned B or better in ED 5202 Art and Human Development is required for advancement in BFA/MAT.

This survey of historical and philosophical roots of the American educational system is designed to give the future teacher of art a broad picture of the profession. The purpose of this course is to provide students with a working knowledge and overview of the history of education and art education from about 1800-1990, becoming familiar with some research methodologies and processes, and developing an aptitude for historical and visual inquiry. Participants in this course examine the philosophies, historical movements, government influence, administrative logistics, social issues, curriculum foundations, reform movements and their influence on today's American public (art) education. Throughout this process, participants develop and refine their personal philosophies of education with the intent of making them the basis of their teaching portfolio and practice. Students will address government, financial, and legal issues that impact educational practice. In addition, they explore the potential effects of contemporary and social concerns as well as curriculum reform proposals and/or international education approaches on current instructional developments. Students research historical figures in education, make presentations, follow media coverage of educational issues, and investigate and report on selected issues. Moreover, students identify the interface between the larger field of education and art education. Earned B or better in ED 5206 is required for advancement to ED 5520.

Translating art education theory into practice, this course centers on studio practice with materials and media appropriate for use with children and adolescents in the schools. The course provides prospective art teachers with skills, methods, insight and confidence for developing visual thinking through student artistic expression. From studio explorations, class discussions, examination of young people¡¯s artwork in various media, journal reflection, and readings prospective teachers create a studio teaching archive of research, experimentation, curriculum ideas, prototypes, safety notes, procedural and implementation applications, and artist exemplars for media used in school settings. Earned B or better in ED 5304 required for advancement to ED 5520.

This course will promote alignment and expedited feedback ensuring the candidates grow and flourish in teaching literacy as the root of the arts. Students will gain necessary hands-on experience to activate their creativity in order to integrate art and core content across disciplines. Students will be exploring the tools and resources teachers need to support developing readers. This course meets the Maryland State Department of Education standards for Literacy in the Content Area ¨C Part I.

A methods course focused on strategies used in teaching Visual Art, PreK-12, this seminar involves the search of one¡¯s own studio investigations for metaphors and themes, which then become the focus of the construction of units of study. Students develop unit materials including: research on art and artists, formation of an elegant problem, experimentation with materials, creation of a prototype, design of teaching visuals, assessment process and criteria, and a written unit plan with ideas for adapting the unit to different grade levels. As a result, students select and apply a variety of strategies for exploring form and materials, developing symbolic and academic language, and different ways of knowing and thinking in art. Class meetings involve studio investigations, presentations, discussions, and group work.

This course focuses on the nature and intent of the laws which govern educational practice in regard to exceptional learners. Students will gain insights into the special needs and learning profiles of exceptional populations. The course nurtures students¡¯ learning on a variety of instructional strategies and helps them to develop art experiences that enable learners with special needs to fully participate in a visual arts program. Earned B or better in ED 5307 is required for advancement in BFA/MAT.

Serving as a gateway into the Practicum experience, the emphasis of this course is based on further developing and extending the tools and strategies learned in previous courses, grounding theory and knowledge in practical field application within the art classroom. This course, in concert with seminar sessions, provides students with foundational experience in conceptualizing, planning, implementing and assessing art experiences for young people. To this end, students will conceptualize, develop and teach segments of lessons, culminating in the teaching of one complete solo/pair lesson. Earned B or better in ED 5308 is required for advancement in BFA/MAT.

Serving as a gateway into the Practicum experience, the emphasis of this course is based on further developing and extending the tools and strategies learned in previous courses, grounding theory and knowledge in practical field application within the art classroom. This course, in concert with a practicum experience in an art classroom, provides students with foundational experience in conceptualizing, planning, implementing and assessing art experiences for young people. To this end, students will conceptualize, develop and teach segments of lessons, culminating in the teaching of one complete solo/pair lesson. Earned B or better in ED 5308S is required for advancement in BFA/ MAT.

Students in this practicum course teach in Baltimore area PreK-12 schools and develop unit and lesson plans with the guidance and direct supervision of a mentor teacher. A MAT faculty member supervises the student teacher in his/her/their placements. Supervisors will support student teachers with lesson planning and will conduct observations throughout the semester. Field work days count toward the Maryland State Department of Education requirement of 100 days of student teaching. Earned B or better in ED 5309 is required for advancement to ED 5520.

This course is taken in conjunction with Internship II: Student Teaching, Part I and it prepares students to teach interdisciplinary lessons and units. Interdisciplinary teaching makes connections between the visual arts and other content areas through the exploration of big ideas, themes, concepts, and essential questions with the goal of fostering deeper and more integrative learning. A theoretical overview of curriculum design, as well as engaging with school-wide curriculum will establish the developmental context in which interdisciplinary connections can be made. Reading and working sessions will support the planning of interdisciplinary units/lessons. Special emphasis is given to learning theories related to developing various ¡°literacies¡± in the visual arts curriculum. A requirement of the course is to include language development activities as important components of instruction. Students will continue their development as teachers during their field-based practice that requires collaboration, research, planning, implementation, and assessment. This course meets the Maryland State Department of Education standards for Literacy in the Content Area ¨C Part II. Earned B or better in ED 5309S is required for advancement to ED 5520.

This course integrates key concepts and skills required to implement art instruction in the PreK-12 art classroom from the perspectives of human learning in educational psychology, qualitative research, and theory in the arts. Topics include: Methods for engaging students in critical and creative thinking and problem solving, developing student-centered strategies of instruction, socio-cultural diversity, management and motivational strategies; a holistic look at developmental characteristics and needs of learners, behavioral and cognitive approaches, characteristics of effective teachers, assessment tools and processes, and grounded theory of educational psychologists. Earned B or better in ED 5310 is required for advancement to ED 5520.

In the course Teacher Performance Assessment: edTPA Part I - students will participate in weekly modules to learn about and complete a practice edTPA. edTPA is a national performance-based, subject-specific assessment that focuses on three tasks: Planning, Instruction, and Assessment and mandated by the Maryland State Department of Education as part of approved teacher preparation programs. As a part of this course, teacher candidates learn about the assessment of students. They also learn to prepare a portfolio of materials and create unedited video recordings of themselves at work in a real classroom during their student teaching clinical experiences. This course supports the development of the full edTPA that must be completed and submitted in the spring semester. Earned B or better in ED 5315A is required for advancement to ED 5315B.

In the course Teacher Performance Assessment: edTPA Part II - Students will participate in weekly modules to prepare, complete, and submit a full edTPA for national scoring. edTPA is a national performance-based, subject-specific assessment that focuses on three tasks: Planning, Instruction, and Assessment and mandated by the Maryland State Department of Education as part of approved teacher preparation programs. As a part of this course, teacher candidates implement the assessment of students during their student teaching experiences. They also learn to prepare a portfolio of materials and create unedited video recordings of themselves at work in a real classroom during their student teaching clinical experiences. This course supports the development of the full edTPA that must be completed and submitted in the spring semester. In order to pass this course, you must successfully pass all 3 parts of the externally scored national exam and also receive a passing score on the Praxis II Exam - #5135 Art: Content & Analysis. A $300 course fee is required for edTPA National scoring.

This course is taken in conjunction with ED 5309 Practicum II: Student Teaching, Part I and it prepares students to teach art using literacy strategies through interdisciplinary lessons and units. Interdisciplinary teaching makes connections between the visual arts and other content areas through the exploration of big ideas, themes, concepts, and essential questions with the goal of fostering deeper and more integrative learning. A theoretical overview of curriculum design, as well as engaging with school-wide curriculum will establish the developmental context in which interdisciplinary connections can be made. Reading and working sessions will support the planning of interdisciplinary units/lessons. Special emphasis is given to learning theories related to developing various literacies in the visual arts curriculum. A requirement of the course is to include language development activities as important components of instruction. Students will continue their development as teachers during their field-based practice that requires collaboration, research, planning, implementation, and assessment. This course meets the Maryland State Department of Education standards for Literacy in the Content Area Part II. Earned B or better in this course is required for advancement to ED 5520.

This course focuses on the needs and concerns of the student teacher in the Practicum II setting. It meets once per week and provides student teachers with a series of sessions that focus on specific topics and issues dealing with curriculum planning, theory, and practice in art education. This course emphasizes reflective practice and focuses on supporting pre-service teachers develop skills informed by reflection and action in response to what they learn in their teaching practicum. Earned B or better in ED 5510 is required for advancement to ED 5520.

This course is a full-time practicum experience in which ×ãÇòÓÎÏ·_Öйú×ã²ÊÍø£¤ÌåÓý×ÊѶ student teachers teach in Baltimore area elementary and secondary schools under the direct supervision of mentor teachers. The mentor teachers in the schools will guide the students?€? gradual assumption of the full-time responsibilities of their role as art teachers. A MAT faculty member supervises the student-teacher in his/her/their placements. Supervisors will support student teachers with lesson planning and will conduct a minimum of six observations throughout the semester. All observations will include a pre-conference, written standards-based feedback, self-reflection from the student teacher, and a post-conference meeting. MAT supervisors will provide evaluative feedback with each observation and at the end of the placement. Student teachers will also receive daily, mid-term, and final feedback from their mentor teacher at the placement. Field work days count toward the Maryland State Department of Education requirement of 100 days of student teaching.

This course focuses on the needs and concerns of the student teacher in the Practicum III setting. It meets once per week and provides student teachers with important information for developing professional skills for success in their future teaching practice. Sessions cover issues as they emerge in practice including developing management strategies, coping with limitations, understanding how to work within the educational community, developing creative instructional strategies, and the procedures involved in developing professional artifacts, honing interview knowledge and skills, and finding employment in the profession. This course emphasizes reflective practice and focuses on supporting pre-service teachers develop skills informed by reflection and action in response to what they learn. The course includes presentations by the students in which they share the work done during their student teaching with peers, mentor teachers, friends, family, and art supervisors and culminates in the development of a capstone Professional Teaching Portfolio.

Examines the various aspects of being a contemporary artist operating in a professional sphere. This a workshop-based course offered on a recurring cycle. Students will annually review and update their professional development plan and then select workshops that align with their particular needs. Possible professional practice sessions offered: grant writing, photography of folios/presentation of work, writing artist (statement, teaching philosophy, about art), fellowships/awards available to artists, curatorial practice, residencies (national, international, art law, taxes for artists).

Examines the various aspects of being a contemporary artist operating in a professional sphere. This a workshop-based course offered on a recurring cycle. Students will annually review and update their professional development plan and then select workshops that align with their particular needs. Possible professional practice sessions offered: grant writing, photography of folios/presentation of work, writing artist (statement, teaching philosophy, about art), fellowships/awards available to artists, curatorial practice, residencies (national, international, art law, taxes for artists). Required of all MFA in Studio Art students.

Examines the various aspects of being a contemporary artist operating in an increasingly demanding arena. This is a workshop-based course consisting of various elements of technological application for studio-based artists offered on a demand-based cycle. Students will annually review and updated their professional development plan and then select workshops that align with their plan. Possible professional practice sessions offered: lighting and display work, exhibition presentation techniques and practices, equipment preparation for exhibitions, working with sound, video editing and production, welding, basic wood shop techniques, creating a website, and examining templates.

Examines the various aspects of being a contemporary artist operating in an increasingly demanding arena. This is a workshop-based course consisting of various elements of technological application for studio-based artists offered on a demand-based cycle. Students will annually review and updated their professional development plan and then select workshops that align with their plan. Possible professional practice sessions offered: lighting and display work, exhibition presentation techniques and practices, equipment preparation for exhibitions, working with sound, video editing and production, welding, basic wood shop techniques, creating a website, and examining templates.

This course explores visual and artistic research methodologies and methods from fields such as: anthropology, geography, ethnography, critical sociology, film, media, visual and performing arts, and education.

Examines the various aspects of being a contemporary artist operating in a professional sphere. This a workshop-based course offered on a recurring cycle. Students will annually review and update their professional development plan and then select workshops that align with their particular needs. Possible professional practice sessions offered: grant writing, photography of folios/presentation of work, writing artist (statement, teaching philosophy, about art), fellowships/awards available to artists, curatorial practice, residencies (national, international, art law, taxes for artists). Required of all MFA in Studio Art students.

Examines the various aspects of being a contemporary artist operating in an increasingly demanding arena. This is a workshop-based course consisting of various elements of technological application for studio-based artists offered on a demand-based cycle. Students will annually review and updated their professional development plan and then select workshops that align with their plan. Possible professional practice sessions offered: lighting and display work, exhibition presentation techniques and practices, equipment preparation for exhibitions, working with sound, video editing and production, welding, basic wood shop techniques, creating a website, and examining templates. Required of all MFA in Studio Art students.