Online/Blended Degree and Certificate Programs

Curriculum

 
The online M.A. in Art Education curriculum is characterized by:

  • Hands-on artistic exploration and technology-rich media arts resources to build your creative teaching voice
  • Comprehensive fieldwork placement and student teaching support
  • Personalized advisement and career planning
  • A wide range of unique electives to suit your career goals
  • Coursework geared to prepare you for New York State visual arts teaching certification

Learning Outcomes

The goal of the online M.A. in Art Education program is to develop art educators who can:

  • Understand artistic development across the lifespan and the relationship of the sensory and kinesthetic domains to art making
  • Awaken and support the exploration of ideas, feelings, experiences and materials
  • Appreciate the role the arts can play in opening cross-cultural understandings
  • Maintain a lively commitment to their own artistic practice

Program Structure

The online M.A. in Art Education is a two-year program. Students typically enroll in two courses per semester with the exception of a third course in the final semester of the program.


Online Learning Environment

All M.A. in Art Education courses are delivered on the Moodle learning management system.

Courses are largely asynchronous, meaning students can view lectures and complete related assignments and fieldwork on their own time. Coursework may include reading, viewing video lectures, participating in forums and multimedia VoiceThread discussions, and collaborating with other students on group projects. In some cases, students may be required to attend live video chats during standard course times.

Students typically devote 8 to 10 hours a week to coursework. Though the online format provides flexibility, most assignments must be completed on schedule. For more information about how Adelphi University brings its coursework to life online, visit About Adelphi Online.


Fieldwork and Student Teaching

Fieldwork is an important aspect of the online M.A. in Art Education as it enables students to observe certified educators in art classrooms, museums, galleries, and community settings to gain insights into subjects including artistic development, creating lesson plans, and managing inclusive environments. Students must complete 100 hours of fieldwork, across three courses, before beginning student teaching. Refer to the Course Schedule below to learn which courses require fieldwork.

During the final semester of the program, the Office of Community Partnerships places students in an elementary and secondary school for student teaching, taking into account requested locations. During this time, students are mentored by their cooperating teachers and university supervisor. Students spend the full day in their school placements, taking on curriculum planning and teaching, while supported by experienced educators. This experience is enhanced by weekly discussion seminars with experienced faculty around relevant topics such as curriculum planning, technology training, classroom management, career development, and other aspects of contemporary art instruction. Students with preferential sites or teachers have the option to request a particular placement, and placements are available for students who live outside of Long Island and New York City.

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To learn more about Adelphi University’s online Master of Arts in Art Education, fill out the fields to download a brochure or call us at 888.252.4110 to talk with one of our enrollment counselors.

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  The online Master of Arts in Art Education does not accept international students.

Online M.A. in Art Education Courses

Core Courses:

(All required)

This course serves as an orientation to historical and contemporary practices in visual arts education. It considers issues related to educational policy, research, and practice. Students will examine their assumptions about artistic experience in early childhood and adolescent education and articulate a rationale for the role of arts in education.

How do multimedia, texting, chat, status updates, and hypertext change the way we read and interpret texts? Students study various theories of literacy and how it changes with the introduction of digital technologies. Readings will include selections on new media, new literacy, multiliteracies, multimedia, cognition, and visual semantics.

This training course is designed to fulfill the harassment, bullying, and discrimination prevention and intervention training required for certification/licensure under the Dignity for All Students Act (DASA). The training is for six instructional hours and can be taken at Adelphi or elsewhere.

This course examines artistic development with an emphasis on how sound art education can support, enrich, and nurture cognitive, emotional, and social development, and enhance general educational practice. Students are required to complete 25 hours of fieldwork in Pre-K–12 settings.

This course provides educators with awareness of special education, exceptional learners, special educational law, historic and philosophical bases of special education. Focus is placed on the nature of pupils with a range of disabilities, healthcare and instructional needs. Students are required to complete 25 hours of fieldwork. This course satisfies the New York State requirement for 3 hours of seminar in “Needs of Children with Autism.”

This course prepares students to include visual art in the education of children with special needs, disabilities, giftedness, and other unique learning styles/differences. Students will explore interdisciplinary, expressive art activities for young people that build oral, tactile, visual, sensory, and motor skills that complement learning across the curriculum.

In this course, students explore health issues such as chronic and communicable diseases, puberty, HIV/AIDS, tobacco, drugs, alcohol, nutrition, physical fitness, child abuse and abduction, mental health and violence. This course satisfies the New York State mandate in violence prevention, child abuse and substance abuse.

Candidates conduct an inquiry project, which may include traditional research, new media curriculum development, action research, service learning, or field based inquiry. Special topics will be offered. Candidates also complete the cosynthesis phase of their portfolio.

Students work with a cooperating art teacher and supervising university art educator who teaches a reflective practice seminar one evening each week during the student teaching semester. Students spend eight weeks in a Pre-K–6 setting and eight weeks in a 7–12 setting.

Note: Candidates not required to student teach add 3-credit studio art or exploring the arts elective.

See below for elective course information.

Electives:

(Select four)

Explore aesthetic education in relation to models of intelligence, child growth and development, educational philosophy, curriculum design, and classroom instruction. Infusion of aesthetic theory and pedagogical practice are explored. Field experiences included.

Students are introduced to ways in which to integrate the arts in learning, using the Waldorf educational practices as a case study. Students will study the impact of hands-on activities for integrated learning. Readings will support discussion.

During this course, we will explore the roles of art museums in elementary curriculum (Language Arts, Mathematics, Science, and Social Studies). Students will be introduced to a range of public artworks, related theories of artistic development at the elementary school level, and interdisciplinary activities involving art history and aesthetics.

Students will learn the foundations of instructional design and understand how to integrate technology in meaningful ways in K-12, higher education or other educational settings. Students will also learn how to develop and assess learning plans that are aligned to technology standards and/or other learning outcomes.

Students are introduced to major critical views on technology, culture, society, and education. Students are also exposed to perspectives and ideologies such as Marxist, feminist, and posthumanism. These positions will help students analyze and contextualize the role of technology along sociotechnical, historical, political, pedagogical, and ethical lines.

Students study online learning in distance and blended classes, and in virtual schools in both higher education and K-12 settings. Looking at pedagogy, best practices, interactivity and student-centered design, this class considers the positive and negative potential of online learning in terms of universal accessibility, teacher development, economic sustainability.

Social media prevades our social life with implications for education, business and beyond. Examine the sociological and psychological impacts, benefits and risks of social media. We examine social networking sites, (micro) blogs, video, and wikis; focusing on their use in classrooms to build community, develop literacy, and foster critical thinking.

Independent study can be arranged between a student and instructor. Project plans must be clearly stated in writing and signed by the Chair. Masters candidates are limited to two independent studies in the course of their graduate work.