Masters Degree Program in Art Education. Beit Berl Academic College, Israel

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1 Masters Degree Program in Art Education The School of the Art, Hamidrasha Beit Berl Academic College, Israel Chair of the program: Dr. Nurit Cohen Evron Characteristics of the Program A. Broad Definition of Art Education The art education studies offered by the program, meets a broad definition of art According to the broad conception of art education, the curator, the artist and the art critic are all active players in the field. Their activities effect the definition of art, the discourse within the field and issues such as the social roles of art and its place in the community. Therefore, the program offers students a combination of courses in art education, art theory and criticism, visual culture, art history and art practice. It is designed in a modular fashion in order to allow participants to develop in accordance with their choices and inclinations. The Masters Degree Program in Art Education is located in a supportive environment, the School of the Art "Hamidrasha", Beit Berl Academic College. The School of the Art offers students in the program the possibility of studio work guided by leading artists and the use of well equipped workshops for sculpture, printing, ceramics, digital media, photography and digital photography. B. Exposure to Recent Art Education Trends and Developments The program seeks to update the field of art education and to include developments that have occurred in recent decades. The introduction of new technologies, the development of culture studies and postmodern discourse have expanded and changed the concept of art By exposing art educators and teachers to contemporary approaches and acquiring practices and tools for art teaching that have been developed in recent decades, they will be able not only to mediate between the public and the art world, but also to examine the visual space in which we live. This will

2 enable them to strengthen their students' ability to examine critically the crowded visual images which surround them as well as appreciate artworks in institutional establishments. In order to examine these developments, the art education program is structured around two focal points: Theoretical and practical aspects of the encounter between the audience and visual images. Social aspects of art education and their practical implementations in art Within the framework of these focal points, theory-supported practical approaches will be taught in the following fields: museum education, aesthetic education, the interdisciplinary approach, critical approaches in art education, the impact of new technologies on teaching art and art history and relating to a multicultural society. Courses given within the framework of these focal points discuss questions like: How to analyze visual images with students and the in what ways these images influence them (in Visual Education); how to manage a discussion on questions of aesthetics in class (in Aesthetic Education); how to discuss an artwork (in Museum Education and Dialogue Encounters with Artwork) and how to incorporate new technologies into art classes (in Cinema and Education and in The Impact of New Technologies on Teaching Art and Art History). In addition, the program emphasizes critical, social, theoretical and practical aspects of artistic activities. In this way, it facilitates broadening the way in which art educators use the visual field and emphasizes the social and cultural role of art teachers and educators in various institutions and organizations. Purposes of the Program To broaden the concept of the role of art teachers and educators by providing upto-date knowledge about social and critical theories and approaches to art

3 To expand and deepen the body of knowledge and methodology on which art education is based in the fields of criticism, theory, history and philosophy of art and visual culture. To develop the use of research, reflection and creative thought as part of practical technique. To acquire specific practices of art education and the experience of using them, including: curatorship and museology, working through art in and with the community, critical writing, and personal development through artistic work. Structure of the M. Ed. Program in Art Education The two years long program consists of foundation courses and advanced courses in art education and art. A minimum of 25 credit hours must be completed. Foundation Courses The foundation courses (8 credit hours) are mandatory. They intend to expand the intellectual-cultural foundations of the students, in addition to upgrading and expanding the methodological knowledge necessary for independent learning. The foundations include: Research Methodology for Art Education 20 th Century Theories of Interpretation Visual Culture Historical Perspective: Human Junctions of Philosophy, Art and Art Education Contemporary Issues and Trends in Art Education Advanced Courses in Art Education Art education studies are structured around two focal points. The students can choose 4-6 courses (6 credit hours) from the following: a. Theoretical and practical aspects of the encounter between the audience and visual images.

4 Aesthetic Education Museum Education and the Dialogue Encounter with Artworks Impacts of New Technologies on teaching Art and Art History Cinema and Education b. Social aspects of art education and their practical implementations in art Critical Approaches and Art Activism with and within Communities Critical Education in Contemporary Educational Reality Interdisciplinary Approach to Art Instruction Gender Aspects of Education and Teaching Art Education Seminars (2 credit hours). Choose one of the following: Visual Education and Nationalism The Art Teacher as a Researcher Advanced Courses in Art The advanced art studies are structured around two focal points. The students can choose 4-6 courses from the following: a. Advanced courses in theoretical art studies. Historiosophy and Historiography of Art History The Educational Role and Status of the Curator Exhibit Environments: Relationship between the Center and the Periphery in Israeli and International Art Feminist Theories and their Ramifications on the Visual Field Issues in Israeli Art and Culture Multilayered Identities: Multiculturalism and Ethnic Art in Israel

5 Between Breton and Bataille: Surrealism in the 1920s and 30s and Study of Contemporary Interpretations b. Advanced courses in art practice. Personal Mentoring of Studio Practice Group Discussion and Criticism Personal Mentoring of Studio Practice in Preparation for a Final Exhibition Art Education Seminars (2 credit hours). Choose one of the following: Metropolis: Representations of the City in Modern Art as a Social and Cultural Living Space and as an Architectural Compound On Culture and Art: Studies on the Art of Michelangelo Practical Final Project The practical final project (1 credit hour) is required. It intended to enrich and advance the student professionally as an art educator, including developing researchcritical abilities that integrate independent and original thinking. At the same time, it is also supposed to enrich and advance theoretical and practical work relevant to art instruction and activity in various communities. The project is based on advanced studies in two fields, art and art These two elements are expected to integrate immanently in the project, with varying emphases depending on the students preferences.

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