Master of Science in Art Education and Teacher Preparation Program Handbook

Transcription

1 Master of Science in Art Education and Teacher Preparation Program Handbook Massachusetts College of Art, 621 Huntington Avenue, Boston, MA 02115

2 Master of Science in Art Education and Teacher Preparation Program Handbook Updated May 2006 Massachusetts College of Art, 621 Huntington Avenue, Boston, MA

3 Contents History of Massachusetts College of Art... 5 Mission Statement... 6 Priorities... 6 Values... 7 Art Education Department Mission... 8 Statement of Philosophy... 8 Master of Science in Art Education... 9 Post-Baccalaureate Teacher Preparation Program MSAE and TPP Application Procedures Graduate Program Policies Administrative Policies Graduate Advising Graduate Council Registration Transfer Credits International Students Records Student Fees Financial Aid Deferment, Leave-of-absence, Withdrawal, and Re-Admission Studio Space Hour Access Program Graduate Assistantships Graduation Academic Policies Academic Good Standing Academic Standing in the MSAE Program Academic Standing in the Teacher Preparation Program Mid-Semester Warning Right of Appeal Academic Probation Massachusetts Certification Procedure and Requirements Visual Art Teacher License Process Massachusetts Tests for Educator Licensure (MTEL) and Student Teaching A Certification Handbook and MTEL Criminal Offender Record Information (CORI) Teaching Portfolios Communication

4 MSAE Graduate Courses MSAE Graduate Course Descriptions Teacher Preparation Program Courses Teacher Preparation Program Course Descriptions Pre-Practicum Observation Hours for the TPP Program Appendices Appendix A Additional CORI Information Appendix B Museum Passes

5 History of Massachusetts College of Art In the 1860s, civic and business leaders whose families had made fortunes in the China Trade, textile manufacture, railroads and retailing, sought to influence the long-term development of Massachusetts. To stimulate learning in technology and fine art, they persuaded the state legislature to found several institutions, including the Massachusetts Institute of Technology (1860) and the Museum of Fine Arts (1870). The third of these, founded in 1873, was the Massachusetts Normal Art School. MassArt was founded to satisfy two imperatives a business demand for industrial drawing skills and the belief of educators that training in drawing could promulgate both manual and intellectual skills and yield even spiritual benefits. As crafted by its two founders, English art educator Walter Smith and Boston Brahmin arts impresario Charles Callahan Perkins, the new institution would produce drawing teachers required in schools throughout the Commonwealth, while at the same time producing professional artists, designers, architects, and scientists. The goal would be to educate people in the creative process, not merely train them to draw. It would "impart knowledge," Smith wrote, of "how to draw, not how to make drawings." He explained, "The process of drawing makes ignorance visible; it is a criticism made by ourselves on our perceptions, and gives physical evidence that we either think rightly or wrongly, or even do not think at all." Its roots in the economic and cultural dimensions of the Commonwealth have ensured that the college has evolved with the times. Technical drawing occurs on paper and vector graphics programs; art education students work with teachers in the field to develop new curricula for the schools; design students return from internships with a sense of what's required in the workforce. In myriad ways, the school is geared to develop in pace with the Commonwealth, which it supports and from which it draws its strengths-and the greater world. 5

6 Mission Statement Massachusetts College of Art is a public, free-standing college of art and design. The college's professional baccalaureate and graduate degree programs enable students to contribute to the New England economy as fine artists, designers, and art educators, and to engage creatively in the well being of their society. Continuing education classes, exhibitions, and cultural programs fulfill the college's public purpose of providing access to the arts for the citizens of the Commonwealth. The college aspires to be a leader in the art and design professions, and to influence the direction of the arts nationally through the accomplishments of its graduates and the creative activities of its faculty and staff. Priorities As artists, designers, and educators, we are committed to the following priorities: We provide rigorous professional programs in the visual arts, grounded in the broader context of liberal learning, and designed to encourage individual creativity. We challenge students to develop their talents to their highest potential, questioning the traditional boundaries of disciplines. We work to build diversity and inclusiveness in our faculty, staff, and student body. We seek students with excellent potential, regardless of limitations in their opportunities for preparation. We educate students to examine critically the form and content of art, both their own and others', to understand it in historical, social, and global contexts. We choose faculty who are practicing professionals in their disciplines, and whose work reflects the level of excellence we promote for our students. We nurture the development of students as artists and as individuals, through support services which meet their academic, personal, and social needs. We foster community-building both inside and outside the college. 6

7 We embrace new technologies as opportunities to advance the creative potentials of our disciplines, and promote innovative and responsible uses of technology in the realization of artistic concepts. We recognize that artists and individuals educate themselves over a lifetime, and are dedicated to serving that need. Values We base our priorities on a set of shared values: We affirm the inherent value of the arts as a life enhancing force. We recognize the power of art and design in many spheres of public life. We take pride in our unique heritage as the only publicly supported free standing college of visual arts in America. We accept the responsibility implicit in this special status, to be accessible, responsive, and accountable to the citizens of the Commonwealth. We believe that academic excellence is fundamental to professional education in the visual arts. We believe that diversity--in background, status, culture, and viewpoint--is essential to a vital and creative community. We respect the roles and views of all members of our college community, and operate our institution in a spirit of collegiality. We aspire to an ideal of service to the wider community, of advocacy for the value of the arts, and of leadership in the national direction of art and design. 7

8 Art Education Department Mission The Art Education Department prepares students to be skillful, imaginative and socially engaged teachers, researchers and artists in schools, museums, community settings and other educational contexts. Statement of Philosophy The Art Education Department s curriculum is grounded in the belief that the most dynamic art teachers have a lifelong commitment to their own art making. They find inspiration for teaching in their own creative processes and inspiration for their own studio work in their teaching experiences. The Art Education curriculum demonstrates our confidence in the wisdom of balancing comprehensive and focused learning in studio arts, critical studies and pedagogy. We believe that the ongoing collaborations with programs across the College and beyond the College form meaningful connections and a solid foundation, which enable our students to design and lead challenging learning experiences. We believe that art making and teaching carry a broad social responsibility, which extends beyond the classroom into the wider community. The program s primary focus is training teachers for schools, yet the curriculum includes art education in museums, community settings and other educational contexts. The Art Education Department is also committed to research and scholarship that broaden the spectrum of the field and improve teaching practices. We seek a variety of collaborations and partnerships to explore the theoretical and practical aspects of our work. 8

9 Master of Science in Art Education The Master of Science in Art Education (MSAE) is intended for students who hold a bachelor s degree from an accredited institution and have a strong studio art background. The program is designed to challenge students interested in exploring questions in the broad field of visual arts education. Students are challenged to combine further work in studio, aesthetics and art history with teaching. Through the New Media course, the program prepares educators in the theoretical and practical applications of new media and underlying educational theory. Students may enroll on a full- or part-time basis in the program. 1 The MSAE program leads to the Professional Teacher License for those seeking it and who already have their Initial Licence. The MSAE directs art educators toward an understanding of current pedagogical theory, a thoughtful analysis of their own artistic sensibility, and more depth in research and studio practices. All MSAE candidates take an initial sequence of art education courses in developmental theory, history, curriculum, aesthetics and new media to develop a common core of concepts, language and understanding. All MSAE students also undertake a mentored Professional Field Study relevant to their career interests. Completion of the MSAE program requires a high degree of commitment. The program rewards the student with a broad knowledge of the field of art education and in-depth understanding of an aspect of art education. In pursuing individual studio/research interests, students also acquire a refined ability to express their ideas visually and verbally at a professional academic level, and their completed exhibitions/theses contribute significant insights and information to the profession. Students develop a graduate studio project of equal importance and often complimentary to their field experience, and those holding the Initial License can meet the requirements for the Professional License to teach in Massachusetts. Students may also focus on new media in which they take on the theoretical and applied challenges of emerging technologies in education. These theses are composed of research, text and media components. 1 Foreign students on an F-1 visa are required to be registered as full time students. 9

10 Post-Baccalaureate Teacher Preparation Program MassArt s Teacher Preparation Program (TPP) is designed for artists who wish to pursue substantive education in teaching. The TPP is a post-baccalaureate 24-credit program that leads to the Initial Teacher License in Massachusetts. The program is designed for students with very strong backgrounds in studio work who want to teach in schools, museums, social service agencies, or other educational settings. Teacher Preparation students take the Art Education Department s block of advanced undergraduate courses that respond to the State Regulations. They visit a variety of schools, teach in our Saturday Studios program, and student teach during a semester-long practicum. Preparation for the Initial License mandates a minimum of 150 hours of Student Teaching Practicum; however, the Art Education Faculty believe that students profit from additional experience and require 300+ hours in the classroom for Teacher Preparation candidates. The Initial Teacher License is granted by the State of Massachusetts for a single level; either Pre-Kindergarten through grade 8, or grade 5 through grade 12. With the exception of the Student Teaching Practicum semester, course work for the Teacher Preparation Program can be taken on a part-time basis. Students may complete this program in a year-and-a-half or choose an intensive one-year schedule that demands a full-time academic year. Post-baccalaureate students apply to the Teacher Preparation Program through MassArt s Graduate and Continuing Education Office. To insure a strong studio background, candidates application materials (portfolios and transcripts) are initially screened by graduate faculty and the Department Chairperson. Two faculty and a current post-baccalaureate or graduate student interview finalists. The subject matter requirements are considered at every phase of the admission process. Students in this program work toward an Initial License, taking some courses that also serve the undergraduate students. Post-baccalaureate students do not receive graduate credit for these courses. 10

11 All TPP students are assigned to an advisor who is an Art Education faculty member. Faculty have course releases specifically to advise graduate and TPP students. The Student Teaching Practicum for the post-baccalaureate program follows the same procedures, schedules, supervision and performance measures as the undergraduate programs. State Licensure Standards are the basis for Student Teaching evaluation. TPP students attend a Certificate Ceremony at the College in May and receive a certificate from the College. They are then eligible to apply for an Initial Teaching License in Visual Arts. TPP students who wish to enter the MSAE program after completing their program must apply through the college s Graduate and Continuing Education Office. 11

12 MSAE and TPP Application Procedures To apply to the MSAE or TPP program, submit the following by March 1 for fall admission and November 1 for spring admission: Application and Fee. Submit the application form and the $75 graduate application fee to the Graduate Office, 621 Huntington Avenue, Boston, MA Transcripts. Arrange for official transcript(s) showing the awarding of your degree(s) to be sent to MassArt s Graduate Office. Statement of Purpose. The statement of purpose for MSAE candidates should explain why the applicant wants to pursue the degree. The statement should define the educational and/or visual arts areas to be investigated in the exhibition and/or thesis projects. The statement of purpose should describe previous teaching experiences, goals for future teaching, and plans for the focused studio segment of the degree. Portfolio. Applicants are expected to demonstrate a very strong studio background in a portfolio of recent artwork. The portfolio may be submitted in slide format, presented in a slide file sheet, and include a minimum of 20 representative examples of work. Label each slide with your name, the top of the piece, and a number that corresponds to an accompanying portfolio description list indicating dimensions, media, and dates completed for each piece. Applicants may choose to submit all or a portion of their portfolio on digital media or VHS videos in addition to or instead of 35mm slides. MassArt can accept the following platform, physical, and file types: Computer platform: Apple Macintosh or PC compatible; Physical media: CD-R, 100 MB Ziptm discs; File formats: Adobe Acrobat PDF files, Macromedia Director projector files, Macromedia Flash projector files, JPEG (jpg) or GIF files. All digital images must be a minimum 500 pixels wide, maximum 1200 pixels wide, and 72 DPI (dots per inch). Digital image files must be one megabyte or smaller. All digital files must be able to open cross platform on Macintosh & PC computers. Test your media before sending it in. Your disc must be clearly labeled with your name. All files on your disc(s) must be titled and numbered with a printed portfolio description list included. IMPORTANT NOTICE: Digital portfolios 12

13 saved in software applications/formats other than those specified run the probable risk of being unreadable and will be considered to be incomplete. Be sure that your CD-R and DVD discs are saved for cross-platform viewing. Applicants should retrieve their portfolios from the Graduate and Continuing Education Office within one month of the admissions decision. Those portfolios submitted with sufficient pre-paid postage are returned by mail. Although every precaution is taken to protect the portfolio, the college cannot be responsible for any loss or damage. Letters of Reference. MSAE candidates must submit recommendations from three individuals who can comment on their qualifications for graduate study. If you have taken college courses recently, a letter from your faculty would be useful. Resume. Supplement the application with a resume outlining professional experience. Interview. Art Education faculty review MSAE applications the month following application deadlines (Fall, November 1; Spring, March 1). Finalists are contacted by the Graduate Office and invited for an interview with faculty and advanced graduate students. Admission decisions are made after the interview. 13

14 Graduate Program Policies The graduate programs in Art Education follow the policies of the college and those developed by the Office of Graduate Programs Continuing Education. These policies are divided into two categories: Administrative Policies and Academic Policies. Administrative Policies Graduate Advising Each graduate student is assigned an Art Education faculty advisor. The advisor works with the student throughout the program, helping pace the coursework, plan the Specialization Sequence and develop the Thesis proposal for the final exhibition. The Art Education department s Coordinator of Graduate Programs also works with students and faculty on advising. Graduate students also have access to the Graduate Dean. Students meet with their faculty advisor each semester to plan or revise their program, follow-up on any difficulties and get any general information as needed. The advisor signs the registration form each semester before the student registers. Registration cannot be completed without the signature of the advisor. Graduate Council Graduate Council is an important part of the governance system of the College. Chosen on an annual basis, Council representatives consist of three administrators and three members of graduate faculty. The responsibility of the Graduate Council is to oversee programs and curricula of the graduate programs. The College President reviews and approves forwarded recommendations. Students and faculty are encouraged to direct any curriculum or program suggestions to the Graduate Council. The Graduate Council also has the responsibility of hearing any appeals by graduate students relating to the graduate programs. The Council meets on a bi-weekly basis and welcomes all graduate students to the open meetings. Graduate students may bring concerns, problems and 14

15 issues to the advisor, to the Graduate Dean, or directly to the Graduate Council. Check the Graduate Dean s office for posted meeting dates. Registration Until the completion of the program (unless granted a formal leave-of-absence) all students must register on a continuing basis for the Fall and Spring semesters of each academic year. Students in the MSAE Research Program who have completed all of the requirements for their programs except the thesis and are working independently are expected to register on a Continuing Student basis until the work is completed and reviewed. Continuing students are considered members of the MassArt community and have access to the school library, the Museum of Fine Arts, the Institute of Contemporary Art and other resources available to matriculated students. Graduate students who need access to their advisor register for a Directed Study. Transfer Credits A student may transfer a maximum of 6 credits from other colleges or from the Program of Continuing Education at MassArt into the MSAE or TPP programs. Transfer credits must meet all of the following criteria: 1. The grade in the course must be a B or better. 2. The course must be taken at the graduate (MSAE) or appropriate (TPP) level. 3. The course must not have been applied to another degree. 4. The course must meet MSAE or TC program requirements. 5. The course must have been taken within 5 years. Transfer credits are subject to review by the Art Education Department and the Dean; there is no guarantee of acceptance. Students who have completed an MFA may receive up to 12 credits toward the studio component of the MSAE program. The student must request approval to transfer credits within the first year. Forms are available in the Office of Graduate and Continuing Education. Students petition their advisor and the Dean. 15

16 International Students If your Bachelor s Degree is not from a college or university in the United States, the Massachusetts Department of Education requires that you provide an evaluation report from the Center for Eductional Documentation to ensure that your BA degree is equivalent to an accredited US college BA. The website, has more information. There is a fee of $110. This is your responsibility. Licensure will not be granted by the Department of Education without this documentation. We recommend you do this before you enter the program so you can be assured your BA counts toward licensure. In addition, F-1 visas require foreign students to be enrolled for at least 12 credits per semester. One semester may have only nine credits, but this must be communicated to the Graduate Coordinator as the information must be relayed to the appropriate federal government office. In addition, the last semester does not have to be 12 credits if fewer are required to complete the program. Being an international student in this program will require a demanding course load and should be done with consultation with the Graduate Programs Coordinator in the Art Education Department. Additional information can be found on the MassArt website at the following link: Records The Graduate and Continuing Education office maintains an official file on each student in a Graduate or Certificate program while the student is active in the program. One year following completion of the program the student records are transferred to the Registrar s Office (located in the Tower building). These records become part of the archives of the College. The file contains completed application material transferred from the Admissions Office, registration forms, program tally sheets, course evaluations and any coursework/proposal or independent study forms that comprise part of the student s program. It includes transcripts for any applicable transfer credit as well as the transcript for the student s program in the College. Graduate students can review their records at any time, provided they give appropriate notice to the Graduate Office. 16

17 Student Fees All students pay composite and other fees designed to defray the cost of library, exhibitions, the Visiting Artists Program, class supplies and student activities. Fees paid by students provide for: Photo ID Access to Health Office Library privileges Membership to the Museum of Fine Arts and the Institute of Contemporary Art Health Insurance (mandatory for students taking 9 credits or more, waived with proof of existing health coverage) Student Center Access to Career Resources Office Athletic facilities and activities The activities of the Exhibitions Office, All-College and Visiting Artists Program Lab fees for particular courses are at the disposal of the instructor for the supplies and activities of the class. The Graduate Office holds a separate account for student government fees paid by graduate students. The graduate students may vote to use student government funds in field trips, visiting artists and lectures, social activities, or other activities. The Graduate Assistants hold meetings open to all graduate students during the semester to make these decisions. The Dean approves all activities and encourages the graduate students to form a committee to oversee the expending of available funds. Students should see Graduate Advisors for further information. Financial Aid Students accepted for admission to degree and certificate programs are eligible to apply for state and federal financial assistance. Graduate students may be eligible for: Guaranteed student loans National Directed Student Loans 17

18 College Work-Study, available part-time to students who meet certain criteria Payment Option: Students may also elect to participate in a payment plan to extend their payment over 10 months. Contact the Office of Graduate and Continuing Education for further details. Inquiries concerning financial aid should be directed to the Financial Aid Office (located in the Tower building). No financial aid is available to non-matriculating students enrolled in graduate courses. Deferment, Leave-of-absence, Withdrawal, and Re-Admission Once accepted into the TPP or MSAE programs, students must register for at least one class the semester following acceptance. No deferments are permitted. The graduate program adheres to general college policies regarding leave of absence, withdrawal, and re-admission. The re-admission and withdrawal guidelines are published in the undergraduate handbook. Graduate students requesting such actions should obtain the appropriate forms from the Office of the Graduate Dean (located in the Tower building). There is a limit of two leaves-of-absence for Art Education Graduate and Teacher Preparation Program students during their course of study. Copies of all forms must also be submitted to the student s advisor in the Art Education department to be placed in the student s file. A fee of $250 is charged for each semester of leave. MassArt considers a student who fails to register withdrawn from the program, unless the student is granted an official leave-of-absence. If the student leaves the college during a term, he or she must withdraw formally to receive any applicable refund and to avoid the posting of no-credit grades on the records. A student who is on leave-of-absence or who has withdrawn from the program may not use the library, studio space, other college facilities, or faculty time. Studio Space A limited number of studio spaces are available for MSAE students. Interest in having a studio space should be directed to the Art Education Graduate Coordinator. If no spaces are open, 18

19 names will be added to a list in chronological order, based on when interest was formally expressed to the Coordinator. The following are required for continued use of a studio space while in the program: At least hours per week of studio use Updated contact information communicated to studio manager Care and upkeep of studio space and common areas Since studio space at the college is at a premium, failure to comply with these requirements will result in forfeiture of the studio space. 24 Hour Access Program The following policy has been developed with input from MFA students and was implemented on a trial basis in the summer of This final policy recognizes the access needs of graduate students and seeks to provide adequate safety measures. 1. Public Safety will be supplied with lists of graduate students (and their studio locations) who wish to participate in the program. 2. If students plan to stay in their studios overnight, they must sign in before midnight at Public Safety on the evening they intend to stay late. No entrance is allowed after midnight. 3. Students have access only to their studio spaces. 4. Between midnight and 5 AM, students will be allowed to leave only through Public Safety and must sign out when doing so. 5. Students leaving between midnight and 5 AM are required to have someone pick them up or to use a cab voucher. These vouchers may be picked up in Public Safety. 6. Public Safety will make one tour of the buildings between midnight and 5 AM and will check on students in their studio spaces. 7. No additional air conditioning or heat will run after 11 PM. 8. Any unauthorized exiting, bringing in of guests, use of unsafe materials, or violation of school policy (including alcohol use) will result in the immediate revocation of privileges (and possible disciplinary actions) and may jeopardize the continuance of this policy. 19

20 9. 24-hour access will not be available during the holiday break. Graduate Assistantships Mass Art awards paid graduate assistantships for either the fall or spring terms. Students work 5 to 10 hours per week, according to the particular assistantship. Examples of possible assistantships are: Art Ed Documentarian New Media - Web Designer Grad Program Arnheim Gallery Saturday Studios AV Assistant to Chair Looking to Learn Sem I: Materials Assistants take a leadership role in the graduate community. This may include initiating graduate activities, attending program events, or representing the TPP and MSAE students at Graduate Council meetings. Assistants meet as a group and oversee the spending of the SGA moneys. The Graduate program needs and relies on the input and involvement of student assistants in the MassArt community. MSAE and TPP students are eligible to apply for an assistantship during any semester of the program. Send applications in writing to the Coordinator/Advisor of the MSAE and TPP programs. Graduation Students who complete the TPP are honored at a Certificate Ceremony in May. MSAE students who expect to graduate must fill out the Intent to Graduate form prior to registering for their last semester and meet with their MSAE advisor to review their transcripts. 20

21 Commencement and conferring of degrees takes place once a year in May at the end of the Spring semester. Students may also complete work at the end of the fall term, but since there is no graduation ceremony in December, they join the graduation ceremony in May. The completion of all requirements enables a student to participate in graduation and receive a diploma. Academic Policies Academic Good Standing A student must make satisfactory or reasonable progress toward completion of a degree or program within the maximum time allotted. MSAE students have 5 years; Teacher Preparation Program students have 3 years. These periods may be extended only on petition to the department chair, department coordinator of graduate programs and the Associate Dean of Graduate Education. The Graduate Dean reviews forwarded recommendations. An approved leave-of-absence extends the maximum time for a period equivalent to the leave. The Art Education Department uses a standard letter grading system of Honors, A, A-, B+, B, B-, C, or no credit. Students completing 80% of their course work in a given course may request an Incomplete. Unless the professor grants an extension in writing, students must resolve all Incompletes by the middle of the following semester. A form requesting an extension on Incompletes is available in the Graduate Office. Academic Standing in the MSAE Program Students in the MSAE program are expected to earn a B or better in all course work. Students who receive a B- or lower in any course are placed on academic probation. Students may repeat a course in which they received a low grade only once. Any student on academic probation in any two semesters is subject to review for academic dismissal by the department chair and the Graduate Dean. 21

22 Academic Standing in the Teacher Preparation Program Students in the TPP are expected to maintain a grade average of B or better. Any student whose grade average falls below a B in any one semester or who receives a B- or lower in any course is placed on academic probation. Any student on academic probation in any two semesters is subject to review for academic dismissal by the Department and the Graduate Dean. At any time the department may advise the student considered deficient in the required studio competencies to register for course work in excess of the necessary program credits in order to qualify for entrance into the Saturday Studios Pre-practicum II course and Student Teaching Practicum. Students must receive a grade of B or better in the Saturday Studios Pre-practicum II course in order to receive a Student Teaching Practicum assignment and complete the program. Mid-Semester Warning The intention of a mid-semester warning is to alert the student as well as his or her advisor that the student appears to be having difficulty with the course and may not pass the semester. Any instructor of a graduate student who is not maintaining a satisfactory level of work in an individual course should submit a mid-semester warning to the Graduate Office. The Graduate Dean will notify the advisor in writing of a mid-semester warning. Right of Appeal Any student who wishes to appeal an academic decision of dismissal may request a hearing. The request should be in writing to the Graduate Dean. The Dean, in consultation with the Graduate Council, will organize an ad hoc committee to hear the appeal. The ad hoc committee will consist of the student s faculty advisor and the Department Chair, the Graduate Dean, a faculty member from the home department, and a member of the faculty from another department. Each of these members shall have one vote. If the student had more than one advisor, the advisors shall vote as one member. 22

23 Academic Probation A student who is not achieving a consistent level of professional development over the course of the program is subject to review for academic dismissal by the Art Education Department and the Graduate Dean. Receiving a No Credit evaluation in any course places the student on academic probation. Students who receive one or more No Credit evaluations in any two semesters are subject to review for academic dismissal. The Dean will notify any student who is being placed on probation or who is being considered for academic dismissal in writing. Every effort will be made to help the student resume satisfactory progress in the program. Any student who wishes to make an appointment to discuss the academic action with the Graduate Dean is encouraged to do so. The Department may require some students to take extra studio courses to meet the competences required by the state. These courses are not part of the TPP. The Department may choose to accept courses taken at other institutions. The student decides in a conference with the program advisor what competencies he or she needs to work on, if any. 23

24 Massachusetts Certification Procedure and Requirements Visual Art Teacher License Process Along with course work to address the Massachusetts Professional Standards for Teachers, the statewide education reform initiative law now requires all candidates for Massachusetts educator licensure to pass a two-part test of communication and literacy skills and a subject matter test (visual art) for the license area chosen by the candidate. The Massachusetts Tests for Educator Licensure (MTEL) are offered four times each year. For more information regarding the test, request a handbook: Massachusetts Tests for Educator Licensure (see handbook info below). The Massachusetts Department of Education has a two-stage process for licensure to teach visual arts. Those who wish to teach at the PreK-8 or 5-12 level must first qualify for an Initial License that requires a minimum 150-hour student teaching practicum. Massachusetts Department of Education grants licensure for grades PreK-8 or 5-12; students may qualify for both levels with extra student teaching and course work. Those who qualify for the Initial License may teach in public schools, but must complete a master s degree within 5 years of their first full-time teaching job. Professional Licensure requires graduate course work that is a balance of pedagogy and the subject area (visual art). The MSAE fulfills these requirements. Three years of full-time teaching experience with an Initial License is also required to be eligible for Professional Licensure. Reciprocity in a majority of other states (see Interstate Agreement) is applicable with the Initial License. Teachers with master s degrees and a Professional License in Massachusetts may apply for same-level certification in other states; this process may involve transcript review and/or additional course work and/or passing the other state s teacher test. The following documentation is needed to apply for the Initial License: 1. a statement on the transcript or letter validating completion of this state-approved program 24

25 2. a completed practicum report 3. official transcripts from all colleges attended 4. passing the MTEL (Communication and Literacy Skills test and Visual Arts Subject- Matter test) Students are responsible for applying for the license through the Mass. Department of Education online or with a paper application and paying the $100 fee. The student, Supervising Practitioner and the Program Supervisor prepare the practicum report. The Graduate and Continuing Education Office prepares the official student transcript. Paperwork is submitted to the department s administrative assistant by the posted deadline for batch processing with all other students applying for the license. The batch process groups the application materials of all qualified students with a cover letter from the department s certification officer endorsing the students for licensure. Applications and instructions are available in the Art Education Office. The Commonwealth of Massachusetts requires licensure for legal employment in the public schools. Requiring licensure assures staffing of the public schools by professionals who meet a prescribed level of competency in the public schools. School systems may also require qualifications over and above licensure for particular positions. Massachusetts Tests for Educator Licensure (MTEL) and Student Teaching TPP students must pass the MTEL before they student teach. Placement for student teaching begins in the middle of the semester prior to student teaching. This means TPP students need to take the test as early as possible during their program in order to be placed for student teaching practicum. Students hoping to student teach in the spring semester need to have passing scores on both the Communication and Literacy Skills and on the Visual Arts test by the second week in October. This means the last MTEL TPP students in this scenario can take is the one given in early September. Those planning to student teach in the fall semester need to pass both the Communication and Literacy Skills and the Visual Arts test by the first week in April. This means the last MTEL TPP 25

26 students in this scenario can take is the one given in July. However, strong consideration should be given to taking the test in March or November. Choosing to take the test earlier will allow for a TPP student to re-take the test if passing scores are not achieved. Please visit the following website to review registration procedures, dates, deadlines, and other pertinent information: A Certification Handbook and MTEL Handbook available: A Guide to Licensure in Massachusetts & MTEL The Massachusetts Department of Education Bureau of Teacher Preparation, Certification and Placement 350 Main Street Malden, MA Tel. (781) Criminal Offender Record Information (CORI) By law, all people who work with children in Massachusetts must complete the Criminal Offender Record Information (CORI) check. Most school districts request permission to do a CORI on any prospective employees. Please go to the following websites and read about the law and how to apply so that you have the opportunity to review your records, if any, if you choose: Additional resources for CORI information are listed in Appendix A. A CORI must be completed before you can teach in the Saturday Studios program (Pre-practicum II) and student teach. 26

27 Teaching Portfolios Students qualifying for Initial Licensure are required to submit a Teaching Portfolio that summarizes their Student Teaching Practicum. Portfolios are presented at the conclusion of the field experience during the Practicum Seminar. The materials must be organized into a notebook or a folio and should be of the highest professional quality. The student s Program Supervisor, other Art Education faculty and an outside reviewer invited by the department review the portfolio. Students may also invite a professional from the field site to review the portfolio. Teaching Portfolios include the following items: 1. A statement of teaching philosophy 2. Photographs of Saturday Studios and Student Teaching, showing interaction with students in the classroom 3. Examples of student work, either slides or prints 4. Sample lesson plans with reference to the Mass. Curriculum Frameworks 5. Examples of students work from the lessons (slides or prints) 6. Assessment models such as rubrics used with the lessons 7. Resume 8. Examples of student s own artwork and an artist statement 9. Any other documentation or image that is relevant to the teaching experience Communication Students who have concerns or need to discuss any problems relating to a course or to the program, are encourages to take advantage of the faculty during office hours. The faculty want to hear about any concerns or problems and to be of assistance to all students. 27

28 MSAE Graduate Courses AE 501 History of Goals and Methods of Art Education AE 502 AE 504 Art and Developmental Theory Problems in Aesthetics AE 505 Curriculum and Issues in Visual Arts Education AE 505X AE 506X Studio Investigations Research Investigations AE 508X AE 509X Artist Teacher Thesis Projects Professional Field Study AE 5X4 Teaching in New Media NC 202 NC 205 Writing Forum Artist Forum AE 600 Directed Study 28

29 MSAE Graduate Course Descriptions AE 501 History of Goals and Methods of Art Education This course surveys the correlation between the history of education and education in art. The course presents multiple views of the meaning, procedures, and social utility of education in art. AE 502 Art and Developmental Theory An examination of the major theories and research on developmental changes from childhood through adulthood. Discussions explore issues relative to cognitive, affective, and social development and their implications for artists and educators. AE 504 Problems in Aesthetics What is art? This course introduces the study of aesthetics through an overview of Western and non-western traditions. Contemporary thought about art and meaning is examined. More about questions than answers, this course encourages students to approach aesthetics in the spirit of inquiry. The process of dialogue, discussion, argument, and challenge is encouraged as a way of making the material personally relevant. AE 505 Curriculum and Issues in Visual Arts Education An exploration of the philosophical, sociocultural, and personal issues that shape the teaching of art in schools. Students investigate current issues in education and analyze implications on the study of the arts. This course demonstrates how different philosophical convictions of the meaning of art lead to different curriculum models. AE 505X Studio Investigations Incoming students in the Artist/Teacher Program develop a proposal for studio work leading to the thesis exhibition, which takes place during the final semester of the program. Studio work supporting the thesis proposal is initiated in the class, resulting in a written thesis proposal at the end of the semester. Faculty and visiting artists critique student work and advise students on subsequent studio work. Students attend campus exhibitions and visiting artists lectures. AE 506X Research Investigations Incoming students in the New Media and Research programs develop area of interest for their 29

30 research investigations and sample varieties of research directions, methodologies, and final presentation models. Visiting scholars and artists will enrich research possibilities. Faculty will advise on coursework that informs the students' thesis research. AE 508X Artist Teacher Thesis Projects This course is a culmination of the specialization studies. The instructor functions as an advisor, suggesting supplemental work, structuring critiques and reviews, helping students further their own critical skills and self-evaluation process. Students provide peer review, working independently and collaboratively toward final exhibition or other presentation of their projects. AE 509X Professional Field Study All MSAE students, whether seeking the Professional Teaching License or not, complete a Field Study at sites determined by their own interests or professional goals. These sites may include public or private schools, arts agencies, after school programs, corporations, or alternative learning programs. Students may work with an on-site mentor who aids in evaluating their performance at the end of the field study. The College Supervisor convenes a concurrent seminar for the Field Study students. AE 5X4 Teaching in New Media This course covers issues of teaching art in new media through project-based inquiry. Students evaluate the role of computers and technology for existing art curriculum and develop projects that support the physical classroom experience. Both interactive screen-based and robotic sculpture assignments are employed. The course covers basics in HTML, Flash software and RCX programming for Lego robotic systems. NC 202 Writing Forum A monthly Writing Forum, led by a professional writer, provides additional structure for students as they do their research and writing, bringing them together for discussion, critique, and exchange of ideas. This runs concurrently with the Artist Forum. NC 205 Artist Forum During semesters that MSAE students are not enrolled in either Studio Investigations or Artist Teacher Thesis Projects, they are required to attend the monthly Artist Forum. As students take 30

31 their studio courses, a monthly Artist Forum provides support and focus for the development of their work through critiques, discussions, and slide presentations by visiting artists. At the end of the specialization component, students enroll in the Artist Teacher Thesis Project course and develop their final exhibition. AE 600 Directed Study MSAE Research and New Media students work closely with a Thesis Advisor as they design and pursue an original research study or project in art education. 31

32 Teacher Preparation Program Courses AE 201 Art and Human Development AE 300 AE 307 Seminar III: Issues and the Individual Learner Saturday Studios Pre-Practicum I AE 400 Saturday Studios Pre-Practicum II AE 406X AE 408 Concepts and Processes for the Classroom Seminar V: Designing Curriculum AE 407 Student Teaching Practicum 32

33 Teacher Preparation Program Course Descriptions AE 201 Art and Human Development An exploration of cognitive and psychosocial development of learners through psychological, sociological and anthropological theories. Theories of development and the nature of art making are the focus of the course. (No prerequisites) Requires six hours of observation. AE 300 Seminar III: Issues and the Individual Learner An opportunity for students to explore skillful communication, particularly as it relates to expectations, beliefs, relationships and management with children and youth. Also, an examination of contemporary readings and models that link diversity and art education. Fieldwork with a variety of learners is a significant component of the course. Prerequisite: AE201. Requires 20 hours of observation. AE 307 Saturday Studios Pre-Practicum I An intensive study of a variety of teaching models and their respective planning strategies. Reading and discussions will address writing lessons plans, conducting instructional sessions and assessing student learning. Students make direct field observations in school, community settings and museums. Students will also be required to serve as research and teaching assistants to the Saturday Studios teachers on at least three Saturday mornings. Prerequisites: AE 201, AE 300. Requires 20 hours of observation. AE 400 Saturday Studios Pre-Practicum II A teaching experience to practice theories and models of teaching on the context of the Saturday Studios setting. Through readings, class discussions and coaching sessions, students analyze communications skills and motivational techniques to inform their practice. Students reflect upon all aspects of their teaching and set goals to address challenges they encounter. Prerequisite: AE 307. Requires 32 hours of observation. AE 406X Concepts and Processes for the Classroom An intensive, condensed examination of the traditional and new media of visual artists as used in educational settings. Emphasis is placed on the relationship of materials and processes to the images and ideas they convey, as well as the practical concerns of organization, age- 33

34 appropriateness, special adaptations and efficient routines. Students engage in research and an indepth exploration of a concept/process. Special consideration is given to substantive and culturally respectful content in the classroom. AE 408 Seminar V: Designing Curriculum An exploration of the philosophical, sociocultural and personal issues that shape teaching practices. Through readings and critical analysis of existing models, students design individual solutions to curriculum problems in the visual arts. Prerequisite: AE 400 The course is usually taken concurrently with the Student Teaching Practicum or the Community or Museum Internships. AE 407 Student Teaching Practicum (6 credits) Students are placed for their practicum in area schools for either PreK-8 or 5-12 certification. They work closely with supervising practitioners designing, teaching and evaluating lessons relating to the school curriculum. They are supervised by MassArt faculty and attend a weekly seminar on issues related to their teaching experience. They compile a portfolio documenting their teaching experience and hang an exhibit of work from classes they have taught in the school. Prerequisite: AE