Art education
Master of education/initial licensure
(Minnesota state licensure in visual arts education)
The art education initial licensure program at the University of Minnesota is designed to help you become an inquiring, analytical, and reflective professional educator who can help all students understand and appreciate art. The program seeks to develop thoughtful practitioners who are enthusiastic about and prepared for leadership roles in the schools.
Information session: Before applying to this program, applicants are strongly encouraged to attend an information session for an overview of admission and program requirements. Hour-long sessions are held at Student Services. Register online.
Application deadline is December 15. Program begins in early June.
Program
Master of education (M.Ed.)/initial licensure programs are for individuals with bachelor’s degrees who want to become licensed teachers. These graduate-level programs provide rigorous, professional teacher preparation in accordance with Standards of Effective Practice for Teachers (SEPT) and content standards adopted in fall 1998 by the Minnesota Board of Teaching.
Art education students enter a 15-month program integrating educational theory with classroom practice. Included is preparation on understanding student learning, working with diverse learners, using a variety of instructional strategies, creating positive learning environments, communication, lesson planning, assessment, reflection and professional development, and collaboration, ethics, and relationships. Beginning teachers will be ready to implement a contemporary, comprehensive art education program based on current theory and practice in the field.
This program is offered through the Department of Curriculum and Instruction (C&I) in the College of Education and Human Development (CEHD). Fifteen weeks of practicum and 12 weeks of student teaching create a strong experience base in which to apply the principles and methods learned in University classes.
An important advantage of this program is its cohort nature. Students in each emphasis area begin classes together and continue through their course of study as a single group, building a valuable sense of community. Throughout their student teaching, prospective teachers work closely with experienced teachers, observing firsthand the daily rewards and challenges of the profession.
This program includes two components: initial licensure and M.Ed. degree. After successfully completing initial licensure requirements, students are recommended for state licensure to teach visual arts for grades K-12. Students earn the master of education (M.Ed.) degree in teaching after completing an additional six graduate-level credits. This requirement may be completed during the licensure program, or within the seven-year period for degree completion. With faculty adviser approval obtained before registration, students choose graduate-level courses from art education, studio art, art history, or general education courses as appropriate.
Students have seven years to complete their degree, beginning with the first course(s) used in the program, and must maintain a 2.80 grade point average (GPA) for M.Ed. courses.
Curriculum
Students must complete foundations, methods, and clinical experience coursework for licensure.
Note: Foundations of education coursework may be completed throughout the program, including summer, fall, or spring terms.
Foundations courses
- EDHD 5001—Learning, Cognition, and Assessment (3 cr)
- EDHD 5003—Developmental and Individual Differences in Educational Contexts (2 cr)
- EDHD 5004—Teaching Students with Special Needs in Inclusive Settings (2 cr) (effective fall 2009)
- EDHD 5005—School and Society (2 cr)
- EDHD 5007—Technology for Teaching and Learning (1.5 cr)
- EDHD 5009—Human Relations: Applied Skills for School and Society (1 cr)
- PUBH 6003—Fundamentals of Alcohol and Drug Abuse (1 cr)
Note: PUBH-designated courses may not be applied toward the M.Ed. degree.
Throughout the program, students complete courses in foundations of education, including courses on psychological, sociological, philosophical, and theoretical foundations of education. These courses lay the foundation for developing a breadth and depth of knowledge and skills in the field. Inquiry, analysis, and reflection allows prospective teachers learn to examine educational issues from multiple perspectives.
Methods and clinical experience courses
First summer term
- CI 5078—Application of Aesthetic Theory in Education (2 cr)
CI 5078 introduces students to contemporary theories of art, both psychological and philosophical. This theoretical foundation becomes the basis upon which students develop and refine their beliefs about art and art education. This course is required before enrolling in any other art education courses in the initial licensure program.
Fall term
- CI 5069—Curriculum Innovations in Art Education (3 cr)
- CI 5065—Improving Art Programs in the Schools (3 cr)
- CI 5096—Art Education: Practicum (4 cr)
- CI 5452—Reading in the Content Areas for Initial Licensure Candidates (1 cr)
In the fall, students are placed in elementary and secondary art classrooms, for the purpose of observing the practice of experienced art teachers. Students use that observation as a basis for reflection upon practice. They move from experiencing the art classroom from a student’s perspective to that of a teacher’s. They simultaneously study and analyze issues in curriculum development and evaluate materials for teaching art. They also investigate effective teaching methods: instructional strategies, classroom management, materials management, and assessment. They will become familiar with the institutional issues concerning art programs in the elementary and secondary schools.
Spring term
- CI 5008—Theory and Practice of Teaching Art in Elementary Schools (2 cr)
- CI 5097—Student Teaching in Art Education (8 cr) (does not count toward M.Ed.)
- CI 5644—Working with Linguistically and Culturally Diverse Students in the Mainstream Classroom (1 cr)
In the elementary methods course exploring the essential art concepts, skills, and processes appropriate for elementary school children, students will study issues of children’s development in making and responding to art. Students also complete a 12-week student teaching experience, spending six weeks in an elementary environment and six weeks in a secondary environment. Students are placed in both an urban and a suburban/rural school. Student teachers are assigned a mentor teacher at each level who can help them assume the responsibilities of teaching art and critically analyze and reflect on their teaching practice.
May session
- CI 5049—Art Media Techniques (2 cr)
This technology course teaches students to use various electronic hardware and software and to develop art instructional materials. Students also complete any outstanding foundations courses in the second summer session.
See course descriptions and course schedules.
M.Ed. completion
After teaching for at least one year, students earn the M.Ed. degree by completing six graduate-level credits. See M.Ed. completion details.
Admission criteria
Admission to the program is based on the following criteria:
- Prerequisite courses for content area knowledge:
- Applicants must have a fully developed knowledge base of the subject area they plan to teach. This knowledge is recognized through completion of prerequisite courses.
- A transcript review can be completed before applying. To have your transcript(s) reviewed, please email a copy of all unofficial transcripts to the Prospective Graduate Student Adviser and Recruiter, Jontue Austin.
- Please allow two weeks for a completed transcript review to be emailed to you.
- If your transcript is from outside of the United States, you must arrange for a national evaluation (see #3 under the Application materials heading below).
- Grade point average (GPA):
- Grade point average (GPA)—2.80 overall GPA and 3.00 GPA in major coursework at the time of application. Bachelor’s degree must be completed at the time of matriculation.
- Bachelor’s degree must be completed at the time the program begins.
- Classroom hours:
- Minimum requirement is 100 hours in the classroom. Competitive applicants have significant experiences with diverse populations both inside and outside of a classroom setting. We consider experiences with diverse populations to be within an environment or situation different from that which you are familiar (e.g., race/ethnicity, socioeconomic status, gender, language, religion, geography, sexuality, special needs).
- Must be completed within grades K-12 in a U.S. public or charter school.
- For more information about this requirement, see the Classroom experience website.
- These hours are to be documented on the Classroom Hours form [PDF] [WORD DOC].
- This form will be uploaded into the application system when you apply.
- Additional related experiences
- Additional related experiences are considered to be outside of a classroom setting and related to the field of teaching.
- Although there is no minimum hour requirement for additional experiences, competitive applicants have significant experiences with diverse populations both inside and outside of a classroom setting. We consider experiences with diverse populations to be within an environment or situation different from that which you are familiar (e.g., race/ethnicity, socioeconomic status, gender, language, religion, geography, sexuality, special needs).
- These experiences are outside of the required classroom hours and are to be documented on the Additional Related Experiences form [PDF] [WORD DOC].
- This form will be uploaded into the application system when you apply.
- Admission statements
- There are three statements required to complete the application:
QUESTION A: Experience with difference
Please describe a specific experience in your life that required you to navigate through an environment or situation different from that which you are familiar. How did you approach this experience? What did you learn? Note that the experience you describe may reflect difference across dimensions such as race, socio-economic status, gender, language, religion, geography, sexuality, special needs.
QUESTION B: Educational disparities
Disparity in educational outcomes is a major challenge in Minnesota. How do you account for these disparities? How do you view your role as a future educator in addressing educational disparities?
QUESTION C: Becoming a teacher
Discuss your life and work experiences that have influenced your decision to become a teacher.
- Write statements as separate documents (e.g., Question A is one document, Question B is a separate document, etc.), save them separately to your computer, and upload them separately into the application system.
- Each statement should be no longer than 2 double-spaced pages with 12 point font.
- At the top of the statement page, include your name and the question title (e.g., Question A: experience with difference).
- For tips on writing an effective personal statement, watch the Writing effective personal statements online workshop.
- Please visit your writing center for feedback on your statements, as CEHD staff are unable to provide this service.
- We will evaluate your statements to:
- Ensure best fit between applicants and proposed Initial Licensure Program
- Capture ability and experiences not reflected in other admission materials
- Evaluate academic writing skills
How to apply
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Apply Online
- Be sure to save your PIN number and password, so that you can work on the application over time.
- Take your time and follow instructions carefully! Once your application is submitted, you will no longer have access to add/change information or upload required supplemental material.
- As your application is reviewed, you will receive email notifications of your status.
- Your application status and decision will also be posted in your application account.
- Submit all six required application materials (listed below)
- You will only upload materials listed below into the “Additional Program Specific Uploads – Initial licensure program” section – please disregard all other sections requesting information
- Transcripts
- Submit official transcripts from all postsecondary institutions you have attended (except the University of Minnesota) to:
CEHD Student Services – ILP Admissions
360 Education Sciences Building
56 East River Road
Minneapolis, MN 55455 - If you completed coursework at a university outside of the United States, your transcripts must be evaluated by a professional credential evaluation center by requesting a “course-by-course” evaluation. This process can take 4-6 weeks, so please plan in advance. A suggested provider of this service is Educational Credential Evaluators (ECE). You can, however, use any provider that is an accredited member of the National Association of Credential Evaluation Services (NACES).
- Submit official transcripts from all postsecondary institutions you have attended (except the University of Minnesota) to:
- Classroom Hours form (upload into the application system in the “classroom experience form” section.)
- Additional Related Experiences form (upload into the application system in the "additional related experiences form" section
- Three Admission Statements
- Each statement is to be uploaded into the application system separately under the “Additional Program Specific Uploads – Initial licensure program” section for “Question A”, “Question B”, and “Question C”.
- Two Letters of Recommendation
- These will be requested and submitted through the application system.
- These letters should address your education-related experiences, work style, and personal attributes.
- One letter must be from a 5-12 site supervisor listed on your Classroom Hours form.
- Application fee
- This fee is charged when you submit your application and is required for each application you submit.
- Fees must be paid online with a credit card.
Nonnative English speakers and/or international students
- Submit an official score report from the Test of English as a Foreign Language (TOEFL). Register for the test and submit scores here: http://www.ets.org/toefl/.
- Exceptions may be granted for applicants who will have completed 16 semester or 24 quarter credits within the past 24 months in residence as a full-time student at an accredited institution of higher learning in the United States before entering the University of Minnesota.
- Minimum TOEFL score requirements are listed below:
| Internet-based test | 79-80 |
| Computer-based test | 213 |
| Paper-based test | 550 |
- Applicants may also be required to demonstrate spoken English proficiency in an Oral Proficiency Interview (OPI) and/or oral interview with faculty or staff. Contact Student Services for more information.
- International applicants who will require an I-20 for a student visa must submit a Financial Certification Statement, which will be mailed to you upon admission to the program.
- Questions regarding the TOEFL should be directed to TOEFL Services, Inside the U.S. and Canada: 1-877-863-3546, Outside the U.S. and Canada: 1-609-771-7100
Timeline
December 15—Priority deadline for admission.—All application materials must be submitted by this deadline to be given full consideration for admission.
Applications received or completed after this deadline will be reviewed on a space-available basis. We are unable to determine if space is available until after April 1.
February—Submit Free Application for Federal Student Aid (FAFSA) form for financial aid
February/March—Committee review of applications
Late March—Notification of admission decisions
May 1—Deadline for University of Minnesota application for summer financial aid (eligible if FAFSA has been submitted)
Mid-May—Orientation and summer registration
Early June—Summer term begins. To be eligible to start the program in June, the student’s official MTLE Basic Skills test scores must be submitted to Student Services by June 1.
Before you begin the program
Minnesota Teacher Licensure Exam
As of September 2010, the Minnesota Board of Teaching requires licensure applicants to pass the Minnesota Teacher Licensure Exams (MTLE). These tests are offered several times a year; students are responsible for registering for and taking MTLE tests by the required deadlines. The GRE is not required for our teacher licensure programs.
Students must pass the following tests to be recommended by CEHD for teaching licensure:
- MTLE Basic Skills Tests. Students must take this test before starting the licensure program. Official test scores must be submitted to Student Services before starting the program.
The following tests must be taken before licensure program completion:
- MTLE Content Area Test: Visual Arts (Grades K-12)
- MTLE Pedagogy Test: Elementary (Grades K-6) or Secondary (Grades 5-12) (Take just one)
Find out more about the MTLE »
Criminal background check
Before starting student teaching or practicums, students are subject to a criminal background check required by the college. The investigation is conducted by a private agency contracted by the college and is designed to meet school district guidelines governing adults with responsibility for children. Decisions about candidate placement will be made by the district approving the assignment. For background check details and fees, contact Bob Utke at CEHD, 612-625-1084, email: stuteach@umn.edu.
Completing the program
Career information for teachers (CEHD Career Services center)
Faculty and staff
Prospective Student Advisor
Michelle McElroy
Phone: 612-625-3339
Email:
cehdinfo@umn.edu
Core faculty
James Bequette
612-625-5286
Email: bequette@umn.edu
Faith Clover
612-625-6098
Email: clove002@umn.edu
Other resources
Revised January 2011
