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Program Goals

Art (Studio) Major

Upon completion of the major, graduates must

  1. be visually literate, including competency with the non-verbal languages of art and design,
  2. develop visual, verbal and written responses to visual phenomena, and organize perceptions and conceptualizations both rationally and intuitively,
  3. develop the capacity to identify and solve problems within a variety of physical, technological, social and cultural contexts,
  4. be familiar with and develop competence in a number of art or design techniques,
  5. be familiar with the major achievements in the history of art/design, including the works and intentions of leading artists/designers in the past and present,
  6. understand and evaluate contemporary thinking about art or design and
  7. make valid assessments of quality and effectiveness in design projects and works of art, especially their own.

As per the National Association of Schools of Art & Design (NASAD) Accrediting Agency Handbook

Art Education

FSEHD INITIAL PROGRAMS OUTCOMES*
Performance of students in initial teacher preparation programs is measured through outcomes that are aligned with the four themes of the FSEHD Conceptual Framework and the Rhode Island Professional Teacher Standards (RIPTS).

FSEHD Conceptual Framework :

KNOWLEDGE

General Education
Reflective practitioners possess a broad base of knowledge in the liberal arts, including mastery of oral and written English communication, mathematical and reasoning skills, and technological competence as well as a global perspective that emphasizes people's interdependence with one another and with nature.

Human Learning and Development
Reflective practitioners have a solid grounding in educational psychology, the branch of psychology that specializes in understanding teaching and learning in educational settings. They know the four pillars of educational psychology: human development, theories of learning and cognition, classroom management, and assessment.

Contexts of Schooling
Reflective practitioners possess a critical understanding of the contexts of schooling: social, political, economic, historical, philosophical, legal, professional, global, and cultural.

Area of Specialization
Reflective practitioners possess a deep, thorough, and, above all, working knowledge of their area(s) of specialization, enabling them to make informed decisions to approach curriculum implementation.

PEDAGOGY

Theory and Practice of Teaching and Learning
Reflective practitioners employ a variety of models of teaching and learning. Best practice entails a balance between pedagogical approaches.

Instructional Uses of Technology
Reflective practitioners integrate technology into curricula, instruction, and assessment of students to cerate high quality learning experiences and instructional opportunities.

Assessment as an Aid to Practice
Assessment is primarily a means for determining the relative success of teaching and counseling interventions for the purpose of improving them in the future. In other words, assessment is used as a tool for reflection and subsequent planning.

DIVERSITY

Cultural Diversity and Multicultural Education
Reflective educators are knowledgeable of both the differences that distinguish individuals and groups and the commonalities that bind them together. They understand and respond to the diverse needs and backgrounds of students, clients, and families and develop strategies for combating prejudice and advancing educational equity, inclusion, and intercultural understanding.

Special Needs and Inclusion
Reflective practitioners are aware of the impact of disability on the teaching-learning process and are responsive to the individual strengths and needs of children and youth with a range of disabilities. They understand the effect that disability has on family functioning, and they can work effectively with parents in program planning. In order to function effectively in an inclusive environment, reflective practitioners must also collaborate with professionals from all disciplines when making educational decisions. They examine their own cultural and family background as it pertains to disability, reflecting on the impact of their beliefs and behavior on the classroom setting, counseling situation, or planning session, making adjustments as necessary. They are prepared not only to be responsive to students' adapted curriculum, instruction, and learning needs but also to make curriculum adaptations and instructional modifications on-the-spot to accommodate students' needs.

PROFESSIONALISM

Professional Ethics
Ethics are principles of conduct used to guide an individual's behavior. Ethical principles guide practitioners as they determine aims and objectives; select content and materials; plan and implement methods and strategies; conduct non-discriminatory evaluations of students, clients, and staff; reflect on their choices and actions; and take responsibility for the consequences. Reflective practitioners accept the professional, social, ethical, and moral responsibilities and reap the personal rewards of being a teacher in a democratic, pluralistic society.

Collaboration and Advocacy
Reflective practitioners recognize that schools, families and communities must work together, and educators must collaborate within schools, to support student and client learning and growth, and to promote democratic values in their own communities and beyond.

Professional Development
Reflective practitioners consciously plan, implement, and reflect upon their own professional growth, as well as that of the profession. Committed professionals actively participate in a wide variety of educational opportunities.

The Rhode Island Professional Teaching Standards (RIPTS)

  1. Teachers create learning experiences using a broad base of general knowledge that reflects an understanding of the nature of the communities and world in which we live.
  2. Teachers have a deep content knowledge base sufficient to create learning experiences that reflect an understanding of central concepts, vocabulary, structures, and tools of inquiry of the disciplines/content areas they teach.
  3. Teachers create instructional opportunities that reflect an understanding of how children learn and develop.
  4. Teachers create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning.
  5. Teachers create instructional opportunities to encourage all students' development of critical thinking, problem solving, performance skills, and literacy across content areas.
  6. Teachers create a supportive learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self-motivation.
  7. Teachers work collaboratively with all school personnel, families and the broader community to create a professional learning community and environment that supports the improvement of teaching, learning and student achievement.
  8. Teachers use effective communication as the vehicle through which students explore, conjecture, discuss, and investigate new ideas.
  9. Teachers use appropriate formal and informal assessment strategies with individuals and groups of students to determine the impact of instruction on learning, to provide feedback, and to plan future instruction.
  10. Teachers reflect on their practice and assume responsibility for their own professional development by actively seeking and participating in opportunities to learn and grow as professionals.
  11. Teachers maintain professional standards guided by legal and ethical principles.

* All programs are accredited by the National Council for Accreditation of Teacher Education

Art History

Upon completion of the major, graduates must have attained

  1. a general knowledge of the monuments and principal artists of all major art periods of the past, including a broad understanding of the art of the twentieth century and acquaintance with the art history of non-Western cultures,
  2. a general knowledge of world history,
  3. knowledge of the tools and techniques of scholarship,
  4. functional knowledge of the creative process and
  5. adequate mastery of at least one foreign language to support research through the reading of primary source materials, as is appropriate to a student's areas of interest.

As per the National Association of Schools of Art & Design (NASAD) Accrediting Agency Handbook

Master of Art: Concentration in Media Studies

Students earning a Master of Arts with a Concentration in Media Studies and choosing the Digital Design and Production option shall have acquired

  1. advanced knowledge of digital media input and output techniques using hardware, software and peripheral devices,
  2. experience in advanced design theory and practice with both still and time-based media,
  3. experience in researching contemporary digital artists/designers and
  4. advanced exposure to media theory, history, culture, and aesthetics.
  5. Degree candidates must conduct in-depth research, prepare a thesis proposal then design, produce and exhibit a significant project.

Students earning a Master of Arts with a Concentration in Media Studies and choosing the Critical Studies option shall have completed

  1. advanced study in media theory, history, culture, and aesthetics,
  2. extensive research and writing of a master's thesis and
  3. acquired advanced exposure to digital media production.

Adapted from the National Association of Schools of Art & Design (NASAD) Accrediting Agency Handbook

Page last updated: December 1, 2010