MAT in Art Education Curriculum

The MAT in Art Education, K-12 Certification concentration is a 36-credit program. Students in this concentration are required to take the equivalent of of our professional art education courses: Foundations of Art Education, Methods and Materials in Art Education, Instructional Planning and Pedagogy in Art Education, and Curriculum and Assessment in Art Education. Individual cases will be reviewed to determine studio and art history preparation relative to certification competencies. Additional coursework may be required and will be determined on an individual basis.

Certification-only Option: Students would complete 27 credits as listed below, excluding the Master’s Core Component.

  • Master’s Core Component – 9 Credits
  • 3
    Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior. Fall, spring, and summer.
  • - OR -
  • 3
    This course will provide an in-depth study of the social/cultural basis of behavior and examine the role of mythology as a vehicle for intrapersonal and interpersonal understanding. The major theoretical, empirical, and applied lines of work in the following topics in contemporary social psychology will be explored, including social cognition, interpersonal perception, attitudes, stereotyping and prejudice, the self, and interpersonal and group relations. Mythology will be employed as a mechanism for cross-cultural comparison and as a unifying construct to enhance multicultural understanding.
  • 3
    A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
  • 3
    Knowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.
  • - OR -
  • 3
    A course for teaching/administrative practitioners in which a local educational problem is examined from the standpoint of how it can best be studied and solved. A blueprint for solving the problem is prepared including: statement and purpose, scope, assumptions/hypotheses, limitations and essential definitions. Course culmination will include collection of data, analysis of that data, conclusions and recommendation preparation that follow appropriate form and style.
  • Learning Theory Component – 9 Credits
  • 3
    An overview of current theories concerning the brain, development, and learning. Analysis of developmental concepts from birth through adolescence and adulthood. Discussion of language acquisition, thinking and learning styles, multiple intelligence, and creativity. Topics include teaching, learning, and assessment issues related to cultural diversity, technology, and learning differences.
  • 3
    An introduction to the teaching profession and the realities of teaching in today's schools. A series of seminars includes such topics as the history and structure of education, societal issues, the role of the teacher, instructional planning, legal rights and responsibilities of students and teachers, learning styles and effective teaching. A school observation/participation experience of a minimum of 30 hours is required.
  • 3
    Analysis of models and dynamics involved in planning, teaching, and evaluating environments for special needs students. An overview of special education, characteristics of individuals with disabilities, individualized educational plans, functional behavior assessment, practical teaching strategies, and the New Hampshire Special Education Process and Policies. An observation component of 15 hours will be required of all students not presently in a school or teaching situation.
  • Content Area Component – 9 Credits
    (Choose 9 credits from the following)
  • 1-3
    This course provides a specialized offering by a specialist in a specific art education field. Students will participate in an intensive hands-on education experience. A departmental faculty supervisor and technician will be assisting the specialist in guiding the students in a focused environment. Students may repeat this course when offered under a different topic title. Summers.
  • 3
    An exploration of the relationship of the creative artist and the arts (i.e., visual arts, theatre, and music) to society is addressed. The changing role of the arts will be considered within the context of the socioeconomic, historical, political, and cultural forces that shape them. Particular attention will be given to the societal values that mold and are expressed by the arts in a range of cultures, both East and West. The role of the artist as a force in cultural change also will be studied. Summers.
  • 3
    This course provides a specialized offering by an off-campus specialist in a specific studio method. Students will participate in an intensive hands-on studio experience running for six days and five evenings. A departmental faculty supervisor and technician will be assisting the specialist in guiding the students in a focused environment. Students may repeat this course when offered under a different topic title. Summers.
  • 3
    This course provides a specialized offering by an off-campus specialist in a specific studio method. Students will participate in an intensive hands-on studio experience running for six days and five evenings. A departmental faculty supervisor and technician will be assisting the specialist in guiding the students in a focused environment. Students may repeat this course when offered under a different topic title. Summers.
  • 1-3
    Advanced work in a limited area of studio art, art history, or art education, selected and carried on in consultation with an art faculty advisor. Consent of a faculty supervisor, the department chair, and the associate vice president for the College of Graduate Studies is required.
  • 1-4
    An in-depth study of a particular topic, contemporary issue, or concern. Taught by a specialist within the field being studied or as an alternative methodology. A faculty member will coordinate a series of guest speakers who will meaningfully address the topic. Since topics vary, the course may be repeated with permission of the instructor. Falls, springs, and summers.
  • 3
    Practicum-based course introduces students to the value and practical application of incorporating the arts into educational, cultural, recreational, and human service settings. In addition to classroom lecture and discussion, a series of workshops with professional artists and teachers will allow students to observe a variety of teaching methods and philosophies. Basic skills and materials will be developed and discussed in creative drama, puppetry, music, theatre, poetry, art, and movement. Winters and summers.
  • Professional Competencies (if not previously met) – 9 Credits
  • 3
    This course will provide the opportunity to develop an in-depth understanding of the correlative roles of children's holistic learning, artistic growth, and development, which will provide the foundation for the study and application of constructivist and learner-centered approaches to instructional planning and dialogic pedagogy applied to art education. Study will encompass content of undergraduate courses AE 2000 and AE 3050, and extend to an applied research project and expanded theoretical reading in art education. Readings, research, discussion, studio production, and classroom observations will provide the framework for the study of art education as a discipline incorporating studio production, aesthetics, art history, and criticism. Art materials health and safety regulations will be examined. A 20-hour school observation component is required. Offered Fall term only.
  • 3
    This course provides extended study of holistic methodology and inquiry based on learning for art education and diverse student populations, with an emphasis on adolescent development and instructional planning at the middle and high school levels. Components include community and citizenship, multicultural education, diversity issues, and inclusion. Standards-based unit planning at the secondary level will address interdisciplinary and multicultural social themes. A 20-hour school observation and teaching component is required. Study will encompass content of undergraduate course AE 3060 and extend to an applied research project and expanded theoretical readings in art education. Offered Winter term only.
  • 3
    Curriculum design, implementation and assessment for curriculum developers, supervisors, educators and students in the arts will be addressed. The course provides an introduction to the goals, history, content, theory and practice of arts curriculum in public education as an independent discipline and an integrated component of a child's education. Emphasis is placed on state and national standards in the arts and reflects state mandates on arts assessment in K-12 public education. Participants will develop a working knowledge of the field through the development of balanced, discipline-based curriculum and assessment models for the arts which may be adapted to specific school sites. Offered Spring term only.
  • Capstone Experience – 9 Credits
  • 9
    The culminating public school field-based teaching experience for MAT Art Education majors that fulfills the student teaching requirements for New Hampshire K-12 teacher certification in art education. The internship is a continuous, full-time (five days per week) experience at both elementary and secondary levels during which, after a period of structured observation, students gradually assume responsibility for a full range of visual art teaching activities encountered in a school situation, thereby demonstrating the appropriate professional skills and attitudes essential for successful teaching of diverse populations of students. The internship is conducted under the supervisory guidance of certified K-12 school art faculty and PSU Art Education Clinical Faculty. Required seminars complement the experience. Falls and Springs. Prerequisite: Completion of all course requirements for the MAT in Art Education. All the policies related to the undergraduate and graduate field experience apply to this course.
  • Minimum Total for MAT in Art Education, K-12 Certification – 36 credits

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