In the Master of Education (MEd) in Integrated Arts, you will learn to incorporate the arts into educational, cultural, human services, and recreational settings. You will gain expertise in a variety of arts forms which will enable you to create and implement integrated arts projects and curriculum initiatives in your workplace. Classroom teachers, visual and performing artists, and arts and media specialists employed in schools, museums, libraries, hospitals, and other organizations will benefit from this program as they become advocates of the value and importance of arts in education, recreational, and cultural settings.
Through workshops and practicum experiences with faculty and other professionals in the field, including opportunities for international study, you’ll participate in a variety of coursework tailored to your individual goals. The integrative component of this program explores the value and implications of the arts in society, as well as the arts integration process itself. Elective coursework will introduce you to new artistic disciplines, and expand your present areas of expertise and knowledge.
For more information, visit the Educational Leadership, Learning and Curriculum Department website.
Program of Study
- Master’s Core Component – 9 credits
3Seeks 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.
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3This 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.
3A 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.
3ED 5030 Research DesignKnowledge 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.
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3ED 5180 Collaboration Action ResearchA 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 – 6 credits
3An 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.
3Curriculum 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. Summers.
- Integration Component – 9 credits
3AR 5300 The Arts in SocietyAn 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.
3IN 5970 Integrated ArtsPracticum-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.
3An overview of arts projects, programs and technologies, this survey course acquaints the student with a wide variety of integrated arts experiences that have been successfully implemented into a wide range of educational, cultural and recreational settings. Commonalities between projects and programs will be examined. Summer.
- Elective Component – 9 credits
Students will select from a variety of arts electives with an elementary or secondary education focus. Options include the Arts in Education Summer Institute, practicum experiences with established arts organizations, opportunities for study abroad, and independent work in classroom settings. Students self-select courses based on interest and individual needs.
- Capstone Experience – 3 credits
3A supervised practicum experience in a candidate's school, employment setting or at one of several cooperating institution or arts organizations in New Hampshire where additional experience in integrated arts can be gained and practiced. Commitment includes a negotiated number of hours per week and a series of journals, a portfolio, and meetings with the faculty supervisor.
- Total for MEd in Integrated Arts – 36 credits
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