MEd in Integrated Arts

The MEd in Integrated Arts is designed for students who want to enhance their professional development by incorporating the arts into educational, cultural, human services, and recreational settings. Integrated Arts graduates are typically classroom teachers, visual and performing artists, and arts or resource or media specialists employed in schools, museums, libraries, hospitals, and other educational and cultural institutions. In addition to gaining general MEd competencies, students will develop a specialization in the integration of the arts through a series of workshop and practicum experiences with professionals in the field, including opportunities for international study.

For more information, visit the Educational Leadership, Learning and Curriculum Department website.

Use the Course Planning Matrix to see when Integrated Arts courses will be offered

Curriculum Requirements

  • Master’s Core Component – 9 credits
  • 3
    Recognizing that social behavior occurs within an intercultural context, that include ethical components, students will develop the basic knowledge and foundations necessary to understand and influence social behavior in a diverse society. Texts, readings, and learning modules have been chosen and/or designed to facilitate the student?s ability to understand the nature of social behavior cross culturally.
  • – 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 – 6 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
    Curriculum that integrates across the disciplines assists students in developing habits of mind necessary for success in the 21st century and opens pathways towards becoming lifelong learners. Integration also creates communities of learners among students and the teachers working across disciplines. In this course participants engage with a variety of approaches in developing integrated arts curricula as well as effective assessment strategies. Integrating the arts will be explored from historical, theoretical and practical dimensions including issues of leadership and advocacy in promoting the arts as a core discipline.
  • Integration Component – 9 credits
  • 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
    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.
  • 3
    Understanding the Imagination, Creativity and Innovation Continuum and its place in education and the work place, plays an increasingly important role in the success of learner and workers in our society. The ability to imagine or to conceive of something new, leading to the creation of new realities and possibilities that advance current practice in our classrooms, businesses and organizations in new and innovative ways is an essential skill set needed in the 21st century. Whether in a classroom of learners, a non-profit organization or the boardroom of a major corporation, imagination, creativity and innovation are an essential component of success, leading to increased engagement, ownership and vision in all that human beings touch. This course is an exploration of the important role imagination, creativity and innovation play in our everyday lives, seeking to demystify and honor the creative process, unlocking the power of possibility in each one of us.
    • Elective Component – 9 credits

Students will select from a variety of arts electives with an elementary or secondary education focus. Students select courses based on interest and individual needs.

  • Capstone Experience – 3 credits
  • 3
    A supervised practicum experience in a candidate's school, employment setting or at one of several cooperating institutions 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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