俄亥俄州立大学

The art education program offered by the Department of Arts Administration, Education and Policy prepares students to become art educators in pre-kindergarten through 12th grade. Successful completion of the program and passage of the Ohio Educator Assessment Tests secures licensure for teaching art in Ohio.

Program objectives

The following four categories, their descriptions and the related outcomes are used to assess the students in the art education licensure programs (across the BAE with Licensure), from entrance to completion.

Socio-cultural Context and Community:

• The context of social, cultural, economic and political realities as related to self, community and world.
• The relationship between cultural diversity and student learning, including how cultural diversity can afford particular opportunities for the exploration of multiple perspectives.
• Teaching and learning are affected by access to the development and exchange of new media and electronic information.
• Teaching and learning is multi-modal, a life-long process, and occurs both inside and outside the context of schools.

Knowledge and Experience:

• Theoretical and practical knowledge related to communications, literature, mathematics, science, history, philosophy and social sciences from transcultural perspectives.
• Content knowledge, including perspectives on social theory, new media and information technology, art theory, art history, visual culture, art production and art education that support democratic learning and critical practices.
• Methods, resources, technology and materials for designing and implementing instruction based on pedagogical content knowledge, student needs and curricular goals.
• Multiple forms of assessment, such as group critique, student self-evaluation and rubrics, and teacher candidate self-evaluation to support active learning.

Critical Thought and Reflection:

• Strong foundation in theoretical and conceptual frameworks that integrate research, reflection, technology and practice.
• The importance of teacher as researcher. Critical questioning of teacher thinking.
• Multiple frames of reference to help conceptualize his/her own positionality in relationship to students, schools, communities and the professional field.
• Creates strategies and solutions in relation to critical thought and reflection.

Practice and Evaluation:

• Instructional strategies including new media and information
• technology encourage students’ development of critical thinking, problem solving and performance skills.
• Effective communication skills with parents, students, colleagues and the public in general.
• Adjustments to instruction when appropriate.
• Collecting and analyzing data to improve teaching and learning.