Major in Art Education
Students who complete the Art Education program are eligible to apply for licensure by the Maryland State Department of Education, enabling them to teach art in Maryland in grades PreK-12. Art Education students complete art education, studio and professional education courses, along with their Core curriculum requirements. All Art Education students earn a second major in Art + Design (Fine Arts track). The entire program takes four years to complete. Curricular requirements may be revised due to changes in state licensure requirements, and therefore, students should work with their adviser to ensure they are following the correct program plan.
MSDE Licensure
To be licensed in Maryland as a Pre-K–12 Art Educator, candidates must submit an application and complete and achieve the mandated scores for Praxis II-Subject Assessments. Specific details on applying for initial teaching licensure, including current testing requirements, can be found on the Maryland State Department of Education website.
Requirements for Admission to the Major in Art Education
Admission Requirements for Teacher Education
The Teacher Education Executive Board, representing all initial teacher education programs at Towson University, utilizes the following minimum requirements as conditions for admission into teacher education programs, maintaining candidate status, and entry into the capstone internship. Programs may include additional requirements for admission into the program and/or the capstone internship.
Educator Preparation Programs (EPP) admit students either as freshmen or as undergraduate transfer students from accredited, post-secondary institutions. During the freshman and sophomore years, students are generally engaged in pre-professional courses or courses that fulfill Core Curriculum requirements, as well as all identified prerequisites (e.g., specific and sequential courses in Core Curriculum) for admission to EPP initial licensure programs.
All EPP undergraduate programs are screened majors. As an integral part of the teaching/learning experience, students work with advisers in a strategic planning process across all years at TU. Accordingly, to support student success, all EPP students are required to confer with their assigned advisers prior to registration each term.
I. Procedures and Requirements for Admission to All Teacher Education Programs
- Complete a self-disclosure criminal background form to be submitted to the major department with the application.
- Submit an application for formal admission to the program. Students seeking admission to teacher education programs must contact their department chairperson or program coordinator by 45 units for program-specific procedures and requirements for admission to professional education programs.
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Meet the Basic Skills Assessment Requirement as defined by the Maryland State Department of Education to be eligible for admission. A student who is admitted to Towson University and in Good Standing but does not meet the Basic Skills Assessment requirement at the time of application to the program can be granted "Conditional Admission" and given one semester as a conditional candidate to satisfy the Basic Skills Assessment requirement. If the conditional candidate does not meet the requirement by the end of the conditional semester, there are two options: 1) the program may recommend the conditional candidate for exemption and if granted, the conditional candidate would be fully admitted to the program or 2) the conditional candidate will not be fully admitted to the program.
II. Requirements for Maintaining Candidate Status
- Meet the grade, course, and/or assessment requirement(s) identified by the candidate's specific program.
- At the department’s discretion, a candidate who does not meet the program requirement(s) may continue for one additional semester under probationary status but must satisfy the requirement by the end of the probationary period. If the requirement is not met at the end of the probationary period, the candidate will be dismissed from the program.
- Exhibit behavior that is consistent with the University’s Code of Student Conduct, the Educator Preparation Program’s Professional Behavior Policy, and established professional practice in educational and clinical settings. (see EPP Behavior Policy)
III. Procedures and Requirements for Entry into Capstone Internship for All Professional Education Programs.
- Complete a criminal background check as required by the school system in which the internship is located.
- Complete all required coursework.
The Standards were revised and approved in February 1996, May 1998, February 2000, May 2007, May 2008, April 2009, December 2011, November 2012, February 2014, October 2014, February 2015, November 2015, May 2019, February 2020, March 2021, and November 2024.
IV. Additional Teacher Education Program Requirements
Students should apply for formal admission to the Art Education program by submitting an application that includes:
- An interview and portfolio review with the art education faculty.
This is a screened program. See the Admission section for information.
Curricular requirements may be revised due to changes in state licensure requirements, and therefore, students should work with their adviser to ensure they are following the correct program plan.
Minimum requirements for admission into teacher education programs, maintaining candidate status and formal entry into the capstone internship are outlined on the Standards for Teacher Education page in the Undergraduate Catalog.
| Code | Title | Units |
|---|---|---|
| First-Level Foundation | ||
| ART 101 | DIGITAL TOOLS AND CONCEPTS | 3 |
| ART 104 | 3D PROCESS | 3 |
| ART 103 | 2D PROCESS | 3 |
| ART 211 | DRAWING: OBSERVATION AND INVENTION | 3 |
| ART 212 | VISUAL CONCEPTS | 3 |
| ARTH 221 | SURVEY OF GLOBAL ART I | 3 |
| ARTH 222 | SURVEY OF GLOBAL ART II | 3 |
| Second-Level Foundation | ||
| ART 229 | PAINTING I | 3 |
| ARTH 3xx/4xx | Any 300- or 400-level Art History Course | 3 |
| Second-Level Electives | ||
| Select three from the following four categories: | 9 | |
Select one from the following: | ||
| IMAGEMAKING: DIGITAL PROCESS | ||
| DESIGN: CREATIVITY + PROCESS | ||
| PHOTO IMAGING - FILM | ||
| PHOTO IMAGING - CREATIVE WORKFLOW | ||
Select one from the following: | ||
| METALS + JEWELRY I | ||
| SCULPTURE I | ||
| SCULPTURE: CONCEPT AND PROCESS | ||
| DIGITAL OBJECT DESIGN | ||
| ART 2xx/3xx | Any 200- or 300-level Printmaking course | |
| ART 2xx/3xx | Any 200-or 300 level Ceramics course Course | |
| These Studio Courses are Prerequisites for Upper Level Electives: Please Consult with Your Advisor | ||
| Studio Requirements | ||
| ART 2xx/3xx/4xx | Any 200-/300-/400-level Studio Electives | 6 |
| ART 497 | SENIOR PROJECT | 3 |
| Art Education Courses | ||
| First Term: | ||
| ARED 381 | STUDIO PRACTICES & CURRICULAR PLANNING: ELEMENTARY 1 | 3 |
| ARED 467 | FIELD EXPERIENCE IN ART EDUCATION:ELEMENTARY 1 | 2 |
| Second Term: | ||
| ARED 422 | HISTORICAL PERSPECTIVE AND CONTEMPORARY ISSUES IN ART EDUCATION | 3 |
| ARED 468 | INTERNSHIP: ART TEACHING 1 | 6 |
| ARED 475 | STRATEGIES FOR TEACHING & ASSESSING ART: PREK-12 1 | 3 |
| Third Term: | ||
| ARED 481 | INTERNSHIP IN ELEMENTARY EDUCATION-ART | 6 |
| ARED 483 | INTERSHIP IN SECONDARY EDUCATION - ART | 6 |
| ARED 485 | PRO-SEMINAR IN TEACHING OF ART 1 | 3 |
| Professional Courses | ||
| ARED 463 | AUTHOR-ILLUSTRATOR:INTERGRATION OF VISUAL AND LANGUAGE ARTS AT THE ELEMENTARY LEVEL | 3 |
| ARED 464 | AUTHOR-ILLUSTRATOR:INTEGRATION OF VISUAL AND LANGUAGE ARTS AT THE SECONDARY LEVEL | 3 |
| SCED 305 | ADOLESCENT LEARNING, DEVELOPMENT, AND DIVERSITY | 3 |
| or PSYC 201 | EDUCATIONAL PSYCHOLOGY | |
| SPED 301 | INTRODUCTION TO SPECIAL EDUCATION | 3 |
| Additional Required Courses (taken as Core Curriculum) | ||
| ARED 383 | ARTS INTEGRATED LEARNING IN BALTIMORE'S SCHOOLS AND COMMUNITIES: SECONDARY 1 | 3 |
- 1
Minimum grade of B (3.0) required.
Sample Four-Year Plan
The selected course sequence below is an example of the simplest path to degree completion. Based on course schedules, student needs, and student choice, individual plans may vary. Students should consult with their adviser to make the most appropriate elective choices and to ensure that they have completed the required number of units (120) to graduate.
| Freshman | |||
|---|---|---|---|
| Term 1 | Units | Term 2 | Units |
| ART 101 | 3 | ART 211 | 3 |
| ART 103 (Core 4) | 3 | ART 212 | 3 |
| ART 104 | 3 | ARTH 222 | 3 |
| ARTH 221 (Core 5) | 3 | Core 2 (or Core 1) | 3 |
| Core 1 (or Core 2) | 3 | Core 3 | 3 |
| 15 | 15 | ||
| Sophomore | |||
| Term 1 | Units | Term 2 | Units |
| ART 229 | 3 | ART 2xx/3xx (second level studio)1 | 3 |
| PSYC 101 (suggested for Core 6) | 3 | ART 2xx/3xx (second level studio)1 | 3 |
| Core 11 | 3 | Core 7 (or Core 8) | 3-4 |
| Core 8 (or Core 7) | 3-4 | Core 12 | 3 |
| ART 2xx/3xx (second level studio)1 | 3 | SPED 301 | 3 |
| 15-16 | 15-16 | ||
| Junior | |||
| Term 1 | Units | Term 2 | Units |
| ART 2xx/3xx/4xx: Any Studio Elective | 3 | ARED 467 | 2 |
| ARED 383 (Core 10) | 3 | ARED 381 | 3 |
| SCED 305 (or PSYC 201) | 3 | ARED 463 | 3 |
| ARTH 3xx/4xx Art History Elective | 3 | ART 497 | 3 |
| Core 13 | 3 | ART 2xx/3xx/4xx Any Studio Elective | 3 |
| Core 14 | 3 | ||
| 18 | 14 | ||
| Senior | |||
| Term 1 | Units | Term 2 | Units |
| ARED 475 | 3 | ARED 485 | 3 |
| ARED 468 | 6 | ARED 481 | 6 |
| ARED 422 | 3 | ARED 483 | 6 |
| Core 9 | 3 | ||
| ARED 464 | 3 | ||
| 18 | 15 | ||
| Total Units 125-127 | |||
- (NAEA Standard I) Visual arts educators have a thorough understanding of the visual arts standards
- (NAEA Standard II) Visual arts educators understand student characteristics
- (NAEA Standard III) Visual arts educators understand diverse social and cultural constructions of identity
- (NAEA Standard IV) Visual arts educators make informed selections of art content and curricula
- (NAEA Standard V) Visual arts educators use knowledge of students as learners to plan appropriate instruction
- (NAEA Standard VI) Visual arts educators use contemporary technology to enhance teaching and learning
- (NAEA Standard VII) Visual arts educators conduct meaningful and appropriate assessments of student learning
- (NAEA Standard VIII) Visual arts educators systematically reflect on their own teaching practice
- (NAEA Standard IX) Visual arts educators assess program effectiveness
- (NAEA Standard XXII) Visual arts educators participate in professional development opportunities
- (NAEA Standard XXIII) Visual arts educators serve as advocates and researchers to contribute to the growth of their profession