Art Education, M.A. Ed.

Applicants for the M.A.Ed. and M.A.T. degree must submit the following items:

• Three letters of recommendation. No form is required.
• Statement of Intent: A one-to-two-page statement of purpose describing academic interests, proposed area of specialization and long-range career goals. The statement should also explain how the graduate program will serve those interests and goals.
• The letters of recommendation and the statement of intent should be uploaded with the other application materials.
• Portfolio: A successful portfolio demonstrates creativity and commitment in a cohesive body of work. The portfolio should contain two- and three-dimensional work. It should reflect basic skills in drawing and design and sufficient advanced skill in one area. Twenty images should be submitted if the applicant is not a practicing art educator. If the applicant is a practicing art teacher, a minimum of 10 images of personal studio work and up to 10 images of student work are acceptable. Under no circumstances should more than 20 images be submitted.
• Examples of work by the applicant's students should represent a variety of media and reflect quality in design, craftsmanship, originality, complexity and historical or cultural content.
• Submission guidelines for the statement and portfolio preparation are the same as the M.F.A. degree (listed below).

Specific admission requirements for the M.A.Ed. degree include the following:

• An undergraduate major appropriate to the intended major.
• A high standard of overall undergraduate achievement, usually a grade-point average of 3.0 or higher.
• Proof of Tier 4 teaching certification (from Georgia or other state).

Master of Art Education (36 hours)

Course of Study

1. Select one (3):
   • Three hours of art history coursework (non-Western preferred)
2. Nine hours of coursework in a studio concentration
3. Nine hours of 8000 level art education coursework
4. Three hours of coursework in the area of the psychology of learning, to be selected from:
   • *EPY 7080 The Psychology of Learning and Learners (3)
   • EPY 7090 The Psychology of Learning and Learners: The Young Child (3)
5. Three hours of coursework in the areas of philosophical and social foundations of education, to be selected from:
   • EPSF 7100 Critical Pedagogy (3)
   • EPSF 7110 Multicultural Education (3)
   • *EPSF 7120 Social and Cultural Foundations of Education (3)
6. Three hours of research methodology, to be selected from:
   • *EPRS 7900 Methods of Research in Education (3)
   • EPRS 7910 Action Research (3) (preferred)
   • EPRS 7920 Classroom Testing, Grading, and Assessment (3)
7. Six hours of AE 8999, Thesis Research.

*These specific education courses are offered online and are aligned with the low-residency M.A.Ed. cohort program structure.

The thesis in art education may concentrate solely on an art education issue or explore a studio or art history-oriented problem that is tied to an art education issue. Research in art education may focus on action research in the candidate’s own classroom as well as other research methodologies

Each academic school in the College of the Arts offers opportunities for students who have been accepted into one of the graduate degree programs to work as assistants. Graduate assistants work as tutors, aid faculty members in research projects, supervise laboratories and teach undergraduate courses. Assistantships normally are awarded only to students enrolled full time in their degree programs. For the expected level of enrollment, see “Courses and Course Load” in section 10100 below. Students interested in graduate assistantships should contact the director of graduate studies in their school for specific information.

Students receiving assistantships as well as financial aid should be aware that receiving an assistantship can reduce the amount of financial aid awarded.

Goals and outcomes upon completion of an M.A. Ed. program include:

• Expanding skills and understandings in studio art production and contemporary art concepts.
• Developing pedagogical skills and strategies as master teachers.
• Empowering and integrating theory and best practices in their classrooms.
• Fostering critical thinking skills and life-long learning as members of a professional community.
• Developing leadership and advocacy skills to have an impact on students, classrooms, communities, schools, districts and professional organizations.