Art Education Program Details
BFA in Studio Art with Teacher Certification in Art EC-12
As an undergraduate Art Education major, you will earn a Bachelor of Fine Arts (BFA) in Studio Art, plus become eligible to take the state of Texas certification exams for Teacher Certification in Art, Grades EC-12.
In the School of Art & Design, you will take the same Art Foundation courses as other Studio Art majors. You will take courses in Art History that span a period of time from prehistoric and ancient art through the modern art movements in the 20th century. You will choose one studio emphasis via a track option from Studio Art either in 2D or 3D art: drawing and printmaking, painting, photography, ceramics, metals, sculpture, or expanded media. You'll complete the equivalent of advanced level 4 or 5 in that area of emphasis.
Simultaneously, you will complete your major coursework in Art Education with a sequence of Art Theory & Practice courses. In these courses, you’ll study theories of art education, childhood and adolescent development, and teaching methods. Plus, you'll actually teach in real classrooms in local schools and at community arts events. When your major coursework is complete, your program culminates in a semester-long student teaching assignment, administered by the College of Education and supervised by your Art Education faculty.
Pathways to Certification
There are two pathways to certification: a BFA in Studio Art with Teacher Certification, and a Post-Baccalaureate in Art Education with Teacher Certification. Whichever path you choose, your certification pathway culminates in Student Teaching (see next section for details). Read the Teacher Certification Handbook for more information.
Learn more about the pathways to certification:
To earn your BFA in Studio Art with Teaching Certification, you will follow a course plan established by the School of Art & Design. Your coursework will include:
- Core Curriculum
- Major courses in Art Foundations, Studio Art, Art History, Art Theory & Practice (Art Education), and Senior Show
- Certification Courses in Curriculum and Instruction, the Block Courses and Student Teaching
To stay on track and graduate on time, follow the Program Plan: BFA Major in Studio Art with Teacher Certification in Art
In addition to the Advising Center at the College of Fine Arts, and the School of Art & Design curriculum advisors, your Art Education program faculty are here to help you decide which courses to take, and when to take them.
While you are completing your major coursework, you will apply for Admittance to the Educator Preparation Program through the Office of Educator Preparation (OEP). For more information on each part of the process, consult the OEP webpage and follow their links: Admittance, Blocks, Testing, Student Teaching.
Students entering Art Education with an earned bachelor's degree must meet the course requirements of the School of Art & Design, as well as the course and certification requirements of the Office of Educator Preparation (OEP) in the College of Education.
For more information, contact Dr. Adetty Pérez de Miles, Art Education Program Coordinator.
Student Teaching is the state-required culminating experience of the teacher certification process. This is a one-semester (six credit hours), unpaid, full-time experience in a local public school classroom. All coursework must be completed prior to the student teaching semester. No additional courses are allowed during or after student teaching.
The Office of Educator Preparation is responsible for all placements in schools, but the student’s preferences are given significant consideration when possible. Placements are offered in the fall and spring semesters and are comprised of seven weeks of elementary and seven weeks of secondary (although not necessarily in that order). For the secondary level, the student teacher is assigned to either a middle school or a high school. Student teachers are placed in an area ranging from Georgetown to the north and Selma and Schertz to the south.
Duties & Schedule
Student teaching is designed for the student to have a complete experience as a classroom teacher. The cooperating teacher and the student teacher will determine the student teacher’s duties as they develop the skills to be the lead teacher. Student teachers are on the same schedule as their cooperating teachers at the school placements, and share in all duties and responsibilities. Student teachers are not eligible to serve as substitute teachers during their student teaching. However, they are expected to take the lead teaching position when a substitute is required.
Student teachers are expected to have perfect attendance. If absences should occur, they can be made up by serving additional days in the school where they occurred at the end of the semester.
An Art Education faculty member will serve as the Student Teacher Supervisor. Student teachers and supervisors will meet for orientation, seminars, and school visits. The supervisor will observe the student teacher in the role of lead teacher for a minimum of three observational reports—two at the first placement and at least one at the second placement.
Art Education is an all-level program, so student teachers must successfully complete both the elementary and secondary levels. Failure on either level will require that both are repeated in a subsequent semester.
For each level, there is one evaluation form that the supervisor will provide to the cooperating teacher in the last weeks of the assignment. The cooperating teacher's scoring and commentary will be a significant factor in the supervisor’s determination of the level of success as she/he/they completes the form.
The supervisor will determine if the student teacher has successfully fulfilled the requirements and demonstrated the skills to be eligible to be recommended for certification. With certification, the art education student will be eligible for a career in teaching art. At the end of the semester, the observational reports and evaluations will be available to the student teacher through the university’s website.
Frequently Asked Questions
Student Teaching is the final step on the path toward teacher certification.
That path includes:
- Apply for and gain Admittance to the Teacher Preparation Program
- Apply for and complete Field-based Block
- Apply for approval to take certification exams
- Apply for Student Teaching
For more information, about each of these steps, see the Teacher Certification Handbook.
All major coursework must be completed. Junior status (60 hours) and an overall GPA of 2.75 must be maintained.
For step-by-step instructions about applying and being admitted to the Educator Preparation Program, see Admittance.
Apply for Blocks in the fall or spring before you plan to register for them.
For more information and step by step instructions about applying for Field-based Blocks see Blocks.
The Texas Examination of Educational Standards (TExES) exams are the state required teacher examinations for all Texas Educators. Art Education majors take two exams: the Art Content Exam and the Pedagogy and Professional Responsibilities EC-12 (PPR) Exam. To be approved to take the TExES Art Content exam, you must take and pass the Art Content Practice Test.
Apply to take the exam during the first semester of the Field-based Block. Be sure to review OEP's step by step instructions on Testing.
Information about and links to study materials are available on the OEP website here: Step 6: Study for Exams.
Apply to student teach during the first 12 class days of the semester before student teaching. This means, to student teach in the fall, submit your application in the prior spring semester; if you plan to student teach in the spring, submit your application in the prior fall semester.
Read OEP's step by step instructions on Student Teaching.
This will be determined by the Student Teacher and the Cooperating Teacher.
A survey and analysis of the theories and practices of art learning. Topics include: philosophy; history and theory of art learning; technology; artistic development; learning theories; assessment tools; program development; presentations and current realities; trends and issues.
This course examines theories and practices of using electronic media for the creation of art as well as for enhancement of the art learning process.
Introduces the theories and practices of children’s art learning for the non-art major.
This course is a survey and analysis of the theories and practices of teaching art to children. Topics include artistic development, art programming, content, philosophies, methodologies, objectives and assessment. It requires ten clock hours of field experience in an elementary art learning setting.
This course covers the theories and practices of adolescent art learning. Topics include: learning environments, artistic development, presentation methodologies, objectives and assessment, and other current topics. It requires ten clock hours of field experience in a secondary school art setting.
Individualized study focusing on personal skill and knowledge development related to art learning experiences. Research will include a review of literature, a design for practical experience, and documentation of results and conclusions. May be repeated with different emphasis for additional credit.
This rotating issue(s) course introduces students to emerging ideas and advanced topics in the field of art education. Students address these issues through studio art practices and by developing relevant components for their teaching portfolio.
In this course, students learn about community-based research, art, and methodologies. They participate in collaborations and field experiences/internships with community partners in art/cultural centers, museums, schools (PK-12), businesses, and diverse learning communities and organizations.
Students will apply knowledge and skills learned during the teacher preparation program while engaging in clinical practice with experienced EC-6/4-8 mentor teachers in school settings with university instruction and supervision. This culminating experience is required for Texas teacher certification and is a half-semester course designed for students seeking All-Level certification. Prerequisites: Admittance to the Educator Preparation Program; 2.75 Overall GPA; additional coursework may not be taken concurrently except for the co-requisite; for undergraduate students, all other degree-required coursework must be completed; for graduate and post-baccalaureate students, all other certification coursework must be completed; requires departmental approval through Office of Educator Preparation application process.
Students will apply knowledge and skills learned during the teacher preparation program while engaging in clinical practice with experienced 7-12 mentor teachers in school settings with university instruction and supervision. This culminating experience is required for Texas teacher certification and is a half-semester course designed for students seeking All-Level certification. Prerequisites: Admittance to the Educator Preparation Program; 2.75 Overall GPA; additional coursework may not be taken concurrently except for the co-requisite; for undergraduate students, all other degree-required coursework must be completed; for graduate and post-baccalaureate students, all other certification coursework must be completed; requires departmental approval through Office of Educator Preparation application process.