An immersive course focused on inquiry learning across the art museum and the art studio. This course examines how inquiry-driven museum and studio experiences can inform and enrich each other, and how these processes matter in education and across disciplines. The qualities of generative gallery and studio teaching are considered.
(Research) An examination of research studies and strategies for conducting research in the arts and humanities.
A basic course in printmaking for the beginning student. Each semester focuses on one topic of the following: Silkscreen, Japanese Woodblock or Lithography. Group and individual instruction to enhance the skills and aesthetic perception of each student. Limited registration.
A basic course in printmaking for the beginning student. Each semester focuses on one of the following processes: Silkscreen, Japanese Woodblock or Lithography. Group and individual instruction to enhance the skills and aesthetic perception of each student. No prior experience required.
Students explore various approaches to using paint, gaining confidence, skill, and insight as they create images that are personally and culturally relevant. A notion of the art studio as a learning community and insights into artists' processes are central to this inquiry-based studio course. Acrylic painting, collage, and drawing, among other processes, are employed. No prior experience required.
This class explores video as a medium for artistic expression and social inquiry. Students will learn how to produce video artworks incorporating aesthetic, conceptual and technical issues, designing visually effective and compelling video experiences. Technical components include all aspects of image production: image recording, basic editing and final output. No prior experience required.
This course integrates hands-on materials explorations and discussions of curriculum that support artistic learning, considering its role in the overall development of children. Students will explore a variety of art media and processes, and apply what they learn about the unique properties of materials to lesson plans that make meaningful connections between classroom curricula and the arts for all children. Discussions will include ways to motivate, communicate about, and respond to children’s artwork.
This course explores issues related to equity, diversity, inclusion and belonging, examining them in relation to art and art education. Students reflect about curriculum choices, pedagogical approaches, and human relations that contribute to diverse, equitable, and inclusive art learning spaces.
An examination of the role of the senses, emotions, and intellect in artistic development, and of the layered integrations they form over time. Discussion of ways in which developmental insights are basic to the design and implementation of exemplary visual arts lessons. This course offers critical starting points for research, and is recommended for students in elementary education.
Introduction to curriculum theory and design in art education in the context of education, broadly speaking, and schooling. This course examines conceptual models reflected in different art curricula, and engages students in review of curricular issues related to learning processes, contexts, outcomes, standards, and assessment, among others.
This studio course introduces students to the foundations of physical computing, electronics, and creative coding. Using tools such as micro-controllers, sensors, and actuators, students will develop a critical and creative eye for interactive forms of artistic expression. Weekly hands-on labs, assignments, and readings will help students gain technical proficiency with digital making.
An introduction to major historical events and underlying beliefs, values, and practices that have influenced contemporary art and art education programs at all levels of instruction in the U.S. as well as internationally.
An analysis of current philosophies, theories, and practices in art and art education at all levels and across sites of instruction.
The course aims to enrich and extend personal studio practice and, in parallel, provoke insights into the role of materials in supporting, integrating, and challenging the artistic growth of students in a variety of educational settings. Opportunities for in-depth and sustained exploration of the properties, structures, and expressive uses of selected art materials.
An examination of sensory, biological, affective, cognitive, and socio-cultural issues influencing continuing development in the visual arts. Discussion of ways in which developmental insights are basic to designing challenging lessons which enrich growth and learning as well as offering critical starting points for research.
This studio course invites students to survey the many creative possibilities of new media in art education. By engaging in a hands-on dialogue with digital materials, students will explore the impact of technology in the art room, the changing role of the art educator, and the new importance of making in the curriculum. The outcome is a playful and transformative inquiry into new media and how we can utilize them to create new forms.
An examination of how educators can facilitate meaningful encounters between people and works of art. This course explores a series of issues central to the work of gallery teachers including the layered interpretations of art objects, balancing audience’s responses and “official” information, culturally-responsive teaching with works of art, and the inclusion of non-discursive activities in museum teaching.
Introduction to the basic techniques of hand building, the potters wheel, and slab construction with emphasis on personal expression. Attention to three-dimensional design and surface decoration. Stoneware and earthenware clay bodies and firing procedures will be addressed. No prior experience required.
An exploration of creating three-dimensional art through a range of styles and materials. Studio experimentation with and discussion around a range of sculptural processes such as mold making/casting, woodworking, and metalworking. Contemporary art practices and interdisciplinary endeavors will be addressed. No prior experience required.
This course is designed to introduce students to digital photography with an emphasis on creative image making. The class will cover the fundamentals of the digital camera, the use of software for image enhancement, and printing practices. Technical terms will be demystified as we familiarize ourselves with color, composition and thematic approaches. Students will be introduced to contemporary photographers as we apply ourselves to our unique vision. Please bring your camera to first class. No prior experience required.
Exploration of basic digital photographic techniques and their application to teaching and learning in a variety of educational environments.
This lesson planning seminar aims to provide structure, format and context to the development of art lessons, acknowledging the pedagogical purviews essential to good art teaching. Lectures and discussion topics are linked to other A&HA courses, allowing students to grasp the interrelatedness of their studies.
Studio-based course that explores video methods as a creative tool for meaning making and learning in the art classroom. Students will learn aspects of image production and post-production, while exploring digital story telling, video animation, video journaling, and video sharing. We will use camcorders, iPads, iPhones, animation cameras and diverse software. Discussions of video art from diverse artists will be included, and media literacy in art education and applications for teaching will be addressed.
Permission of instructor required. Professional activities in the field under faculty supervision.
Required of art teacher certification majors. To be taken concurrently with A&HA 4080, Artistic development of children, and A&HA 4088, Artistic development: Adolescence to adulthood. Involves observations in schools of various types; documentation of diverse teaching styles and curricular approaches; analysis of perceptual, artistic, and societal assumptions implicit within programs observed.
Prerequisites: A&HA 4080, A&HA 4081, A&HA 4085, A&HA 4087, A&HA 4088, and A&HA 4281. M.A. Init candidates should plan to take student teaching full-time in their last full year of the program towards completion of their degree. A variety of supervised teaching experiences (7-12), supplemented by conferences, evaluation, and seminars. The student teacher completes 200 hours in each placement observing, assisting, teaching, and evaluating. Mandatory for those seeking state certification in art in New York State and other states. For Art Education majors only.
Prerequisites: A&HA 4080, A&HA 4081, A&HA 4085, A&HA 4087, A&HA 4088, and A&HA 4281. M.A. candidates should plan to take student teaching full-time in their last full year of the program towards completion of their degrees. A variety of supervised teaching experiences (K-6) supplemented by conferences, evaluation, and seminars. The student teacher completes 200 hours in each placement observing, assisting, teaching, and evaluating. Required of those seeking state certification in New York State and other states. For Art Education majors only.
Work conference or institute.
Permission of instructor required. Research and independent study under faculty supervision.
Permission of instructor required.
This course explores research methods and methodologies grounded in visual arts practice. Students learn the basics of arts-based research, consider how to assess and recognize methodologies, and explore ways of creating and representing knowledge visually. The course is delivered through lectures, studio and writing workshops, and group seminars/presentations.
Drawing mostly from life, students reframe their knowledge and habits in order to see the raw, sensory details needed to draw. Students also tap on imagination and memory, envisioning ways to create compositions and meanings through mark making. We explore strategies to generate lines; to vary marks; and to see and draw shapes, negative space, light, and shadow. New observation, concentration, creativity, and idea generation skills will be developed. No prior experience necessary.
Artists capable of independent endeavor share their ideas and work in critiques and discussions and undertake advanced artistic problems suggested by the instructor or of their own devising. This course requires an average of 30 hours per week of out-of-classroom work.
An examination of new concepts, attitudes, processes, technologies, and materials, both in their current forms as well as future applications. The topic focuses for the course will be drawn from art and design/studio/research/ psychology/teaching.
Students with prior painting experience are supported as they continue exploring the diverse possibilities of painting media. When pertinent, students integrate painting processes with other art forms and digital media. Exploration and construction of painting languages, conceptual frameworks, and personal expressions.
This class addresses the intimidation figure drawing can awaken in some, and equips students with a number of approaches and strategies for drawing the human figure. Open to students at all levels; no prior experience required.
This course will enable students to design, implement, and evaluate curricula in higher art education. It will address how the teaching, learning, and making of art have changed, and how these changes affect curriculum design in theory and practice. Students will practice the intricacies of curriculum design by creating unique syllabi and study programs for real-world institutions, preparing them to teach in colleges and universities.
The course will provide participants with an introduction to historical and contemporary philosophical debates that frame art education and contemporary art practices. It will examine philosophical perspectives on art, the place of philosophical thinking in studio teaching, and models of reflective practices in art pedagogy. The goal is to introduce students of art and art education to seminal discussions in the field, to facilitate learning through critical thinking, and to help students develop their own philosophies of art in education.
An introduction to the function and roles of education departments in art museums. This course offers an overview of the scope of programs and initiatives that education departments oversee within and beyond museums’ walls, with consideration of what it takes to launch and sustain them in the real world. Attention is given to the realities of actual institutions and the communities they serve, and to what might be possible.
An examination of the role of visual culture in contemporary life. Includes reflection on how visual texts function across cultural spaces, with emphasis on artworks and their exhibition contexts: museums, galleries, public, and alternative spaces.
An introduction to the art museum as an educational institution. With an emphasis on education, and attention to museum spaces, histories, and missions, this course examines social and cultural issues central to the museum’s evolving purpose. Students are sensitized to the necessity of making change in the 21st century museum, and are encouraged to develop a critically reflective and empathetic practice.
Further studies of advanced ceramic techniques with an emphasis on content, craft, and individual development. This class is designed for students who have taken an Introductory level course and have an understanding of the fundamentals of working with clay. The class may explore advanced techniques in ceramics such as mold making and slip casting, advanced throwing, alternating clay, glaze development, kilns and firing, among other topics.
Further studies of sculptural process with an emphasis on content, craft, and individual development. This course supports those who have taken an introductory sculpture course to develop a more independent practice.
This class is designed for students who already have a basic knowledge of the digital camera. The class will support and challenge students as they develop personal photographic projects. Students' projects can focus on documentary, portrait, landscape, or conceptual photography, among other approaches.
What are some of the powerful new ideas surrounding technology-infused art and design education? This seminar-style course will look at the impact of emerging technologies (such as AI, VR, gaming, blockchain, bioart, data visualization, e-textiles, and interactivity), their ethical implications, and their place in art and design studios and classrooms. Through short lectures and workshops, students will gain both a general overview of the field and a unique opportunity to develop their own inquiries into civic-minded, cutting-edge art and design education. A colloquium series will accompany the seminar and provide interactions with leaders in the field.
Teachers who search for their own questions inspire students to do the same. They transform their curiosity into knowledge, empowering others to learn and grow with them. This course provides educators with ways to integrate technology into various learning environments. Students will utilize project-based learning, design-thinking and maker-centered learning to develop maker-projects and curricula for a diverse set of communities. The course will enable students to look at contemporary and historic examples of art, design, and technology, as well as the social context in which these works were produced.
This studio course enables students to work on technology-infused art and design projects. Students will learn multiple aspects of digital fabrication, 2D and 3D design. With a rich support structure and the opportunity for peer learning, students gain the expertise needed to pursue their projects with knowledge and skill. Interested students will have the opportunity to participate in a gallery exhibition.
An examination of ideas about the interdisciplinary role of the arts in traditional and nontraditional educational and administrative settings through analysis of programs, projects, policy issues, and political processes that involve the visual arts, dance, music, and theater.
Permission of instructor required. Professional activities in the field under faculty supervision.
The Creative Technologies Colloquium is a critical supplement to A&HA 5120 Creative Technologies Research Seminar. Students in A&HA 5120 are required to enroll in this course, which meets six times over the course of the semester. At each Colloquium, students will have an opportunity to present their research and receive feedback from peers. The colloquium will incorporate outside presenters, who will offer models for students developing their own practice-based research, as well as networking opportunities within the Creative Technologies field.
Focus on interdisciplinary learning in the museum. This course prepares museum educators and classroom teachers to engage learners of various ages across a spectrum of disciplines and learning modalities within museum settings. Emphasis on how traditional curricular boundaries might be upended to create cross and interdisciplinary learning centered on art objects and museum spaces.
Permission of instructor required. Research and independent study under faculty supervision.
Required for all M.A. and Ed.M. students. Guided independent work in research, culminating in the development of a master's Special Project (thesis) proposal. This course includes an additional 36 weekly hours to develop the Special Project research proposal.
A practical and theoretical ground for the discussion, development, and implementation of pedagogical philosophies, strategies, and practices by which art and design specialists come to teaching in art and design programs in higher education. The course attends to pedagogical discourses and practices; the administration and leadership of art as a discipline; and studio practice and art teaching as professional development.
Students investigate their creative practice from several critical perspectives and produce personal profiles and arts projects within educational and cultural contexts.
In this course students learn how to transform completed research papers into publishable articles. Through drafting, editing, and revising their work, and through instructor feedback and peer review, students will, over the course of the semester, produce an article manuscript ready for submission to a scholarly journal.
Substantial teaching and/or arts administration experience. This course explores the function and dynamics of effective supervision and administration in schools and school systems; community settings; museums; and other learning sites.
Permission of instructor required. Professional activities in the field under faculty supervision.
Permission of instructor required. Qualified students work as interns with supervisors or administrators in selected sites. Provision is made for assessment of field-based competencies in fulfillment of program requirements.
Permission of instructor required. Guided experiences in the teaching of the arts in colleges and museums. Sections: (1) Teaching in art programs: college, (2) Teaching in art programs: museum.
For doctoral students who are completing qualifying papers, developing literature reviews, or exploring and applying research methods. The seminar includes faculty/student presentations, group discussions, and critiques. Requires an additional 36-40 hours per week of work outside the classroom.
Research Seminar for master's students who are completing their theses or doctoral students who are completing qualifying papers, developing literature reviews, or exploring and applying research methods. This course includes an additional 36 weekly hours to conduct research for and write the Special Project or qualifying paper.
Permission of instructor required. Seminar in classroom supervision and its application to student teaching and inservice training. On-site field experience, analysis of observation and assessment, readings and discussion. Participants must have a minimum of 5 years of teaching experience.
Specific problems of art and art education are examined. Different topics each semester.
Permission of instructor required. Enrollment limited. For advanced independent study.
Permission of instructor required. Enrollment limited. For advanced independent study.
Permission of instructor required. Enrollment limited. For advanced independent study.
Permission of instructor required. Enrollment limited. For advanced independent study.
Permission of instructor required. Enrollment limited. For advanced independent study.
Permission of instructor required. Enrollment limited. Prerequisites: extensive experience in digital media and/or related technologies. For advanced independent study. Noncredit for majors only.
Permission of instructor required. Research and independent study under the direction of a faculty member.
Rating of certification for Ed.D. exhibitions and public presentations offered in fulfillment of degree requirements. To be taken during the semester in which work is presented.
Required of all doctoral students in the program in the semester following successful completion of written qualifying papers. Involves preparation and presentation of dissertation proposal for approval. The teaching format is flexible and includes faculty/student presentations, group discussions, and critiques.
Individual advisement on doctoral dissertations. For requirements, see section in catalog on Continuous Registration for Ed.D. degree.
Program Director: Dr. Olga Hubard
Teachers College, Columbia University
444 Macy Hall
Phone: (212) 678-3360
Email: artofc@tc.edu