|Course Title||Course #||Credits|
|Course Title||Course #||Credits|
|Intro to Teaching Art in Schools||ED 5202||3|
|Art and Human Development (academic elective)||ED 5200||3|
|Critical Response to Art, PreK-12 (theory elective)||ED 5305||3|
|Strategies for Teaching Art, PreK-12 (academic elective)||ED 5306||3|
|Introduction to Special Education (minor concentration)||ED 5307||3|
|Teaching Internship I (studio elective)||ED 5308||3|
|Course Title||Course #||Credits|
|Ancient through Gothic||AH 202||3|
|Renaissance through 1855||AH 200||3|
|World Arts Elective (Asian, African, New World, Oceanic)||AH||3|
|Course Title||Course #||Credits|
|Life Drawing||DR 252||3|
|Intro to Photo (or advanced photo course)||PH 232||3|
|Foundation Printmaking (or advanced printmaking course)||PR 100||3|
|Intro to Ceramics||DR 252||3|
|Intro to Wood, Intro to Fiber, or Intro to Sculpture||IS/FB/WD 200||3|
|Course Title||Course #||Credits|
|Studio Thesis||FA 5590/5591||6|
|Visual Thinking in Media, PreK-12||ED 5304||3|
|Foundations of Education||ED 5206||3|
|Psychology of Teaching and Learning||ED 5310||3|
|Teaching Internship II/a>||ED 5309||6|
|MAT Graduate Seminar||ED 5510||1|
|Teaching Internship III, Student Teaching/a>||ED 5520||12|
|Pro Seminar||ED 5521||1|
Introduction to Teaching Art in the Schools
Morris, Rao. Offered fall, spring. Equal parts seminar and site visits, this course serves as an investigation into the art of teaching. Students are taken into the art classrooms of elementary and secondary schools in the Greater Baltimore area. Sites are selected to expose students to the diverse situations and settings in which art instruction and learning occurs. MICA students are asked to make observations focused on the school setting, teacher, and students, along with the process and content of the lesson. Seminar discussions serve to direct students to make meaning of the observations and the relationship between what was seen. The course, through reading, writing, discussions, and presentations, is intended to form and inform the students’ beliefs and maturing philosophy of teaching. A grade of a B or better in ED 5202 is required for advancement to ED 5305 and ED 5306. Required for all BFA/MAT and MAT students.
Art and Human Development
Hafeli, Morris, Thomas. Offered fall. An examination of young people's art production viewed through the development of visual expression in a variety of two- and three-dimensional media. Topics include the roots of the visual arts in early childhood, the study of young people's drawings, paintings, and three- dimensional constructions, the role of multiple art making strategies in the development of visual symbolic language, and developmental and cultural differences. The course combines readings on artistic development research and theory with pedagogical models for teaching. Ongoing qualitative research projects take the class into local schools to study, through observations and interviews, the art making practices of learners from preschool through secondary levels. Prerequisite: B or better in ED 5202 or Corequisite: 5202. A grade of a B or better in ED 5200 is required for advancement to ED 5305 and ED 5306. Required for all BFA/MAT and MAT students.
Critical Response to Art, PreK-12
Gaither, Munday. Offered spring. Prospective art teachers explore and apply multiple ways to engage others with works of art and the burgeoning visual culture. From readings, writings, seminar discussions, museum work, navigating the Internet, research, and studio approaches, prospective teachers develop strategies for K–12 students to expand knowledge about art and artifacts, develop visual literacy and critical thinking skills. Prerequisites: B or better in ED 5200 and ED 5202. Corequisite: ED 5306. A grade of a B or better ED 5305 is required for BFA/MAT students’ advancement to ED 5308. This course fulfills a BFA/MAT Theory requirement. Required for all BFA/MAT and MAT students.
Strategies for Teaching Art, PreK-12
Carroll, Gaither, McKenna, Thomas. Offered spring. Explores strategies for building a sense of community in the classroom. Students identify sources for meaningful engagement with art and learn about strategies that deepen engagement from guest speakers. The student’s own studio expertise is translated into teaching expertise through the semester-long construction of a unit of study. Students develop unit materials including research on art works and artists, form an elegant problem, experiment with materials, create prototype(s), design teaching visuals, project assessment processes and criteria, and write a unit plan with ideas for adapting the unit to different grade levels. Prerequisites: B or better in ED 5200 and ED 5202. Corequisite: ED 5305. A grade of a B or better in ED 5306 is required for BFA/MAT students’ advancement to ED 5308. Required for all BFA/MAT and MAT students.
Introduction to Special Education
Egorin-Hooper. Offered spring. An introduction to the nature and behavioral characteristics of all types of exceptional learners. The historical background of special education, as well as current developments and issues, are examined. Strategies for adapting art concepts and materials to the special needs of the learner are explored. The course includes seminars, guest presenters, field experiences and a research project. Prerequisites: B or better in ED 5200 and ED 5202. A grade of a B or better in ED 5307 is required for advancement in the program. Required for all BFA/MAT and MAT students.
Teaching Internship I
Bucci, Morris, Basik, McKenna, Munday, Rao, Causey, Thomas, Grizzard. Offered spring. A practicum experience in planning, implementing, and assessing art instruction in a class- room setting. Students participate in developing and implementing art experiences as part of the Maryland Institute’s Young People’s Studio program or in art classrooms in the public schools. Students develop lesson plans and sequences appropriate to the nature of the course and the instructional needs of students. The evaluation of student learning and achievement, and instructional practices used are part of on-going assessment procedures. Prerequisites: B or better in ED 5305 and ED 5306. Documented success in ED 5308 and the graduate director’s approval are required to continue into the MAT program. Students taking the course for graduate credit are required to prepare an article for publication based upon their experience. A grade of B or better in this course is required for advancement to ED 5309. Required for all BFA/MAT and MAT students.
Ancient Through Gothic
3 credits. Staff. Offered summer, fall, spring. This course surveys the art of Europe and the Near East from the prehistoric period through the fourteenth century AD. Cultures and styles examined include Mesopotamian, Egyptian, Greek, Roman, Byzantine, Romanesque, and Gothic, with emphasis on how the arts of the ancient and medieval periods interact to form the basis for the later Western tradition. Same as AH 102. Prerequisite: AH 100.
Renaissance Through 1855
This course surveys European art from the 14th through the mid-19th centuries including Renaissance art in Italy and Northern Europe and its origins in Medieval art. We examine shifts in artistic concepts and forms from the 16th through the mid-18th centuries that led to the emergence of Mannerist, Baroque and Rococo art. The course concludes with an examination of Neo-Classicism, Romanticism, and Realism up through the mid-19th century. Prerequisite: AH 100 or equivalent experience.
3 credits. Staff. Offered summer, fall, spring. This course is an intensive study of the nude. Issues of form, structure, volume, movement, composition, and expressive possibilities are explored and practiced. Prerequisites: FF 198 and FF 199. Required for all majors except graphic design, interior architecture, and photography. Recommended sophomore course
3 credits. Staff. Offered summer, fall, spring. This studio elective covers the fundamentals of developing visual skills and photographic techniques. Emphasis is placed on exposure, development, printing, and aesthetics of photographic vision. The format includes class critique, darkroom and field assignments. No prerequisite.
Intro to Ceramics
Staff. Offered fall, spring. Presents an overview of the possibilities of working with clay. A feel for the material develops through exercises using various forming and construction methods. Tools and techniques are introduced: slab roller, extruder, and potter’s wheel. Students are oriented to the overall processes of ceramics and obtain a basic understanding of clay and glaze principals and finishing and firing techniques. Historic and contemporary issues are presented through slide lectures. Prerequisite: FF 101.
MAT Studio Thesis
Staff. Offered summer, fall, spring. Requires the development of a new body of work that either extends undergraduate investigations or seeks a new direction. Work is done under the advisement of a studio mentor and culminates in a thesis exhibition. For BFA/MAT students, the work is usually completed during the initial summer of the graduate year with credits appearing on fall and spring transcripts. For two-year MAT students, the studio work is typically completed independently during the third semester. Thesis shows are held annually early in the fall and spring semesters. Substitution with MICA summer programs or alternative advanced electives requires the permission of the MAT graduate director. A grade of B or better in FA 5590/5591 is required for program/degree completion. Required for all BFA/MAT and MAT students.
Visual Thinking Through Media, PreK-12
Hafeli, Munday. Offered fall. Translating art education theory into practice, this course centers on practice with studio materials and media appropriate for use with children and adolescents in the schools. The course provides prospective art teachers with skills, methods, and insights to develop visual thinking through student artistic expression. From studio explorations, class discussion, and examination of young people's artwork in various media, prospective teachers create a studio teaching archive of research, experimentation, curriculum ideas, prototypes, safety notes, procedural and implementation applications, and artist exemplars for media used in school settings. Prerequisites: B or better in ED 5305 and ED 5306. A grade of B or better in ED 5304 is required for advancement to ED 5520. Required for all BFA/MAT and MAT students.
Foundations of Education
Spilman, Ungaretti. Offered fall. Participants in this course examine the philosophies, historical movements, government influence, administrative logistics, social issues, curriculum foundations, reform movements and their influence on today's American public education. Throughout this process participants develop and refine their personal philosophies of education with the intent of making them the basis of their teaching portfolio and practice. Students address government, financial, and legal issues that impact educational practice. In addition, they explore the potential effects of contemporary and social concerns as well as curriculum reform proposals and international education approaches on current instructional developments. Moreover, they identify the interface between the larger field of education and art education. Prerequisites: B or better in ED 5305 and ED 5306. A grade of B or better in ED 5206 is required for advancement to ED 5520. Required for all BFA/MAT and MAT students.
Psychology of Teaching and Learning
Gaither, Thomas. Offered fall. Integrates key concepts and skills required to implement art instruction in the K–12 art classroom from both the perspective of scientific research in educational psychology and from qualitative research and aesthetic theory in the arts. Topics include: the developmental characteristics and needs of learners; strategies to engage students in critical and creative thinking and problem solving; behavioral, cognitive, social cognitive approaches and teaching; strategies for developing student-centered strategies of instruction; socio-cultural diversity; management strategies; motivational strategies; characteristics of effective teachers; assessment tools and processes; and grounded theory of educational psychologists. This course supports the practices of Internship II. Prerequisites: B or better in ED 5305 and ED 5306. A grade of B or better in ED 5310 is required for advancement to ED 5520. Required for all BFA/MAT and MAT students.
Teaching Internship II
Bucci, McKenna, Basik, Causey, Rao. Offered fall. A planning and practicum experience that requires interns to take on the role of teacher in presenting art instruction in elementary and middle school public classroom settings. Working with teachers of other content areas, interns plan and implement learning experiences that build upon, complement, and reinforce concepts form the host teacher’s content area. In addition, interns include in their instructional plans components to support students’ language development through reading and writing strategies and vocabulary development. Interns work closely with their instructors and host teachers to assure their students meaningful and enriched learning experiences. Prerequisites: ED 5308 with a grade of B or better. A grade of a B or better in ED 5309 is required for advancement to ED 5520. Required for all BFA/MAT and MAT students. Students are responsible for their own transportation to school sites.
MAT Graduate Seminar
Hafeli. Offered fall. Consists of a series of sessions that focus on specific topics and issues dealing with theory and practice in art education. Presenters include MICA faculty members, renowned contributors to the field, and practicing art teachers and supervisors who have particular expertise in specific aspects of art education. Prerequisites: B or better in ED 5305 and ED 5306. A grade of B or better ED 5510 is required for advancement to ED 5520. Required for all BFA/MAT and MAT students.
Teaching Internship III: Student Teaching
Bucci, Morris, McKenna, Basik, Causey, Rao. Thomas. Offered spring. A full-time practicum in which students teach in the elementary and secondary schools under the direct supervision of cooperating teachers. The cooperating teachers in the schools will guide the students’ gradual assumption of the full-time responsibilities of their role as art teachers. College supervisors make site visits to observe, monitor, and evaluate interns' progress. Prerequisites: Completion of all other MAT requirements, including passing scores for the State of Maryland on Praxis I and II prior to student teaching; exceptions require the permission of the graduate director. Corequisite: ED 5521. Students are responsible for their own transportation to school sites. A grade of B or better in ED 5520 is required for program completion. Required for all MAT students.
Bucci. Offered spring. Focuses on the needs and concerns of student teachers. It covers issues as they emerge in practice: the need for disciplinary strategies, coping with limitations, understanding how to work within the educational community, developing creative teaching strategies, completing applications for employment, interviewing for positions, and securing recommendations. The course concludes with the Student Teacher Showcase, in which students share the work their students have done under their instruction. Peers, department faculty, cooperating teachers, friends and families, and area supervisors are invited to attend. Prerequisite: Approval of the MAT graduate director. Corequisite: 5520. A grade of B or better in ED 5521 is required for program/degree completion. Required for all MAT students.