Teaching (MAT)

Course List

Take a look at titles and descriptions for the Teaching (MAT) department's courses offered.

ED 5200 Art and Human Development

Considers the role of art in human development. In the broadest sense, the course considers why human beings make and respond to art, and the multiple ends the arts can serve. In more specific ways, this course explores specific theories that shed light on the relationship between art and child/adolescent development and considers ways in which the visual arts can facilitate growth and transformational learning in K-12 settings.

Earned credit or concurrent enrollment in ED 5202 MAT graduate students only B or better required for advancement in BFA/MAT courses

ED 5202S Intro Teaching Art in Schools

Equal parts seminar and site visits, this course serves as an investigation into the art of teaching in urban contexts. Students are taken into the art classrooms of elementary and middle schools and programs in Baltimore City. Sites are selected to expose students to the diverse situations and settings in which art instruction and learning occurs. Participants are asked to make observations focused on the school setting, teacher, and students, along with analyzing the process and content of lessons. The course—through reading, writing, discussions, and presentations—is intended to form and inform the students’ beliefs and maturing philosophies of teaching. The course focuses on teaching and learning in grades preK-8. Requirement for incoming summer MAT students who are participating in the Graduate Educational Internship (GEI) program, a joint partnership between the Baltimore City Public Schools and MICA’s MAT Program.

MAT students only (undergraduate and graduate)

ED 5206 Foundations of Education

Surveys historical and philosophical roots of the American educational system is designed to give the future teacher of art a broad picture of the profession. The purpose of this course is to provide students with a working knowledge and overview of the history of education and art education from about 1800-1990, becoming familiar with some research methodologies and processes, and developing an aptitude for historical and visual inquiry. 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 (art) 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. Earned B or better required for advancement to ED 5520.

MAT students only (undergraduate and graduate)

ED 5304 Visual Thinking Media, PreK-12

Translating art education theory into practice, this course centers on studio practice with materials and media appropriate for use with children and adolescents in the schools. The course provides prospective art teachers with skills, methods, insight and confidence for developing visual thinking through student artistic expression. From studio explorations, class discussions, examination of young people’s artwork in various media, journal reflection, and readings 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. Earned B or better required for advancement to ED 5520.

MA Teaching graduate students only

ED 5305 Developing Critical Literacies

Includes "real time" learning experiences. Students will be learning in an actual Urban Classroom setting and exploring the tools and resources teachers have to support struggling readers. This course will promote alignment and expedited feedback that would ensure the candidates grow and flourish in teaching literacy as the root of the arts. They would also gain the necessary hands on experience to activate their creativity that’s desperately needed to integrate art and core content across disciplines. This course is approved by Maryland State Department of Education as meeting Literacy Standards. Earned B or better required for advancement in BFA/MAT.

MA Teaching graduate students or permission from Coordinator for Undergraduate Art Education

ED 5306 Strategies for Teaching Art

A methods course focused on strategies used in teaching art K-12, this seminar involves the search of one’s own studio investigations for metaphors and themes, which then become the focus of a semester-long construction of a unit of study. Students develop unit materials including: reproductions of artworks, research on artists, formation of an elegant problem, experimentation with materials, creation of a prototype, design of teaching visuals, literacy development through language, assessment process and criteria, and a written unit plan with ideas for adapting the unit to different grade levels. As a result, students select and apply a variety of strategies for exploring form and materials, developing symbolic and academic language, and different ways of knowing and thinking in art.

MA Teaching graduate students or permission from Coordinator for Undergraduate Art Education

ED 5306S Strategies Teaching Art K-12

Participants in this P-12 methods course explore strategies for building a sense of community in the classroom, identify sources for meaningful engagement with art, and learn about strategies that deepen engagement from guest speakers. One’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. Requirement for entering summer MAT students who are participating in the Graduate Educational Internship (GEI) program, a joint partnership between the Baltimore City Public Schools and MICA’s MAT Program.

MAT students only (undergraduate and graduate)

ED 5307 Teaching Special Education

Focuses on the nature and intent of the laws which govern educational practice in regard to exceptional learners. Students will gain insights into the special needs and learning profiles of exceptional populations. The course nurtures students’ learning on a variety of instructional strategies and helps them to develop art experiences which enable learners with special needs to fully participate in a visual arts program.

MA Teaching graduate students or permission from Coordinator for Undergraduate Art Education

ED 5307S Intro to Special Education

This course is 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. Focus is on learners in elementary and middle school settings. Requirement for entering summer MAT students who are participating in the Graduate Educational Internship (GEI) program, a joint partnership between the Baltimore City Public Schools and MICA’s MAT Program.

MAT students only (undergraduate and graduate)

ED 5308 Teaching Internship, Field

Serving as a gateway into the Internship experience, the emphasis of this course is based in further developing and extending the tools and strategies learned in previous courses, grounding theory and knowledge in practical field application within the art classroom. This course, in concert with a practicum experience in an art classroom, provides students with a foundational experience in conceptualizing, planning, implementing and assessing art experiences for young people. To this end, students will conceptualize, develop and teach segments of lessons, culminating in the teaching of one complete solo/pair lesson.

MA Teaching graduate students or permission from Coordinator for Undergraduate Art Education

ED 5308S Teaching Internship I, Seminar

Serving as a gateway into the Internship experience, the emphasis of this course is based in further developing and extending the tools and strategies learned in previous courses, grounding theory and knowledge in practical field application within the art classroom. This course, in concert with a practicum experience in an art classroom, provides students with a foundational experience in conceptualizing, planning, implementing and assessing art experiences for young people. To this end, students will conceptualize, develop and teach segments of lessons, culminating in the teaching of one complete solo/pair lesson. Earned B or better required for advancement in BFA/MAT.

MA Teaching graduate students or permission from Coordinator for Undergraduate Art Education

ED 5309 Intrnshp II: Art Intgrtn MCCRS

Internship II: Fieldwork in conjunction with Curriculum Design Seminar. Earned B or better required for advancement to ED 5520.

MA Teaching graduate students only

ED 5309S Intrnshp II: Curriculum Design

Curriculum Design Seminar will be in conjunction with Internship II: Fieldwork. This course will prepares students to teach interdisciplinary lessons and units. Interdisciplinary teaching makes connections between the visual arts and other content areas through the exploration of big ideas, themes, concepts, and essential questions with the goal of fostering deeper and more integrative learning. A theoretical overview of curriculum design, as well as engaging with school-wide curriculum will establish the developmental context in which interdisciplinary connections can be made. Reading and working sessions will support the planning of interdisciplinary units/lessons. Special emphasis is given to learning theories related to developing various “literacies” in the visual arts curriculum. A requirement of the course is to include language development activities as important components of instruction. Students will continue their development as teachers during their field-based practice that requires collaboration, research, planning, implementation, and assessment.

MA Teaching graduate students only

ED 5310 Educational Theory in Arts

Integrates key concepts and skills required to implement art instruction in the K-12 art classroom from the perspectives of scientific research in educational psychology, qualitative research, and aesthetic theory in the arts. Topics include: A holistic look at developmental characteristics and needs of learners (Castro, 2012); Strategies to engage students in critical and creative thinking and problem solving (Brookfield, 2005; Freedman, 2010; Marshall, 2010); Behavioral, cognitive, social cognitive approaches and teaching (Davis et al, 2015); Strategies for developing student-centered strategies of instruction (Freedman, Marshall, 2010; Milbrandt et al., 2004); Socio-cultural diversity (Milbrandt et al, 2004); Management strategies (Milbrandt et al., 2004; Marshall & D’Adamo, 2011); Motivational strategies (Heid, 2008); Characteristics of effective teachers; Assessment tools and processes (Beattie, 1999); and grounded theory of educational psychologists (Davis et al., 2015). B or better required for advancement to ED 5520.

MA Teaching graduate students only

ED 5510 Graduate Seminar

This course is a special topics seminar with faculty and guest lecturers and workshops. MAT Graduate Seminar 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 artist-teachers who have particular expertise in specific aspects of art education. Students read art education articles and research studies related to a topic of their choice and present to their peers.

tMAT Graduate studens only

ED 5520 Intrnshp III: Student Teaching

Made up of three parts: field experience, professional seminar, and reflective practice. Field experience is a full time practicum in which MICA student teachers teach in area 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. An MAT faculty member supervises a student teacher in both of his/her/their placements. Supervisors will support student teachers with lesson planning and will conduct a minimum of six observations throughout the semester. Some observations will be on-site and some will be via video recording. All observations will include a pre-conference, written standards-based feedback, self-reflection from the student teacher, and a post-conference meeting. MAT supervisors will provide evaluative feedback with each observation and at the end of each placement. Student teachers will receive daily, mid-term, and final feedback from their cooperating teacher at each placement as well. Professional Seminar meets once per week and provides student teachers with important information for developing professional skills for success in their future teaching practice. ProSeminar sessions focus on the needs and concerns of the student teacher in the practicum setting. Sessions cover issues as they emerge in practice including developing behavioral management strategies, coping with limitations, understanding how to work within the educational community, developing creative instructional strategies, and the procedures involved in developing professional artifacts (resume, cover letter, teaching portfolio), honing interview knowledge and skills, and finding employment in the profession. The course concludes with the Student Teacher Showcase in which students share the work done during their student teaching with peers, the department, cooperating teachers, friends, family, and art supervisors. Students are to refer to the Student Teacher Handbook for additional information regarding the practicum experience. Reflective practice focused on helping pre-service teachers develop skills in reflection and informed action in response to what they learn. An MAT faculty memberwill work with all student teachers on how to use EdTPA portfolio as a tool for reflection, strategies for talking and writing effectively about the choices they make as teachers, and how effective teachers create personal goals for following lessons based upon what they learned from previous lessons. The MAT faculty member will meet with students to review video clips of their teaching, facilitate the reflection week in-between the two placements, provide local scoring for edTPA submissions, and help students develop goals for their second placement based upon what they learned from reflecting upon their first placement. Students must have completed all other MAT requirements, including Praxis requirements, prior to student teaching.

MA Teaching graduate students only

ED 5521 Professional Seminar

Made up of three parts: field experience, professional seminar, and reflective practice. Field experience is a full time practicum in which MICA student teachers teach in area 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. An MAT faculty member supervises a student teacher in both of his/her/their placements. Supervisors will support student teachers with lesson planning and will conduct a minimum of six observations throughout the semester. Some observations will be on-site and some will be via video recording. All observations will include a pre-conference, written standards-based feedback, self-reflection from the student teacher, and a post-conference meeting. MAT supervisors will provide evaluative feedback with each observation and at the end of each placement. Student teachers will receive daily, mid-term, and final feedback from their cooperating teacher at each placement as well. Professional Seminar meets once per week and provides student teachers with important information for developing professional skills for success in their future teaching practice. ProSeminar sessions focus on the needs and concerns of the student teacher in the practicum setting. Sessions cover issues as they emerge in practice including developing behavioral management strategies, coping with limitations, understanding how to work within the educational community, developing creative instructional strategies, and the procedures involved in developing professional artifacts (resume, cover letter, teaching portfolio), honing interview knowledge and skills, and finding employment in the profession. The course concludes with the Student Teacher Showcase in which students share the work done during their student teaching with peers, the department, cooperating teachers, friends, family, and art supervisors. Students are to refer to the Student Teacher Handbook for additional information regarding the practicum experience. Reflective practice focused on helping pre-service teachers develop skills in reflection and informed action in response to what they learn. An MAT faculty memberwill work with all student teachers on how to use EdTPA portfolio as a tool for reflection, strategies for talking and writing effectively about the choices they make as teachers, and how effective teachers create personal goals for following lessons based upon what they learned from previous lessons. The MAT faculty member will meet with students to review video clips of their teaching, facilitate the reflection week in-between the two placements, provide local scoring for edTPA submissions, and help students develop goals for their second placement based upon what they learned from reflecting upon their first placement. Students must have completed all other MAT requirements, including Praxis requirements, prior to student teaching.

MA Teaching graduate students only

ED 5538 Urban Teaching Seminar

Taken concurrently with internship in Baltimore city Title I Schools, the Urban Teaching Seminar focuses on theory and practice in urban art education contexts. The course is designed for participants to reflect on and analyze their own experiences and observations as interns, as mediated by consideration of specific topics and issues dealing with learners in high-needs urban schools. Relevant readings, discussion, and presentations on selected topics are the primary instructional activities of the seminar. Requirement for MAT students who are participating in the Graduate Educational Internship (GEI) program, a joint partnership between the Baltimore City Public Schools and MICA’s MAT Program.

Graduate and Post-Baccalaureate students only (all programs)

ED 5553 Arts Based Research

This course explores visual and artistic research methodologies and methods from fields such as: anthropology, geography, ethnography, critical sociology, film, media, visual and performing arts, and education.

Graduate and Post-Baccalaureate students only (all programs)

ED 5611 Issues in Contemp Art & Art Ed

This seminar course is an examination of themes, issues, theories, and practices found in contemporary art and art education. Participants attend and critically respond to on-site presentations given by visiting artists, critics, educators, and theorists. Through selected readings, reflective and analytical writing, and discussion, the course is a forum for conversation and debate about current thought in art practice and teaching, and the application of contemporary trends in both particular and diverse teaching contexts. Requirement for incoming summer MAT students who are participating in the Graduate Educational Internship (GEI) program, a joint partnership between the Baltimore City Public Schools and MICA’s MAT Program.

Graduate and Post-Baccalaureate students only (all programs)

ED 6524 Art Ed Professional Seminar IV

This seminar course provides three options for research. The first option focuses on issues of pedagogy related to the college teaching of art; the second focuses on pedagogy related to the K-12 teaching of art; and the third option examines the various aspects of a career of an exhibiting artist. The work in the course includes peer presentations and assigned research and reflective writings, and extends over the course of an academic year.

Graduate and Post-Baccalaureate students only (all programs)