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this article includes standards for art education and what you need to be well rounded on

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Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.

PA.9.1. Arts and Humanities: Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts.

9.1.3. Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

9.1.3.A.1. Know and use the elements and principles of each art form to create works in the arts and humanities. Elements: Dance: energy/force; space; time. Principals: Dance: choreography; form; genre; improvisation; style; technique

9.1.3.A.2. Know and use the elements and principles of each art form to create works in the arts and humanities. Elements: Music: duration; intensity; pitch; timbre. Principals: Music: composition; form; genre; harmony; rhythm; texture

9.1.3.A.3. Know and use the elements and principles of each art form to create works in the arts and humanities. Elements: Theatre: scenario; script/text; set design. Principals: Theatre: balance; collaboration; discipline; emphasis; focus; intention; movement; rhythm; style; voice

9.1.3.A.4. Know and use the elements and principles of each art form to create works in the arts and humanities. Elements: Visual Arts: color; form/shape; line; space; texture; value. Principals: Visual Arts: balance; contrast; emphasis/focal point; movement/rhythm; proportion/scale; repetition; unity/harmony

9.1.3.B.1. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Dance: move; perform; read and notate dance; create and choreograph; improvise

9.1.3.B.2. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing; play an instrument; read and notate music; compose and arrange; improvise

9.1.3.B.3. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Theatre: stage productions; read and write scripts; improvise; interpret a role; design sets; direct

9.1.3.B.4. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Visual Arts: paint; draw; craft; sculpt; print; design for environment, communication, multi-media

9.1.3.C. Recognize and use fundamental vocabulary within each of the arts forms.

9.1.3.D. Use knowledge of varied styles within each art form through a performance or exhibition of unique work.

9.1.3.E. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

9.1.3.F. Identify works of others through a performance or exhibition (e.g., exhibition of student paintings based on the study of Picasso).

9.1.3.G. Recognize the function of rehearsals and practice sessions.

9.1.3.H.1. Handle materials, equipment and tools safely at work and performance spaces: Identify materials used.

9.1.3.H.2. Handle materials, equipment and tools safely at work and performance spaces: Identify issues of cleanliness related to the arts.

9.1.3.H.3. Handle materials, equipment and tools safely at work and performance spaces: Recognize some mechanical/electrical equipment.

9.1.3.H.4. Handle materials, equipment and tools safely at work and performance spaces: Recognize differences in selected physical space/environments.

9.1.3.H.5. Handle materials, equipment and tools safely at work and performance spaces: Recognize the need to select safe props/stage equipment.

9.1.3.H.6. Handle materials, equipment and tools safely at work and performance spaces: Identify methods for storing materials in the arts.

9.1.3.I. Identify arts events that take place in schools and in communities.

9.1.3.J.1. Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others: Know and use traditional technologies (e.g., charcoal, pigments, clay, needle/thread, quill pens, stencils, tools for wood carving, looms, stage equipment).

9.1.3.J.2. Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others: Know and use contemporary technologies (e.g., CDs/software, audio/sound equipment, polymers, clays, board-mixers, photographs, recorders).

9.1.3.K. Know and use traditional and contemporary technologies for furthering knowledge and understanding in the humanities.

PA.9.2. Arts and Humanities: Historical and Cultural Contexts.

9.2.3. Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to identify, compare, contrast and analyze works in the arts in their historical and cultural context appropriate for each grade level in concert with districts' social studies, literature and language standards.

9.2.3.A. Explain the historical, cultural and social context of an individual work in the arts.

9.2.3.B. Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present).

9.2.3.C. Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others).

9.2.3.D. Analyze a work of art from its historical and cultural perspective.

9.2.3.E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)

9.2.3.F. Know and apply appropriate vocabulary used between social studies and the arts and humanities.

9.2.3.G. Relate works in the arts to geographic regions: Africa; Asia; Australia; Central America; Europe; North America; South America.

9.2.3.H. Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatre and visual arts.

9.2.3.I. Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American musical theatre).

9.2.3.J. Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., PLAYS BY Shakespeare, works by Michelangelo, ethnic dance and music).

9.2.3.K. Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling - plays, oral histories- poetry, work songs- blue grass).

9.2.3.L. Identify, explain and analyze common themes, forms and techniques from works in the arts (e.g., Copland and Graham's Appalachian Spring and Millet's The Gleaners).

PA.9.3. Arts and Humanities: Critical Response.

9.3.3. Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

9.3.3.A. Recognize critical processes used in the examination of works in the arts and humanities: Compare and contrast; Analyze; Interpret; Form and test hypotheses; Evaluate/form judgments

9.3.3.B. Know that works in the arts can be described by using the arts elements, principles and concepts (e.g., use of color, shape and pattern in Mondrian's Broadway Boogie-Woogie; use of dynamics, tempo, texture in Ravel's Bolero).

9.3.3.C. Know classification skills with materials and processes used to create works in the arts (e.g., sorting and matching textiles, musical chants, television comedies).

9.3.3.D. Explain meanings in the arts and humanities through individual works and the works of others using a fundamental vocabulary of critical response.

9.3.3.E. Recognize and identify types of critical analysis in the arts and humanities: Contextual criticism; Formal criticism; Intuitive criticism

9.3.3.F. Know how to recognize and identify similar and different characteristics among works in the arts (e.g., Amish and Hawaiian quilts, Navaho weavings and Kente cloth from West Africa).

9.3.3.G. Know and demonstrate what a critic's position or opinion is related to works in the arts and humanities (e.g., I like patriotic songs because...; The movie was enjoyed for its exceptional special effects).

PA.9.4. Arts and Humanities: Aesthetic Response.

9.4.3. Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

9.4.3.A. Know how to respond to a philosophical statement about works in the arts and humanities (e.g., 'Can artworks that depict or are about ugly or unpleasant things ever be beautiful?').

9.4.3.B. Know how to communicate an informed individual opinion about the meaning of works in the arts (e.g., works of an artist of the month).

9.4.3.C. Recognize that the environment of the observer influences individual aesthetic responses to works in the arts (e.g., the effect of live music as opposed to listening to the same piece on a car radio).

9.4.3.D. Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities (e.g., artist's interpretation through the use of classical ballet of the American West in Agnes De Mille's Rodeo).

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Pennsylvania State Standards for Arts Education: Kindergarten

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Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this. PA.9.1. Arts and Humanities: Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts. 9.1.3.

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fun art projects and ideas to explore

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this article includes a few fun tips on how to survive art education

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Teaching high schoolers can be a scary proposition: disrespect, apathy, and discipline issues abound. But it can also be amazing: incredible talent, high-level thinking and conversation, and a wonderful, creative classroom environment. How do you achieve the latter without dealing with too much of the former? Whether you are moving into the high school for the first time or new to the teaching profession altogether, here are my best pieces of advice to get you started on the right track with your kids.

Here are 13 things you need to know about your first year teaching high school art.

1. Be Authentic

There's nothing worse than a teacher who is trying to be someone they're not. Set your boundaries, of course, but don't be afraid to let your personality show through. Kids appreciate knowing about you, your life, your hobbies, your interests, and your art. Let them learn about who you are because it goes a long way in creating a positive classroom climate.

2. Don't Be Afraid to Say, "I Don't Know"

This goes along with being authentic and staying true to who you are; you don't have to be an expert on everything. You can admit that you don't know something, and you can find the answer along with your students. The journey of shared discovery will do so much more for you and your students than any halfhearted or made-up answer.

3. Don't Be Afraid to Say, "No"

It's important to stand up for yourself and say, "No," when you don't have the time or the desire to take on another project or another request. In fact, I recorded a whole podcast on how to say. "No." You have plenty of things to worry about in your first year; don't compound your stress by taking on more work you don't have the passion for or the time to do.

4. Show Kids Your Art

Art teachers are supposed to be artists, right? Show them your work. Students love to see what we do, and they love to know you can walk the walk. Showing the art you create, and introducing your working process opens up so many lines of conversation. You have a chance, like few other teachers in the building, to show kids the essence of what you do and what you love in a tangible way. It is a benefit to you and to them when you open up your sketchbooks, bring in your sculpture, or even just create art right along with them during class.

5. Music Motivates Above All Else

If there is one thing most kids in your class love, it is music. Now, they probably don't like the same kind of music, but they do love music. So, make it work for you. Do you let kids listen in class? Can you use the theme of music for a lesson or a sketchbook assignment? Can you use it as a reward, or as an incentive? Maybe it's just a good conversation starter. No matter how you choose to utilize it, music can add so much to your classroom.

6. You Will Be Tired

Elementary art teaching is more physically demanding, but teaching high schoolers drains your emotional and mental energy like no other. There are going to be a lot of nights where you are in bed at 8:00 p.m., and that's okay. My favorite trick? Take 10 minutes before you leave school for the day to straighten your desk, clean up materials, and get a couple things ready for the next day. It makes a groggy morning arrival SO much easier.

7. Don't Overdo It with Your Workload

My first year of teaching high school, I worked at least 80 hours every week, sometimes up to 100. Seriously. So I can say with experience: DON'T DO THAT. You run the risk of burning yourself out far too quickly. Grading doesn't need to be immediate. Your hallway display doesn't have to be immaculate. Your organization system doesn't have to be perfect. There are always things to do, and trust me, those things can always wait. Take time to enjoy your life outside of school; do that, and your life inside of school will benefit as a result.

8. Kids Will Skip Your Class

It's not you-it really isn't. I always used to take it so personally when kids skipped my class. How can they not love my class? How can they not love me? What they get to do in here is awesome! It's not about you or your class-they're skipping because that's what their friends are doing, or because that is what seems more fun. Don't let it get to you.

9. Kids Will Let You Down

Skipping isn't the only thing. Your kids will be disrespectful. They will flake out on responsibilities, neglect homework, and sometimes flat-out refuse to do work in your classroom. Sometimes they will do worse. It's easy to be disappointed in them, and it's okay to be disappointed in them. Have empathy. Life can be hard-especially as a teenager-and even when you're disappointed or upset, it helps to show them you understand. A dose of empathy for their situation can help you form a positive relationship, and that relationship will offer so many benefits in the long run.

10. Kids Will Also Amaze You

Just when you start to get discouraged, and you start to question yourself, I guarantee one of your kids will do something so amazing it makes it all worth it. It might be something they say, something they do, or something they create, but you will be in awe. Your kids really are unique, and they have an important voice developing inside of them. Art class is the perfect place to let it out, and when they do utilize their voice, you will be able to see and experience some spectacular things.

11. Your Kids Need to Talk About Art

High school kids have opinions about a wide variety of things. It helps when you embrace that fact. Give them open-ended assignments-let them express themselves. They are unique, and they will have a lot to say. Have them talk about the art they make, the process of it, and the art others make. Critiques, peer reviews, discussions, and writing do so much to contribute to the learning process. Don't let your kids miss out on this opportunity.

12. You Are a Mentor. Not a Friend.

I am a big believer that you should treat high schoolers like adults. There are far too many teachers who are incredibly disrespectful and condescending toward kids. If you allow your kids some autonomy and a voice in your classroom, it will go a long way toward building a positive relationship. But you should not aim to be your kids' friend. They have plenty of those. They need someone to guide them, teach them, and help them learn to make the right decisions. That's where you come in. Nothing more.

13. Don't Forget You Have an Incredible Job

For as many stresses, demands, trials, and tribulations you have during your first year, you will have even more incredible experiences showing you how amazing being an art teacher can be. You have the opportunity to do so much in your role as an artist and educator: you can teach your kids higher order thinking skills, creativity, and problem-solving in ways few other subjects can. Even if your class is the only art class a kid ever takes, those skills will stay with them forever.

Art class is unique. Art class is memorable. Art class is amazing. The art teacher is all of these things and more. Don't forget, even in your first year, you have the ability to do incredible things.
First Year Teachers: What worries you the most about your first year with high schoolers? Veteran Teachers: What advice would you add to this list?

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13 Things You Need to Know Your First Year of Teaching High School Art - The Art of Education University

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Teaching high schoolers can be a scary proposition: disrespect, apathy, and discipline issues abound. But it can also be amazing: incredible talent, high-level thinking and conversation, and a wonderful, creative classroom environment. How do you achieve the latter without dealing with too much of the former?

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This website includes pdfs of statistics and research about art education in schools

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During this year's National Arts in Education Week celebration, we've heard hundreds of #BecauseOfArtsEd stories from students, parents, and educators about the transformative power of the arts in education. The stories we share demonstrate the social and emotional impact of the arts, and are a vital part of effective advocacy.

Great stories should be paired with compelling data and facts to help round out your advocacy strategy. In honor of the 10th anniversary of National Arts in Education Week, we've put together 10 new fast facts-exclusively featuring data collected within the last five years-illustrating the benefits of, support for, and challenges facing arts education in America today.

1. Arts education promotes academic achievement: A 2020 study of over 112,000 public school students, the largest of its kind to date, showed that "highly engaged instrumental music students were, on average, academically over one year ahead of their peers." These results were independent of students' language/cultural background, neighborhood, or socio-economic status.

2. Arts education is correlated with higher standardized test scores: High schoolers with more than four years of art and music classes scored an average of 166 points higher on the composite 2016 SAT than high schoolers who took half a year or less of art and music classes. Based on their composite scores, arts students averaged in the 62nd percentile of all test takers while non-arts students averaged in the 44th percentile.

3. Arts education reduces disciplinary infractions: A 2018 randomized control study of over 10,500 3rd through 8th graders found that arts education experiences reduced the proportion of students in a school receiving disciplinary infractions by 3.6 percentage points. This study, which followed Houston's Arts Access Initiative, also found statistically significant evidence that arts education experiences improve writing achievement and increase students' compassion for others.

4. Arts education and arts integration increase a variety of other outcomes: According to a 2020 metanalysis of 27 arts integration studies and 20 arts education studies by the National Association of State Boards of Education, "an average child could expect to gain 4 percentile points in relevant outcomes as a result of participating in arts integration intervention and 15 points as a result of participating in arts education intervention."

5. The public supports arts education: According to Americans for the Arts' public opinion survey Americans Speak Out About the Arts in 2018, 91 percent of Americans believe the arts are a part of a well-rounded education for K-12 students. This near-unanimous support for arts education remained true whether asked about elementary school (94 percent), middle school (94 percent), or high school (93 percent) education.

6. Districts support arts education: A 2019 survey of over 1,000 superintendents found that 19% used the Title IV well-rounded education provision of the Every Student Succeeds Act (ESSA) to fund music and the arts. This is more than the percentages who used Title IV to fund physical education, foreign language, and civics combined!

7. States support arts education: According to the Arts Education Partnership, all 50 states and the District of Columbia have adopted Early Childhood, Elementary, and Secondary Arts Education standards as of 2020, with at least 27 states adopting or adapting the 2014 National Core Arts Standards. Additionally, 44 states require that school districts or schools provide arts education in elementary, middle, and high school; 29 define art as a core academic subject; and 27 have arts requirements for high school graduation. While ideally these numbers would be 50 across the board, they are still indicative of the high value that many states place on arts education.

8. Arts education remains understudied: Only 19 states include arts as a key area of their state accountability system, and just 13 have done a statewide report on arts education in the last 5 years. The last comprehensive national report by the U.S. Department of Education focusing on arts education is from the 2009-2010 school year, making that data over 10 years old. Comprehensive, statewide or national data collection about the accessibility of arts education is essential in order to understand, create, and evaluate arts education policy.

9. Arts education remains inequitable: An academic outcomes report published by the US Department of Education in 2018 revealed that "white students earned more credits in fine arts (2.0 credits) than Asian students (1.8 credits), and both groups earned more credits than Hispanic students (1.6 credits) and Black students (1.5 credits)." A 2019 longitudinal study following a diverse sample of over 30,000 students found that "Black students, males, those with disabilities, those in poverty, and those not yet fully proficient in English are not getting the same opportunities for exposure to the arts in public middle schools as are other groups." These findings reflect broader inequities and access gaps apparent in both the K-12 education system and the arts & culture sector as a whole.

10. Arts education remains underfunded: During the Great Recession (2008-2009), public school per-pupil spending fell by about seven percent nationally. As a result, districts around the nation saw drastic reductions in their art and music offerings; in Georgia, for example, 42 percent of schools eliminated art and music due to the Recession. While it is too early to have extensive data on how COVID-19 will affect public school arts education, many districts have already seen programs eliminated and arts educators laid off due to budget constraints.

You can put these facts to good use as part of your personal advocacy plan to support arts education. The Arts Education Action Kit is a one-stop shop to access Americans for the Arts' numerous advocacy resources, as well as helpful resources from our national arts education partners, to help you make the case for arts education in your local schools and communities.

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During this year's National Arts in Education Week celebration, we've heard hundreds of #BecauseOfArtsEd stories from students, parents, and educators about the transformative power of the arts in education. The stories we share demonstrate the social and emotional impact of the arts, and are a vital part of effective advocacy.

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toolkit for aart educators, ways you could teach on hybrid or just online, etc

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The Art Educator Toolkit contains strategies, approaches, lessons, units, and tools that are curated by representatives from every NAEA division and our membership at large to support you in successfully navigating the shifting landscape of teaching and learning (including in-person, hybrid, and distance-learning).

Teaching Tips

Sample Educational Frameworks

Letters Advocating for Visual Arts Education

Distance Learning Resources

Fill out my online form.

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The Art Educator Toolkit contains strategies, approaches, lessons, units, and tools that are curated by representatives from every NAEA division and our membership at large to support you in successfully navigating the shifting landscape of teaching and learning (including in-person, hybrid, and distance-learning).

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This article is just another one that explains the importance of all types of arts

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Every young person deserves a complete and competitive education that includes the arts. America's global structure, culture of innovation, and entrepreneurial spirit depends on the strength of a world-class education.

Sufficient data exists to overwhelmingly support the belief that study and participation in the fine arts is a key component in improving learning throughout all academic areas.

Arts education increases student engagement

The arts is hands-on, has immediate rewards, focuses on positive achievements, develops concrete products and fosters collaboration. The arts provide many opportunities for students to demonstrate their skills through authentic performance. The arts enable children to grow in confidence and learn how to think positively about themselves and learning. Arts education helps make learning matter to students by giving them a medium to connect new knowledge to personal experiences and express what they have learned to others.

Children learn positive habits, behaviors and attitudes

Arts education helps foster a positive culture and climate in schools.

When schools integrate the arts across the curriculum, disciplinary referrals decrease while effectiveness of instruction and teachers' ability to meet the needs of all students increase.

Learning a musical instrument, creating a painting, learning to dance, or singing in a chorus teaches that taking small steps, practicing to improve, being persistent, and being patient are important for children's growth and improvement. Students gain confidence as they try to accomplish things that do not come easily. Learning an artistic discipline helps young people develop character. Students learn habits, behaviors and attitudes that are necessary for success in any field of endeavor.

Arts enhance creativity

Arts education develops creativity, one of the top five skills employers prize for the 21st century. Students receiving an arts-rich education perform better on assessments of creativity than do students receiving little or no arts education. Performing arts students, for example, show greater flexibility and adaptability in thinking than their peers. Imagine classes in which students create original artwork filled with color that displays a creative use of space, developing their own rhythms, or writing and producing their own plays. These classes provide a wonderful environment for fostering creativity, which is an important skill to have in a rapidly changing world.

Students sharpen critical intellectual skills

The arts foster higher levels of thinking that carry over to learning other academic subjects as well as to life outside of school. Through the arts, children learn to observe, interpret, see different perspectives, analyze, and synthesize. In a world where students must frequently wade through a sea of information to determine which facts are trustworthy and relevant to a particular topic, critical thinking skills are key to college readiness and lifelong learning.

Arts teach methods for learning language skills

As students learn to read notes, compose music, play an instrument, memorize dance steps, create a painting, and act in a drama, they are also learning how to develop new concepts, build vocabulary and understand a new language.

Arts help students learn mathematics

The arts require measurement, number manipulation, and proportional thinking, all of which foster mathematical thinking. Students also learn patterns (musical rhythms and dance patterns), spatial and geometric relationships (visual art patterns) and three dimensional skills (making clay models). Students who study the arts, especially music, outperform their non-arts peers on mathematics assessments. Arts integrated math instruction also facilitates mastery of computation and estimation skills, and challenging concepts like fractions.

Arts expand on and enrich learning in other subjects

Works of art provide a visual context for learning about historical periods. Music, painting, drama, and dance help literature come alive. Graphic designs and drawings, such as those made by inventors and engineers, complement learning about scientific and technological principles and innovations. A report by Americans for the Arts states that young people who participate regularly in the arts (three hours a day for three days a week) are four times more likely to be recognized for academic achievement, to participate in a math and science fair or to win an award for writing an essay or poem than children who do not participate.

Aesthetic learning is its own reward

The arts teach young people about beauty, proportion, and grace. Students can examine conflict, power, emotion, and life itself. The power of the arts is in its wondrous ability to give us joy, help us understand tragedy, promote empathy and make the written word come alive.

Students practice teamwork

Art-making allows students to experience what it feels like to be active members of a community and to work as a team to determine and achieve common goals. In developing a theatrical production, group performance, or any type of collaborative artistic endeavor, students practice the fine art of teamwork. As they work together, they learn to understand differences and diversity and realize the ways that teamwork contributes to a great performance. By also teaching students how to live and work together, the arts contribute to making schools safer and more peaceful learning environments. In the arts, students learn to articulate their intentions, receive and offer constructive criticism and listen actively to others' ideas.

Arts education increases capacity for leadership

Students who participate in the arts develop leadership skills, including decision-making, strategy building, planning and reflection. They also prepare to use these skills effectively by developing a strong sense of identity and confidence in their ability to affect the world around them in meaningful ways.

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Importance of Arts Education | Liberty Classical Academy

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Every young person deserves a complete and competitive education that includes the arts. America's global structure, culture of innovation, and entrepreneurial spirit depends on the strength of a world-class education. Sufficient data exists to overwhelmingly support the belief that study and participation in the fine arts is a key component in improving learning throughout all academic areas.

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This includes 10 quick facts and statistics about art education. The information in where they found it is all cited at the end of the page

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Students with high arts participation and low socioeconomic status have a 4 percent dropout rate-five times lower than their low socioeconomic status peers.[1] Students who take four years of arts and music classes score an average of over 150 points higher on the SAT than students who take only one-half year or less.[2]

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This article is about how art education is essential to students

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Within this article, it gives information on the salary of the jobs you could get with an art education bachelors or masters degree.

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Online Master's in Art Education Program at UF

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If you have creative experience, teach in schools, work in museums, or community art environments, and a passion for inspiring others, then a master's degree in art education might be the perfect path for you. Art educators possess a skill set that allows them to teach creativity through a variety of art mediums in different settings, including formal and informal education environments. Whether or not you want to teach in a traditional setting, there are many career options with a master's in art education, including positions in schools, galleries, museums, nonprofits, and communities. There are additional careers where a master's in art education merged with other disciplines is beneficial, such as arts and medicine, arts coordinator, teaching artist in residence, cultural educator, art and law, and many others.

Art educators provide important knowledge, creative skills, and service in a variety of settings. Let's take a look at some of the different roles available to those with an advanced degree in art education.

Master's in Art Education Careers

Primary and Secondary School Art Teacher

Becoming an art teacher in a primary or secondary school is a natural fit for someone with a master's degree in art education. Art educators help students learn to foster creativity and understand the world around them by teaching a wide variety of skills, including art making, art history, art criticism, and cultural understanding.

Studies show that students benefit academically from art classes in a multitude of ways. Engaging in art encourages children to use their imagination and ask questions. Some research has also found that art has a positive impact on students' emotional and social wellbeing.

Art teachers develop curriculum in their schools, with a focus on success for all students. Some typical tasks art teachers engage in, include planning and delivering lessons, talking about art, and using a variety of materials like watercolors, oils, pencils, canvas and paper to make art while focusing on state or national art education standards. Being an art teacher is an occupation where the focus is helping students explore creativity as they learn.
Source: U.S. Bureau of Labor and Statistics.
Post-Secondary Art Professor

Post-secondary art professors are masters of their craft. In order to teach at a college or university, you must have a doctoral degree in art education, curriculum and instruction, or a related field. Some college-level art education jobs may be more focused on knowledge areas, such as pedagogical practice, community art, teaching art in schools, or technology in art to name a few. These academics may begin their journey with a master's in art education in order to showcase their aptitude and proficiency as a next step to earning a doctorate and teaching at the collegiate level.

According to the U.S. Bureau of Labor Statistics, the median salary of a postsecondary teacher is $78,470.

Artist-in-Residence

Have you ever dreamed of sculpting in Sienna, or painting in Prague? Artist-in-residency programs allow artists to work with specific organizations and in a variety of settings. These programs take place in museums, schools, nonprofit organizations, and even national parks. There are artist-in-residence opportunities worldwide, giving you the chance to hone your craft, see the world, and explore new locations and cultures.

The criteria for being selected varies as much as the opportunities themselves. Artist residencies can take place anywhere on Earth, including places like Antarctica, and at least one such opportunity proposed by SpaceX could take artists off the planet entirely for a trip around the moon in 2023.

Arts Administration

Becoming an arts administrator allows you to utilize your artistic ability, business expertise, and fundraising skills. Arts administration titles include arts education manager and director of development. These professionals work in settings like museums, theaters, galleries, symphony orchestras, and ballet companies.

Art administrators wear a lot of hats, with job responsibilities including everything from planning events and art education activities to fundraising and overseeing budgets. Some of the skills required to be a successful arts administrator are problem solving, good communication, curiosity, and self-motivation.

Arts administrators sometimes have opportunities to collaborate with each other and work with the larger art education community. In 2018, for example, over 10 art museums collaborated with local youth grade school programs and schools to feature exhibits of art work by children from across the United States. The exhibition, which was open from November 5, 2018 to January 2, 2019, was hosted at the U.S. Department of Education Headquarters in Washington D.C.

According to the U.S. Bureau of Labor and Statistics, archivists, curators, and museum workers are expected to have a faster than average job growth, with a median salary of $48,400* from 2016 to 2026.
*Salaries vary by city and state.
Master's in Art Education Courses and Curriculum Highlights

A master's degree in art education provides educators with the tools they need to be successful in a multitude of artistic professions. A comprehensive master's program will offer students a variety of scholastic opportunities, chances for networking, and a structured way to gain exposure to different artistic mediums and teaching strategies.

For example, the University of Florida's online M.A. in Art Education (MAAE) helps students build a network and support system with peers and faculty. One such networking opportunity is through the Residential Summer Studio, featuring immersive, hands-on courses that many students have described as being a transformative experience. The Summer Studio gives students a chance to focus on their art without distraction, and make connections with other creative educators.

Many art education graduate students also have the ability to engage in larger cultural and global opportunities. For example, a group of UF students took a cultural exchange trip to Guatemala, where they took part in a community-wide art experience. The students created alfombras (elaborate sawdust carpets) that were installed in the local history museum for two weeks and as part of an offering to a community procession.

Key Skills for Art Teachers

There are some skills that all art educators share - like pedagogical knowledge and understanding the art of teaching, as well as technical proficiency with a variety of artistic mediums and styles - and others that are more specific to the people with which they work. K-12 art teachers should possess many of the same skills as general education teachers like patience, adaptability, and leadership. Art educators who choose to work in a school should also enjoy working with children, teens, and young adults. In addition, an understanding of different theories behind curriculum design can help school art teachers build an engaging art education program for the large variety of students who may enter their classrooms.

For those who choose to work in settings like museums and nonprofit organizations, desired skill sets include an understanding of teaching strategies, and a willingness to work with diverse populations, and be a good communicator and collaborator.

How Long Does It Take to Get a Masters in Art Education?

Art education master's programs can take anywhere from one year to several years to complete, depending on the length of the program and whether the student is taking courses on a part-time or full-time basis.

Programs like the University of Florida's online master's in art education program can be done entirely online and be completed within two years, giving students the ability to work while completing an art education master's degree. Some of the MAAE program features include a powerful virtual community, a leading-edge curriculum, and personalized learning opportunities.

Art Education Career and Teacher Licensing Requirements

For teacher licensure a bachelor's degree in education with a state-approved teacher preparation program is the basic requirement to teach in a public school. A master's in art education can help teachers enhance their ability to engage students and expand their pedagogical knowledge, personal growth, and artistic proficiencies. Please note that licensure is only offered at UF in the MAAE residential program.

K-12 teachers will also need to obtain a state license to teach, and the requirements vary by state. In Florida, K-12 teaching candidates must complete a state-approved teacher preparation program, as well as the required Florida Teacher Certification Examinations. Some states, including New York, require a master's degree for teaching K-12. While there are some general qualifications, teaching certificate requirements vary by state.

About the Online Master's in Art Education from the University of Florida

The University of Florida's online Master of Arts in Art Education (MAAE) program engages students purposefully in art education theory and practice, contemporary art, and their own studio work. Our dynamic online learning environment fosters meaningful interaction with peers and our world-class faculty as members of a supportive, close-knit community of art educators, artists, cultural workers, and scholars. This flexible program brings you the advanced concepts and immersive, hands-on experiences you need to flourish academically and creatively.

Request Information

To learn more about University of Florida's online Master of Arts in Art Education download a brochure, fill out the fields below or call us at (877) 360-1859 to talk with one of our Enrollment Advisors.

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What Can I Do With a Masters in Art Education?

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If you have creative experience, teach in schools, work in museums, or community art environments, and a passion for inspiring others, then a master's degree in art education might be the perfect path for you. Art educators possess a skill set that allows them to teach creativity through a variety of art mediums in different settings, including formal and informal education environments.

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A brief timeline of the history of art education