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Applications to the program are due March 1 for fall admission or November 1 for spring admission. Applications submitted after the deadline will be considered if space is still available in the program.

Admission Requirements

• completed online application, accompanied by a $50 nonrefundable application fee
• current résumé outlining educational and work experiences and highlighting experiences with both art and children/youth
• official transcripts of all undergraduate and graduate records
• minimum cumulative grade point average of 3.00 on a 4.00 scale in undergraduate course work
• 2 Disposition Reference Forms: one from a faculty or supervisor of a child/youth-related activity and one from a work supervisor
• written statement of educational philosophy, with scored rubric, following the specific directions provided by the Feinstein School of Education and Human Development (FSEHD)
• interview with the art education graduate program director
• minimum of 45 credit hours of studio art and art history courses
• representative portfolio of art work following the Art Education program's guidelines for portfolio submission, available from the art education program coordinator
• 3 letters of recommendation attesting to the candidate's potential to do graduate work and potential to be successful in an elementary and/or secondary level art teaching career
• plan of study approved by the advisor and appropriate dean

Program Information

Upon completion of this program, graduates will have:

• strengthened their art knowledge and artmaking skills and will have built upon their foundational art understandings and skills acquired in their undergraduate programs
• expanded and deepened their understanding of art education theory and curriculum development
• enhanced their abilities to research content for art instruction and issues related to art education, develop art curricula and engage in scholarship related to art education. 
• developed competency in their art teaching skills, emphasizing the recursive educational practices of planning, acting and reflecting on instruction
• increased their capacities to serve as art education advocates and leaders in the field of art education