INDIANA PROGRAM REVIEW
Visual Arts
Indiana University – Purdue University at Fort Wayne
Document # 1
A. UNIT SUMMARY
Program Description
The Department of Fine Arts offers contemporary, comprehensive Indiana University degrees.
The Bachelor of Fine Arts’ four-year program provides graduates with skills that enable them to
pursue professions within the art field. The Bachelor of Arts in Education (art education)
prepares students who are looking for employment teaching at the K-12 educational level. The
four year Bachelor of Arts degree is a liberal arts degree designed for the student wanting a
more well rounded and flexible criteria in their studies. The fine arts minor is offered to majors
outside the Department of Fine to enrich a major area of study. The minor in art history is
available for art majors and non art majors alike.
IPFW Department of Fine Arts students also benefit from the unique artistic expertise of a
world-class faculty. At IPFW, students study and work one-on-one with dedicated and
professionally active faculty specialists. The mission of the Department of Fine Arts is to
educate students and the community in Fine Art. Degrees offered are Bachelor of Arts (B.A.),
Bachelor of Fine Arts (B.F.A.), Bachelor of Arts in Art Education, Minor in Art History, and a
Fine Arts Minor. A comprehensive explanation of each of the above programs is laid out in the
IPFW 2006-2008 Undergraduate Bulletin. Students successfully completing the requirements
of the Fine Arts degrees should be able to:
 Understand the non-verbal language of art
 Develop responses to visual phenomena, and organize perceptions and conceptualizations
both rationally and intuitively
 Become familiar with and develop competence in a number of art skills
 Make valid assessments of quality in works of art
 Become familiar with the major achievements in the history of art, including the works and
intentions of leading artists past and present
 Understand and evaluate contemporary thinking about art
The Art Education program at IPFW promotes and cultivates the role of artist/teacher as the
ideal educator of the arts in schools today. With a solid background in studio arts, student
teachers use their experience as artists to develop a philosophy that aims to create authentic art
making conditions in their future positions as art educators. Art educators learn to advocate for
the arts and are given learning opportunities both in school and museum contexts as they grow
to share learning and understanding of visual arts education. The Bachelor of Art in Art
Education requires 39 credit hours in General Education. A listing of classes that fulfill each
Area of General Education requirements is at the front of both the Schedule of Classes catalog
or the IPFW Undergraduate Programs catalog. The General Education Areas and their required
credit hours are listed below. For a complete listing of required classes refer to the Department
of Fine Arts Student Handbook or the IPFW 2006-2008 Bulletin.
The Department of Fine Arts, in cooperation with the College of Education, offers a
Bachelor of Arts degree in art education and certification to teach at all grade levels. Students
will learn the teaching fundamentals of the visual arts, as they prepare to meet the art education
needs of schools nationwide. The IPFW art education degree provides a convenient, high
quality, and affordable program for the students of northeastern Indiana.
The Bachelor of Arts in Art Education degree allows a graduate to teach elementary, middle
school/junior high or high school art. This program is designed to give a student a solid
foundation in the arts as you come to understand the role of the artist/educator. If you already
hold a degree in Fine Art, it is possible to obtain certification to teach through the addition of the
appropriate education courses providing you meet general university requirements. The Art
Education degree is divided into 3 parts, 39 credit hours of General Education, 51 credit hours
of Art Studio work, and 38 credit hours of Professional Education classes. A total of 128 credits
are required for graduation.
The Art Education program at IPFW promotes and cultivates the role of artist/teacher as the
ideal educator of the arts in schools today. With a solid background in studio arts, student
teachers use their experience as artists to develop a philosophy that aims to create authentic art
making conditions in their future positions as art educators. Art educators learn to advocate for
the arts and are given learning opportunities both in school and museum contexts as they grow
to share learning and understanding of visual arts education.
The Bachelor of Art in Art Education requires 39 credit hours in General Education. A
listing of classes that fulfill each Area of General Education requirements is at the front of both
the Schedule of Classes catalog or the IPFW Undergraduate Programs catalog. The General
Education Areas and their required credit hours are listed below. For a complete listing of
required classes refer to the Department of Fine Arts Student Handbook or the IPFW 2006-2008
Bulletin.
IPFW School of Education Conceptual Framework
In support of our School of Education Conceptual Framework, the Visual Arts Teacher
Education Program in the Department of Educational Studies emphasizes the interrelated aspect
of each of the six core components within its curriculum and program delivery. While
individual courses may focus on some aspects of the framework more than others, we are
confident that our courses and programs as a whole, embrace this central core of teacher training
and development. Due to the current national testing and assessment movement, content
Knowledge is critical for effective educators to comprehend. Educators need to understand how
knowledge is constructed, how the processes of inquiry are applied, how domains of knowledge
are established, how disciplines can be integrated, and how this information can effectively be
communicated to students. Understanding content knowledge is critical however, it cannot be
viewed in isolation from the other five components. Democracy and Community is the second
key component that we encourage in the Department of Educational Studies. Educators need an
understanding of the moral, cultural, social, political, and economic foundations of our
community and society in order to foster democratic concepts within the school community.
Effective educators understand that knowledge alone is not sufficient. Within the third
component, Habits of Mind, our students practice critical reflection within the context of a
compassionate, caring community with the goal of fostering these habits to engage learners in
the critical aspects of the learning process. Without an understanding of Pedagogy, our students
would not understand the multiple roles of the teaching such as facilitator, guide, role model,
scholar, and motivator. Without an understanding of pedagogy, educators would not understand
the diverse perspectives of learning and understanding and the social circumstances that they
and their students bring to the educational setting. Without rich Experiences both in and out of
the traditional classroom, candidate skills would lie dormant and unrefined. The last
component, Leadership, provides our candidates the educational and social vision necessary to
inspire others, both students and colleagues, to accept the educational challenges of the twentyfirst century.
The Unit Assessment System
The Unit Assessment System (UAS) in the School of Education at Indiana University –
Purdue University at Fort Wayne was created in response to a professional responsibility to
ensure that our programs are of the highest quality. This dynamic assessment system is
continually evaluated to insure that 1) instruction and curriculum are aligned with professional,
state, and institutional standards (e.g., the Conceptual Framework and Mission Statement); 2)
courses, field experiences, and programs are efficient; and 3) content knowledge and the
demonstration of teaching that leads to a student teaching experience that reflects the attainment
of core concepts.
A key component of the UAS within the Visual Arts Teaching Program is the systematic
review of the on-going teacher candidate portfolio. This portfolio is introduced in our Invitation
to Teaching course (F300) and students are provided a copy of the Guidelines for Preparing a
Portfolio that they continually refer to as they progress through our program. Instruction in the
Visual Arts Teaching Program professional course sequence is a faculty team effort.
Professional Teacher Education courses are currently offered in two clusters with a culminating
experience of 16 weeks of a student teaching experience. Faculty teaching in these block
courses normally meet at the beginning and end of each semester to discuss levels of
organization and changes that need to address emerging issues and improvement of the
program. Portfolio checkpoints are located at four distinct locations within the program: F300,
at the conclusion of Blocks I, II, and at the exit portfolio during the student teaching semester.
At each portfolio checkpoint, candidates are provided feedback to allow them to continually
build and revise their portfolios up to their student teaching experience. The Visual Arts
Teaching Program engages in a continuous review process and the School of Education Unit
Assessment Taskforce receives data from the unit assessment system on an annual basis for
review.
The School of Education Assessment System
A candidate record or file is established for all applicants to the School of Education teacher
education programs. This school-wide assessment system is structured around several data
gathering components. All candidates are assessed at several benchmark points 1) admission to
teacher education with minimum grades in specific course, minimum completion hours,
minimum grade point average, and passing scores on the Praxis I exam, 2) retention in teacher
education based on minimum grade point average, 3) eligibility to student teach, 4) eligibility to
graduate and/or complete requirements for licensure (including passing scores on the Praxis II
exam), 5) completion of a successful student teaching experience, and 6) the completion of a
passing exit portfolio discussed above.
Teacher Education Courses
Below is a list of teacher education courses required of all Visual Arts Teacher Education
candidates. Required content specific pedagogy courses are located in Document # 2. See the
following link for campus course descriptions.
http://bulletin.ipfw.edu/content.php?catoid=1&navoid=5
EDUA F300
EDUC H340
EDUC M201
EDUC M323
EDUC 430
EDUC P250
EDUC K201
EDUC K206
EDUC M101
EDUC M330
EDUC M333
EDUC M425
EDUC P253
EDUC W200
EDUC X401
Demonstrate the knowledge, skills, and dispositions of a beginning teacher as outlined by the
INTASC Standards.
Program Field Experiences Chart
Course #/Title or
Program
Requirement
M101 (with W200)
Purpose of Field
Experience
M201 (with P250)
Supervised field
experience during
which candidates
apply knowledge
gained in the college
classroom.
30
M201 (with P253)
Supervised field
experience during
which candidates
apply knowledge
gained in the college
classroom.
30
M401 (with M448)
Supervised field
experience during
which candidates
apply knowledge
gained in the college
classroom.
30
Facilitate the use of
technology hardware
and software with
children.
Number of Required
Hours in P-12
Classroom
3
Candidate Required
Tasks
Plan, implement, and
reflect on using
technology (internet
activities and software)
with children.
Use observational data
to experience and
address the candidates’
understanding of the
physical, social, and
intellectual
environments of
secondary classrooms.
Demonstrate evidence
of applying INTASC
standards as well as all
information gained in
coursework.
Use observational data
to experience and
address the candidates’
understanding of the
physical, social, and
intellectual
environments of
secondary classrooms.
Demonstrate evidence
of applying INTASC
standards as well as all
information gained in
coursework.
Plan and implement
content experiences;
perform formal and
informal assessments;
other tasks as assigned
by Cooperating Teacher.
Demonstrate evidence
of applying INTASC
standards as well as all
information gained in
coursework.
M470 (ms practicum)
Demonstrate the
knowledge, skills,
and dispositions of a
beginning teacher as
outlined by the
INTASC Standards.
6 weeks FT
M480 (student teach)
Demonstrate the
knowledge, skills,
and dispositions of a
beginning teacher as
outlined by the
INTASC Standards.
10 weeks FT
Candidates engage fully
in the planning,
implementing, assessing
(e.g., student learning),
and evaluating of the
effectiveness of their
teaching. Demonstrate
evidence of applying
INTASC standards as
well as all information
gained in coursework.
Candidates engage fully
in the planning,
implementing, assessing
(e.g., student learning),
and evaluating of the
effectiveness of their
teaching. Demonstrate
evidence of applying
INTASC standards as
well as all information
gained in coursework.