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Compliance with NCATE/PSC Requirements
New or Significantly Revised Program or Concentration, or New Degree Approval
Undergraduate and Graduate Programs
Kennesaw State University
Master of Art in Teaching Art Education (MAT Art Education)
Please be precise and specific in responding to these items. Responses to these items will
accompany the standard UPCC or GPCC forms and, if required, PSC standards. Concise
narrative will be sufficient.
1.



.
2.
(CF) Describe how this program reflects the unit’s conceptual framework.
The proposed MAT Art Education program is designed to fit into the Kennesaw State
University Professional Teacher Education Unit (PTEU) conceptual framework,
“Collaborative Development of Expertise in Teaching and Learning.” This
developmental model provides a philosophical framework for all teacher education
programs at KSU with the aim to produce teachers who are subject matter experts,
facilitators of learning, and collaborative professionals. This specific program is also
based on the Comprehensive Arts Education model, focusing on the areas of
production, art history, art criticism, and aesthetics.
This research-oriented program will emphasize theoretical studies and research
projects in art education, with at least 15 semester hours required in art education and
associated research areas to meet the standards of the National Association of Schools
of Art and Design (NASAD).
The structure of the program will emphasize the gathering and processing of cutting
edge information within the field of art education as well as a focus on diversity,
global awareness and creativity to meet the standards.
(National/State Standards) Specify applicable national and/or state standards to which
this program will demonstrate compliance. Please attach a copy of the applicable
standards.
 This program is aligned with the six skills areas defined by the National Art
Education Association (NAEA) Standards and the five standards defined by the
National Association of Schools of Art and Design. These standards serve as the
foundation for the primary objectives of the program (For a complete example see
“Advancing Art Education” at http://www.naea-reston.org/pubs_policy.html). NAEA
guidelines are recognized by and aligned with the National Association of Schools of
Art and Design (NASAD) Standards (http://nasad.artsaccredit.org/site/docs/Handbook/NASAD_%20HANDBOOK2007-2008.pdf),
National Council for Accreditation of Teacher Education/Professional Standards
Commission (NCATE/PSC) Standards, and the core propositions identified by the
National Board for Professional Teaching (NBPT) Standards. Additionally, standards
from the Council for Exceptional Children (CEC) are included addressing the needs
of children with exceptionalities and the Georgia Quality Core Curriculum Standards.
 The six skills areas defined by the NAEA Standards include:
o Content in art
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
2.
o Knowledge of students
o Curriculum development
o Instruction
o Assessment in art education and
o Professional responsibility (NAEA, 2001).
The five standards published by the National Association of Schools of Art and
Design include:
o The program shall prepare candidates who are familiar with the basic expressive,
technical, procedural and organizational skills, and conceptual insights which can
be developed through studio art and design experiences. Instruction should
include traditional processes as well as newer technological developments in
environmental and functional design fields. Prospective art teachers must be able
to make students emphatically aware of the all-important process of artistic
creation from conceptualized image to finished art work.
o The program shall prepare candidates who have an understanding of (1) the major
styles and periods of art history, analytical methods, and theories of criticism; (2)
the development of past and contemporary art forms; (3) contending philosophies
of art; and (4) the fundamental and integral relationships of all these to the making
of art.
o The program shall prepare candidates who have had an opportunity for advanced
work in at least one or more studio and/or art application areas.
o The program shall prepare candidates who have functional knowledge in such
areas as the physics of light, chemistry of pigments, the chemical and thermal
aspects of shaping materials, and the basic technologies involved in printmaking,
photography, filmmaking, and video.
o The program shall prepare candidates who are able to connect an understanding of
educational processes and structures with an understanding of relationships
among the arts, sciences, and humanities, in order to apply art competencies in
teaching situations and to integrate art instruction into the total process of
education.
(Institutional Standards) Specify candidate proficiencies to be demonstrated and
assessed during the program.
The MAT Art Education program is in alignment with candidate outcomes and proficiencies as
specified in the PTEU Conceptual Framework (For a complete example of the PTEU Framework
see http://www.kennesaw.edu/education/ncate/reports/CF_Final_9.29.pdf). Table 1 depicts the
PTEU outcomes and proficiencies for all programs at the initial level as well as their
designations to categories of “Knowledge, Skills, and Dispositions” and their alignment with
NCATE standards.
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Table 1. PTEU Outcomes and Proficiencies for Initial Programs
OUTCOMES & PROFICIENCIES
Outcome 1: Subject Matter Expert
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KSD
NCATE
Standard
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1.1 Candidate possesses knowledge of discipline content, methods
of inquiry, and connections to other disciplines and applications
to common life experiences.
K
Content
1.2 Candidate knows and represents content accurately in multiple
explanations, technology integration, and the application of various
instructional strategies.
S
Pedagogical
Content
1.3 Candidate uses content and pedagogical knowledge to assist
students in the mastery of subject matter knowledge.
S
Pedagogical
Content
K
Pedagogical &
Professional
K
Pedagogical &
Professional
S
Pedagogical &
Professional
S
Pedagogical &
Professional
Student
Learning
D
Disposition
D
Disposition
D
Disposition
Outcome 2: Facilitator of Learning
2.1 Candidate demonstrates knowledge of how learners develop,
learn and think about subject content, as well as successful
strategies to motivate students to learn.
2.2 Candidate uses knowledge of the influences of society, culture,
community, and family on schools and learning to create and
implement instruction that embodies multiple cultures and a
rich, diverse curriculum.
2.3 Candidate creates effective, well-managed and active learning
environments that reflect high expectations for student
achievement.
2.4 Candidate designs and implements instruction that makes
effective use of a variety of methods, materials, and
technologies to positively impact learning of all students.
Outcome 3: Collaborative Professional
3.1 Candidate reflects upon and improves professional performance
based on professional standards, feedback, best practices and
effective communication.
3.2 Candidate builds collaborative and respectful relationships with
colleagues, supervisors, students, parents and community
members.
3.3 Candidate displays professional and ethical behavior consistent
with recognized educational standards and codes of ethics.
4.
(Assessment System) Identify (chart is preferable) the unit and program assessments that
will be used to determine if candidates meet proficiencies and standards. Limit the total
number of assessments to eight. See example of a chart template on next page.
Assessment System
Master of Art in Teaching Art Education
**(See Master of Arts of Teaching Instruments online at
http://www.kennesaw.edu/education/ncate/instruments.html
for complete descriptions)
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Name of Assessment
Type or Form of Assessment
GACE Content
Assessment – Art
Education Test 1 (109)
& Test II (110)
Licensure examination of
content-based information
Required for admission to the
program
2. ARED 7705 –
Contemporary Issues in
Visual Arts
Content based assessment of
MAT candidates
foundational skills in the
visual arts
Assessment performed during
Summer I
3.
Performance assessment of
candidates ability to plan and
implement appropriate
teaching and learning
experiences
Assessment performed during
practicum or other teaching
experience (ARED 6200 &
ARED 6200 L)
See above
4. **CPI – Student Teaching
Final
Assessment of Practicum III
Assessment performed during
student teaching (ARED 6300L)
See above
5.
**Impact on Student
Learning Analysis
(ISLA)
Assessment of candidate
effect on student learning
Assessment performed during
student teaching (ARED 6200L)
See above
6.
Art Education Portfolio
Seminar & Exhibition
Art Education Portfolio &
Exhibition
Assessment performed during
final semester (ARED 7730)
See above
1.
Curriculum Assessment
Rubric & Peer Review
Assessment
(See Appendix A)*
When Assessment
Is Administered
Appendix A
Candidate assessment for ARED 6200: Curriculum, Assessment, & Classroom Management
Name________________________________________________
1.
Did the PST participate in brainstorming/curriculum web drafting activity?
Passively
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Actively
Displayed Leadership
N/S/I Standards Addressed
By This Assessment
NBPTS, NCATE Program
Standards in Art for
Elementary Teacher
Preparation, National
Standards for Art Education,
NAEA Standards for Art
Teacher Preparation, Georgia
QCC Standards in Art &
Music, NASAD Standards in
Art Education & KSU
Conceptual Framework
Performance Outcomes (See
Appendix B for complete
examples)
See above
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5 points
2.
Actively
7 points
Displayed Leadership
10 points
Actively
7 points
Displayed Leadership
10 points
Did PST facilitate their group’s lesson in the Big Shanty art classroom?
Passively
5 points
6.
Displayed Leadership
30 points
Did PST work cooperatively with group to prepare lesson delivery?
Passively
5 points
5.
Actively
20 points
Did PST participate in the “hook” development/preparations?
Passively
5 points
4.
10 points
Did PST participate in planning their group lesson?
Passively
10 points
3.
7 points
Actively
7 points
Displayed Leadership
10 points
Did the PST participate in assessment activities (Teacher Anecdotal Records, Individual Student
Assessments, Pre-test facilitation)?
Passively
5 points
Actively
7 points
Displayed Leadership
10 points
7. Did the PST participate in the culminating event (either in preparation/delivery or
Passively
5 points
Actively
7 points
in chronicling event)?
Displayed Leadership
10 points
Assessment documentation used by the teaching teams for ARED 6200 -Teacher’s Anecdotal Record
Lesson____________________________________________
Name_____________________________________________
Date______________________________________________
How successful was the lesson?
Did students demonstrate an understanding of the concepts, content and tasks in the lesson?
Difficulties?
Surprises?
Special mention/Comments
Appendix B
Standards in Art Education
National Associations of Schools of Art and Design Standards for Art Education
General Standards
1. Competence in basic studio skills shall be emphasized in all art education degrees. In addition to the
common core of studio skills and general studies, the artist electing a career in teaching must develop
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competencies in professional education and in specific studio areas.
2. The professional education component should be dealt with in a practical context, relating the learning of
educational theories and strategies to the student’s day-by-day artistic experiences.
3. Students should be provided opportunities for various types of teaching and directed observation
throughout the period of undergraduate art education study.
4. They should be prepared to relate their understanding of artistic styles and principles to all major visual art
media and to the related fields of music, dance, and theatre, and attitudes relating to human, personal
considerations, and to social, economic, and cultural components that give individual communities their
identity.
5. In addition to the major artistic medium, whether of a fine arts or design orientation, optional sub-areas of
concentration for the artist-teacher might be art history, aesthetics, criticism, or other areas related to the
teaching specialization.
National Standards for Arts Education
1.
2.
3.
4.
5.
6.
Understanding and applying media, techniques, and processes.
Using knowledge of structures and functions.
Choosing and evaluating a range of subject matter, symbols, and ideas.
Understanding the visual arts in relation to history and cultures.
Reflecting upon and assessing the characteristics and merits of their work and the work of others.
Making connections between visual arts and other disciplines.
National Art Education Association Standards for Art Teacher Preparation
Art teacher candidates:
1. Have a thorough understanding of the content of art.
2. Make informed selection of instructional content.
3. Have a comprehensive knowledge of student characteristics, abilities, and learning styles.
4. Are sensitive observers in the classroom.
5. Are able to use a knowledge of students to plan appropriate instruction.
6. Develop curriculum reflective of the goals and purposes of art education.
7. Develop curriculum reflective of an understanding of the breadth, the depth and the purposes of art.
8. Develop curriculum inclusive of the goals, values, and purposes of education, the community and society.
9. Able to affect student learning in the content of art.
10. Able to create effective instructional environments conducive to student learning.
11. Are well-versed in pedagogy.
12. Inquire into their own practices and the nature of art teaching.
13. Are instructional collaborators.
14. Conduct meaningful and appropriate assessments of student learning.
15. Systematically reflect upon their own teaching practice.
16. Deal with broader issues in the school setting beyond concern for individual students.
17. Continually reflect on their own practice.
18. Recognize their responsibilities to the schools and the community.
19. Contribute to the growth of the profession.
NCATE Program Standards in Art for Elementary Teacher Preparation
1.
2.
3.
To communicate at a basic level in the visual arts, including knowledge and skills in the use of basic
vocabularies, materials, tools, techniques, and thinking processes of the art discipline.
To develop and present basic analyses of works of art from structural, historical, and
cultural perspectives.
To have an informed acquaintance with exemplary works of art from a variety of
cultures and historical periods.
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4.
To relate basic types of arts knowledge and skills within and across the art disciplines and to make
connections with other disciplines.
Georgia Quality Core Curriculum Standards In Visual Art
Consult Georgia Learning Connections website www.glc.k12.ga.us
Discipline Based Art Education website www.artsednet.getty.edu
5.
(Field Experiences) Describe required field experiences and clinical practices that help
candidates develop knowledge and skills in helping all students learn. Include how field
experiences will be assessed and be intensive and extensive enough to demonstrate that
candidates: 1) demonstrate the proficiencies in the professional roles, 2) reflect on their
work, and 3) impact student learning.
Following the general outline of KSU MAT programs there are three field experiences in the
MAT Art Education program:
o EDUC 6100L - An experiential, service learning project in which candidates work
(mentoring,, tutoring, interviewing, etc.) with students, one-on-one, focusing on
development, needs, exceptionalities, diversity, and learning styles. Assessment includes
e-portfolio, student learning outcome rubrics, reflective journaling, and tests. Candidates
must have a satisfactory practicum to continue in the MAT Art Education program
without remediation;
o ARED 6200L - This field experience is designed to provide the candidate with the
opportunity to apply and reflect on concepts addressed in the pre-requisite course ARED
6200, Curriculum, Assessment, & Classroom Management. Candidates will be placed in
appropriate school settings where they will carry out directed activities spending
approximately nine hours per week in the field. Assessments include: e-portfolio, ISLA,
and student learning outcome rubric and reflective journaling;
o ARED 6300L - This course is the capstone experience for the MAT Art Education
program. Candidates will analyze how visual art teachers become creative choicemakers, reflective practitioners, and researchers forming curricular and instructional
methods and strategies based on effective and efficient use of contemporary, intellectual
and pedagogical resources. Assessment includes: e-portfolio focusing on strategies
appropriate to educational connoisseurship, MAT CPI and reflective journaling.
Emphasis will be placed on an extended internship in the art classroom. An exit
portfolio will highlight the candidate's success as an educator of all art disciplines, thus
illustrating the important career choice actualized by the intern. This course serves as a
capstone experience toward initial certification in art education. Candidates will spend
18 hours per week in the classroom.
6.
(Field Experiences and Diversity) Describe how the program ensures that all candidates
have opportunities to work with students with exceptionalities and from diverse
populations.
As noted in the Office of Field Experiences the MAT Art Education program will require that the
online Diversity Survey will be completed at the end of the program (See
http://boce.kennesaw.edu/diversity for a complete example).
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7. (Technology) Describe how the program ensures candidates can integrate technology in
their practice.
The following table delineates the correlation of MAT Art Education Candidate Technology
Skills and ISTE NETS/NCATE?Georgia Technology Standards
Professional Profile
Performance Objective (and ISTE Standard)
Course (and assignment)
Evidence to
Show
Candidate
Achievement
GENERAL
PREPARATION
1. Demonstrate a sound understanding of the
nature and operation of technology systems. (I)
- EDUC 6100 (word
processing and
PowerPoint)
- EDUC 6100L (word
processing, PowerPoint,
email, Internet, web page
construction)
Rubric
- ARED 7705 (word
processing, PowerPoint,
email, Internet, web page
construction)
- ARED 6200 (word
processing, PowerPoint,
web page construction,
email, e-porfolio)
Rubric
- ARED 6250/6251
(PowerPoint, Internet
activities, video and/or
digital photographs, word
processing)
- ARED 7702 (class
discussion of learning
theory)
Rubric
2. Differentiate between appropriate and
inappropriate uses of technology for teaching
and learning while using electronic resources to
design and implement learning activities. (II, III,
V, VI)
- ARED 7702/7704 (class
discussion of learning
theory, Reflective Planning
for Learning assignment)
Rubric
3. Identify technology resources available in
schools and analyze how accessibility to those
resources affects planning for instruction. (I, II)
- ARED 6200L (Field
Experience Companion
activity)
2. Demonstrate proficiency in the use of common
input and output devices; solve routine hardware
and software problems; and make informed
choices about technology systems, resources,
and services. (I)
3. Use technology tools and information resources
increase productivity, promote creativity, and
facilitate academic learning. (I, III, IV, V)
5. Use technology resources to facilitate higher
order and complex thinking skills, including
problem solving, critical thinking, informed
decision making, knowledge construction, and
creativity. (I, III, V)
6. Collaborate in constructing technology-enhanced
models, preparing publications, and producing
other creative works using productivity tools. (I,
V)
PROFESSIONAL
PREPARATION
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1. Identify the benefits of technology to maximize
student learning and facilitate higher order
thinking skills. (I, II)
Rubric
Rubric
Rubric
ISLA
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Professional Profile
Performance Objective (and ISTE Standard)
Course (and assignment)
Evidence to
Show
Candidate
Achievement
4. Identify, select, and use hardware and software
technology resources specially designed for use
by PK-12 students to meet specific teaching and
learning objectives. (I, II)
- ARED 7702/7706 (class
discussion of learning
theory, reflective planning
for learning assignment)
Rubric
5. Plan for the management of electronic
instructional resources within a lesson design by
identifying potential problems and planning for
solutions. (II)
- ARED 7703 (Reflective
planning for learning
assignments)
Rubric
6. Identify specific technology applications and
resources that maximize student learning,
address learner needs, and affirm diversity. (III,
VI)
2. Identify, evaluate, and select specific technology
resources available at the school site and district
level to support a coherent lesson sequence. (II,
III)
- ARED 7702/7703
(Assistive and adaptive
technology unit, class
discussion of learning
theory, reflective planning
for learning assignment)
- ARED 7702/7701
(PowerPoint, Internet
activities, video and/or
digital photographs, word
processing)
- ARED 6250/6251
(PowerPoint, Internet
activities, video and/or
digital photographs, word
processing)
- ARED 7703 (PowerPoint,
Internet activities, video
and/or digital photographs,
word processing)
- ARED 6200L (PowerPoint,
Internet activities, video
and/or digital photographs,
word processing)
3. Design, manage, and facilitate learning
experiences using technology that affirm
diversity and provide equitable access to
resources. (II, VI)
- ARED 6300L (PowerPoint,
Internet activities, video
and/or digital photographs,
word processing)
CPI
4. Create and implement a well-organized plan to
manage available technology resources, provide
equitable access for all students, and enhance
learning outcomes. (II, III)
- ARED 6200L/6300L
(PowerPoint, Internet
activities, video and/or
digital photographs, word
processing)
ISLA/CPI
7. Design and teach technology –enriched learning
activities that connect content standards with
student technology standards and meet the
diverse needs of students. (II, III, IV, VI)
8. Design and peer teach a lesson that meets
content area standards and reflects the current
best practices in teaching and learning with
technology. (II, III)
STUDENT
TEACHING
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1. Apply troubleshooting strategies for solving
routine hardware and software problems that
occur in the classroom. (I)
Rubric
Rubric
Rubric
Rubric
Rubric
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Professional Profile
Performance Objective (and ISTE Standard)
5. Design and facilitate learning experiences that
use assistive technologies to meet the special
physical needs of students. (II, III)
6. Design and teach a coherent sequence of
learning activities that integrates appropriate use
of technology resources to enhance student
academic achievement and technology
proficiency by connecting district, state, and
national curriculum standards with student
technology standards (as defined in the ISTE
National Educational Technology Standards for
Students). (II, III)
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Course (and assignment)
Evidence to
Show
Candidate
Achievement
- ARED 7702 (Assistive
and adaptive technology
unit, PowerPoint, Internet
activities, video and/or
digital photographs, word
processing))
- ARED 6300L
(PowerPoint, Internet
activities, video and/or
digital photographs, word
processing)
Rubric
CPI
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