Discover first-hand how people learn and develop through the visual arts
* The Graduate School of Education and Human Development (GSEHD) and its faculty are reviewing the curriculum of the education-related degrees previously offered by the Corcoran School of the Arts and Design before it became part of the George Washington University. While the current academic programs are under review, please contact the GSEHD admissions office at firstname.lastname@example.org with questions about the Art Education program.
For detailed information regarding admissions requirements such as application deadlines and required documentation, visit the GW Program Finder.
The following curriculum is for legacy students, defined as those students who began taking classes at the Corcoran prior to the fall 2015 semester. Students enrolled beginning in fall 2015, should contact Lindsey Duble-Dice.
During the Master of Arts in Teaching program, students are immersed in classroom work and field experiences that emphasize the shared principles of art education as they apply to varied situations and learners of all ages.
The program is structured around an interactive, tight-knit community of students and faculty. Approximately half of the courses in the Master of Arts in Teaching program are also open to Master of Arts in Art Education students, allowing for a cross-fertilization of experiences and ideas and providing a forum for the special concerns and interests of each group.
- CED 2000 Foundations in Art Education
- CED 3020 Development, Behavior, and Learning
- CED 3030 Sociology of the Family
- CED 3100 Art in the Museum and Community Organizations
- CED 4060 Digital Media for Art Educators
- CED 5070 Education Pro-Seminar
- CED 5100 Evaluation, Program Assessment, and Criteria of Quality
- CED 6010 Art and Learners to Age 12 OR
- CED 6015 Art and Adolescents
- CED 7100 Art and Special Education
- Student Teaching Or Internship
The Art Education program consists of two degree programs, MA in Teaching and MA in Art Education, which bring together more than 60 students from a diverse range of backgrounds, ethnicities, ages and experiences. More than 60 students from a diverse range of backgrounds, ethnicities, ages, and experiences pursue Art Education degrees, which provides opportunities for students to learn as much from one another as they learn from their instructors.
Corcoran School Teaching students are in constant demand from institutions throughout the Washington, D.C., area for internships, after-school programs, and adult programs. Each year students participate in a program-wide student exhibition, and graduating students are an integral part of the annual NEXT at the Corcoran celebration.
The Corcoran School has a student chapter of the National Art Education Association with officers that organize social events for the group, bring in guest speakers, and attend local and national NAEA conferences.
More than 95 percent of Master of Arts in Teaching graduates secure meaningful employment in the field, either as Pre-K 12 or museum and community art educators.
In addition to public, public-charter, and independent schools nationwide, graduates of the programs are currently employed by the Phillips Collection, the Museum of Modern Art, the National Children's Museum, the Smithsonian Early Enrichment Center, and the Crystal Bridges Museum of American Art, among others.
The purpose of field experiences is to expose Master of Arts in Teaching students to a variety of proven art education settings and pedagogical approaches, to observe where and how theory meets practice, and to discover the setting most suited to their career plans.
Student observation of a variety of educational practices and settings is essential to the Corcoran's art-education degree programs; each setting—schools, museums, and community or social-service organizations—offers an entirely different experience for the student.
Early on in the Master of Arts in Teaching program, students delve into field experiences, a process that helps them determine the art-education settings in which they are interested. More specifically, candidates are required to complete 80 hours of practicum field experience—prior to student teaching or an internship—in a variety of settings where they observe and assist experienced art education professionals with learners of all ages.
The six-credit student teaching or museum/community internship is the culminating experience in the program. It provides the opportunity for candidates to demonstrate the skills, knowledge, attitudes, and understanding learned in courses and pre-practicum experiences leading to their student teaching or internship placement.
The student teaching or internship placement provides:
- a realistic view of a well-run educational program, with at least some opportunity to witness the broader environment involved beyond the perimeters of a specific teaching assignment or project;
- a mentoring or hands-on supervisory experience with a senior art educator, through which important informal learning can result; and
- a focused launching into new educational arenas, communities, or institutional sites not previously experienced, especially ones that the student hopes to pursue after completion of his or her degree.
Placements are selected based on the individual student's objectives and the educational institution's strengths. An internship may be focused on any audience or audiences involved in art education, and may be either mainly art-centered or cross-curricular, provided visual art is central to the character and purpose of the educational program. A professional art educator on site supervises the student teacher or intern, conducts formal observations, provides feedback on the candidate's performance, and consults regularly with the student's Corcoran site supervisor.
Candidates electing the museums or communities option must complete their internships with professional art educators in museum education departments or community art classrooms.