This course examines the historical developments of visual arts education in its connection to general education; contemporary theory and practices of art education; and implications for the future of the field related to equity and justice. At  each stage of the investigation, issues are examined in terms of the relationship between context, content, and pedagogical practice. There is a particular emphasis in this course on exploring the manner in which social and political constructions shape curriculum and pedagogy in art + design education. Major topics of investigation include: social theories impacting  curricular practices in visual arts and design education, and histories of advocacy, justice, and equity in art + design education.

Enrollment in this course is limited to Teaching + Learning in Art + Design Students.

Major Requirement | MAT Teaching + Learning in Art + Design

The most compelling arguments in support of the value of the arts in education and the case for arts as an agent of transformation in the lives of children and youth become most evident through the analysis of high-quality contemporary practices in arts pedagogy situated in a range of settings both in and out of schools. This seminar, in addition to students' personal case study investigations, utilizes conversations with visiting arts administrators, artists, curators, educators, and scholars as lenses to inform the analysis and discussion of models of practice that result in meaningful experience that inspire in children and youth creative thinking, making, and innovation. Key products from the course include response papers, a case study report and final presentation.

Please contact the instructor for permission to register. Preference is given to Teaching + Learning in Art + Design Students.

Major Requirement | MA Teaching + Learning in Art + Design

Exploring the ways in which the arts is a consistent arena for community healing, growing and liberation efforts is the focus of this course. Rooted in a hands-on approach to learning, students will be oscillating between seminars and onsite workshops to create a robust learning opportunity. For onsite work students will visit local arts organizations as well as participate in specific youth programs running at Aunty's House, a local arts community studio, which will allow students to learn and develop their own workshops. Students will have the chance to curate two art workshops that they will conduct at Martin Luther King Elementary School and Aunty's House for elementary to high schoolers. Through immersive learning, students will better understand how community art systems work within a holistic framework, as well as cultivate arts programming skills for elementary to high school students. The materials students will be engaging will braid western educational pedagogies and global indigenous educational pedagogies. We will be exploring a range of organizations, practitioners and community arts practices from the Black Panther Movement’s educational programs to Avenue Concept’s mural projects. Students will leave this course with a more robust and embodied understanding of how the arts and community intersect and create opportunities for wellness, justice and liberation interventions. This course is meeting two imminent needs: RISD students' need to engage and participate with the local Providence community, and the needs the Providence youth have in regards to accessing arts resources, learning and collaboration opportunities. This course provides real world experience and involvement of how art and design is utilized in efforts for liberation, social justice, healing and working towards a healthy future.

Elective

The Department of Teaching + Learning in Art + Design requires MA candidates submit a capstone thesis in partial fulfillment of degree requirements. Candidates are given a degree of flexibility in determining the format for this work, but typically it takes the form of either a thesis monograph essay or a thesis book. The thesis monograph essay provides candidates with the opportunity to focus on a deep investigation of a single subject framed within the context of learning and through art and design. An essential characteristic of this approach to the thesis is in how it provides evidence of the candidate's ability to move beyond description to analysis and how they are able to place the subject of investigation within the realm of scholarship. The thesis book provides a candidate with the opportunity to make sense of their journey through their program in a more autobiographical and documentary manner. The thesis book format affords candidates the opportunity to explore how form can be exploited to visualize research. Whether presented as a thesis monograph essay or thesis book, this capstone requirement provides MA candidates with a formal opportunity to make public their understanding about a specific aspect of the nature of arts learning gained through their coursework, excursions into the scholarly literature and fieldwork experiences. The purpose here, therefore, is to conceive of the thesis not merely as an academic exercise but also contributing to program development as well as providing a reservoir of understandings that will inform the candidate's future professional practice as an educator.

Enrollment is limited to Teaching + Learning in Art + Design Students.

Major Requirement | MA Teaching + Learning in Art + Design