Navigating Graduate Study in Art Education

By Bain, Christina; Ulbricht, J. | Art Education, January 2004 | Go to article overview

Navigating Graduate Study in Art Education


Bain, Christina, Ulbricht, J., Art Education


There once was a time when art teachers flocked to university campuses in the summer to advance their education and learn new art teaching methods in hopes of becoming better teachers in succeeding semesters.

This was in the days when progressive teachers, principals, and legislators recognized the value of advanced education and rewarded teachers for their efforts with larger salaries and career ladder advancement (Stout, 2002). Today, some art educators find little incentive for graduate study beyond the bachelor's degree because of the increased use of inservice workshops for academic advancement and the lack of financial reward. After all, inservice workshops are advantageous because they are often free or paid for by the district, are normally scheduled during teacher workdays which reduces additional time away from the classroom, and are often scheduled at a convenient location in or near the district. It is important to bear in mind, however, that inservice workshops vary in quality as well as quantity. Do these types of professional development opportunities truly advance knowledge and skills or do teachers find themselves choosing any topic the district offers in order to fulfill specified requirements? Although obtaining an advanced degree may not be the easiest path to take, there are many reasons to consider exploring advanced studies beyond the bachelor's and master's degree. Some pursue their studies for personal enrichment and to satisfy their curiosity about current trends in art education. Some educators seek additional education in preparation for future employment in museums, schools and colleges. Others want to understand how to best advocate for changes in our field and therefore want to gain research skills to help them prepare facts and figures that support claims they will make to legislators and parents.

Based on a survey of 473 graduate students, we (Bain & Ulbricht, 2002) identified several intrinsic and extrinsic factors that influenced the completion of graduate education in art education. Personal motivation, interest, support, funding, and time were the major factors that contributed to the completion of a graduate degree. In the following article, we will develop these themes and also review some of the less important factors that respondents from 16 of the top art education schools in the country identified as problems in graduate art education.

We present the following article to enhance the knowledge of those who may be thinking about advanced schooling in art education. Our intent is to inform and encourage students to pursue advanced studies in visual arts education at the master and doctorate levels and to help teachers consider the various goals and purposes of graduate art education.

Graduate Study in Art Education

Based on a survey by Anderson, Eisner, and McRorie (1998), there are over 124 graduate art education programs in North America, of which 32 offer doctoral degrees and 117 have some variation of a master's degree. The researchers found that some form of discipline-based and studio-based teaching strategies were most prevalent (Patchen, 1998). Faculty members in master's level programs are more inclined to emphasize studio-based teaching, while graduate instruction at the doctoral level is more theoretical. One could conclude that the goal of many master's degree teacher educators is to enhance teaching and artistic skills for use in the K-12 classrooms, while at the doctorate level students are expected to expand their body of knowledge of art education theory and practice. Schools that do not offer a doctoral degree are more inclined to have a studio-oriented art education emphasis.

Improving graduate programs is a concern for every discipline (Brown, Davis, Fagen, Niebur, & Wells, 2001), particularly as departments vie for coveted national rankings. Golde and Dore (2001) found that since roughly half of the individuals who begin doctoral study never complete their degrees, students often do not match their goals with those of their selected graduate programs. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Navigating Graduate Study in Art Education
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.