art education

New evidence of the benefits of arts education

Subscribe to the brown center on education policy newsletter, brian kisida and bk brian kisida assistant professor, truman school of public affairs - university of missouri daniel h. bowen dhb daniel h. bowen assistant professor, college of education and human development - texas a&m university.

February 12, 2019

Engaging with art is essential to the human experience. Almost as soon as motor skills are developed, children communicate through artistic expression. The arts challenge us with different points of view, compel us to empathize with “others,” and give us the opportunity to reflect on the human condition. Empirical evidence supports these claims: Among adults, arts participation is related to behaviors that contribute to the health of civil society , such as increased civic engagement, greater social tolerance, and reductions in other-regarding behavior. Yet, while we recognize art’s transformative impacts, its place in K-12 education has become increasingly tenuous.

A critical challenge for arts education has been a lack of empirical evidence that demonstrates its educational value. Though few would deny that the arts confer intrinsic benefits, advocating “art for art’s sake” has been insufficient for preserving the arts in schools—despite national surveys showing an overwhelming majority of the public agrees that the arts are a necessary part of a well-rounded education.

Over the last few decades, the proportion of students receiving arts education has shrunk drastically . This trend is primarily attributable to the expansion of standardized-test-based accountability, which has pressured schools to focus resources on tested subjects. As the saying goes, what gets measured gets done. These pressures have disproportionately affected access to the arts in a negative way for students from historically underserved communities. For example, a federal government report found that schools designated under No Child Left Behind as needing improvement and schools with higher percentages of minority students were more likely to experience decreases in time spent on arts education.

We recently conducted the first ever large-scale, randomized controlled trial study of a city’s collective efforts to restore arts education through community partnerships and investments. Building on our previous investigations of the impacts of enriching arts field trip experiences, this study examines the effects of a sustained reinvigoration of schoolwide arts education. Specifically, our study focuses on the initial two years of Houston’s Arts Access Initiative and includes 42 elementary and middle schools with over 10,000 third- through eighth-grade students. Our study was made possible by generous support of the Houston Endowment , the National Endowment for the Arts , and the Spencer Foundation .

Due to the program’s gradual rollout and oversubscription, we implemented a lottery to randomly assign which schools initially participated. Half of these schools received substantial influxes of funding earmarked to provide students with a vast array of arts educational experiences throughout the school year. Participating schools were required to commit a monetary match to provide arts experiences. Including matched funds from the Houston Endowment, schools in the treatment group had an average of $14.67 annually per student to facilitate and enhance partnerships with arts organizations and institutions. In addition to arts education professional development for school leaders and teachers, students at the 21 treatment schools received, on average, 10 enriching arts educational experiences across dance, music, theater, and visual arts disciplines. Schools partnered with cultural organizations and institutions that provided these arts learning opportunities through before- and after-school programs, field trips, in-school performances from professional artists, and teaching-artist residencies. Principals worked with the Arts Access Initiative director and staff to help guide arts program selections that aligned with their schools’ goals.

Our research efforts were part of a multisector collaboration that united district administrators, cultural organizations and institutions, philanthropists, government officials, and researchers. Collective efforts similar to Houston’s Arts Access Initiative have become increasingly common means for supplementing arts education opportunities through school-community partnerships. Other examples include Boston’s Arts Expansion Initiative , Chicago’s Creative Schools Initiative , and Seattle’s Creative Advantage .

Through our partnership with the Houston Education Research Consortium, we obtained access to student-level demographics, attendance and disciplinary records, and test score achievement, as well as the ability to collect original survey data from all 42 schools on students’ school engagement and social and emotional-related outcomes.

We find that a substantial increase in arts educational experiences has remarkable impacts on students’ academic, social, and emotional outcomes. Relative to students assigned to the control group, treatment school students experienced a 3.6 percentage point reduction in disciplinary infractions, an improvement of 13 percent of a standard deviation in standardized writing scores, and an increase of 8 percent of a standard deviation in their compassion for others. In terms of our measure of compassion for others, students who received more arts education experiences are more interested in how other people feel and more likely to want to help people who are treated badly.

When we restrict our analysis to elementary schools, which comprised 86 percent of the sample and were the primary target of the program, we also find that increases in arts learning positively and significantly affect students’ school engagement, college aspirations, and their inclinations to draw upon works of art as a means for empathizing with others. In terms of school engagement, students in the treatment group were more likely to agree that school work is enjoyable, makes them think about things in new ways, and that their school offers programs, classes, and activities that keep them interested in school. We generally did not find evidence to suggest significant impacts on students’ math, reading, or science achievement, attendance, or our other survey outcomes, which we discuss in our full report .

As education policymakers increasingly rely on empirical evidence to guide and justify decisions, advocates struggle to make the case for the preservation and restoration of K-12 arts education. To date, there is a remarkable lack of large-scale experimental studies that investigate the educational impacts of the arts. One problem is that U.S. school systems rarely collect and report basic data that researchers could use to assess students’ access and participation in arts educational programs. Moreover, the most promising outcomes associated with arts education learning objectives extend beyond commonly reported outcomes such as math and reading test scores. There are strong reasons to suspect that engagement in arts education can improve school climate, empower students with a sense of purpose and ownership, and enhance mutual respect for their teachers and peers. Yet, as educators and policymakers have come to recognize the importance of expanding the measures we use to assess educational effectiveness, data measuring social and emotional benefits are not widely collected. Future efforts should continue to expand on the types of measures used to assess educational program and policy effectiveness.

These findings provide strong evidence that arts educational experiences can produce significant positive impacts on academic and social development. Because schools play a pivotal role in cultivating the next generation of citizens and leaders, it is imperative that we reflect on the fundamental purpose of a well-rounded education. This mission is critical in a time of heightened intolerance and pressing threats to our core democratic values. As policymakers begin to collect and value outcome measures beyond test scores, we are likely to further recognize the value of the arts in the fundamental mission of education.

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The State of Art Education 2021

For the past three years, 2018 , 2019 , and 2020 , AOEU has conducted and published a comprehensive “State of Art Education” survey of K-12 art educators in the United States. With thousands of responses, it is the largest and most consistent survey of its kind to date. Our goal is to share what it means to be an art teacher in the 21st century.

The past twelve months have held so many challenges. Remote/hybrid learning, school cancellations, mask-wearing, safety protocols, internet access struggles, the list is a mile long. The regular rulebook of teaching and learning has been permanently altered.

While the stress of the past year remains, overall, the survey results show what we already know—art teachers are resilient, passionate, and ready to meet the needs of students in any learning environment. Below you will find the top ten most significant takeaways from this year’s survey and how they compare to previous years.

Download the full report to gain even more insight.

1. Demographics remain consistent—mostly.

2. “A” Players are everywhere.

3. Hybrid learning is here.

4. Art teachers are meeting in the middle.

5. Priorities are clear.

6. Art teachers have control.

7. There is a need for SEL and mindfulness.

8. We are asking for a little R-E-S-P-E-C-T.

9. Art teachers are still burning the candle at both ends.

While the top ten takeaways cannot possibly speak to all art teachers, they certainly show art teachers are proving their place in education on a daily and yearly basis. To everyone who participated in the survey—Thank you! Your generosity of information only makes us all stronger and better equipped to support one another for years to come.

Do the results surprise you?  Why is it important to hear about others’ experiences in art education? How can you use the results to advocate for and learn from other art educators? 

Read more The State of Art Education 2020 The 2019 State of Art Education A Look at the 2018 State of Art Education Surveying the State of Art Education (Ep. 210)

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Megan Dehner

Megan Dehner, an art and Spanish language educator, is a former AOEU Writer. She believes in empowering art teachers with resources and knowledge to overcome barriers students may face in the art room.

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What is Art Education: Exploring its Purpose and Impact

What is art education.

Are you curious about the power of art education? Have you ever wondered why it’s so important to have art in the classroom?

Join us on this journey as we discover the true value of art education and how it can make a difference in students’ lives everywhere. Get ready to be inspired and amazed!

Key Takeaways

The disciplines in art education.

It includes performing arts such as dance, music, theatre, and visual arts like drawing, painting, sculpture, and design.

Through art education, students are exposed to diverse artistic practices, where they can develop their creativity, critical thinking, and problem-solving skills.

Furthermore, it provides opportunities to explore cultural heritage and appreciate the importance of creativity in society.

Integrating arts into education allows learners to express themselves and discover their talents.

Understanding Art Education

Art education is a vital educational experience that fosters creativity and artistic expression and offers various cognitive and emotional benefits.

Whether it is music, dance, visual arts, or theatre, arts education is crucial in broadening your perspective and nurturing your imagination.

This helps you better understand various cultures, traditions, and histories, fostering empathy and respect for others.

Moreover, exploring, creating, and appreciating art can be therapeutic, enabling you to manage stress and emotional turmoil effectively.

So, embrace the world of arts, experience art education’s benefits , and appreciate the richness it brings to your life.

Importance of Art Education

As you explore the importance of art education , you will find numerous benefits that contribute to the overall development of every student.

One of the primary reasons art education is essential is because it helps students engage with school and reduce stress.

Incorporating art education into your curriculum aids in developing social-emotional and interpersonal skills .

A robust arts-learning environment enriches your educational experience by stimulating critical thinking and problem-solving skills.

Art education challenges you to view the world differently and develop innovative solutions to complex problems.

Partaking in art education equips you to handle constructive criticism. In the creative process, receiving feedback and refining your work is integral.

In conclusion, art education is vital to creating a well-rounded academic experience.

With numerous benefits, ranging from stress reduction to the development of interpersonal skills, it is clear that art education plays an essential role in every student’s overall growth.

Pedagogy in Art Education

Choice-based pedagogy is a popular approach in art education, where you, as the art teacher, design learning activities that support students as artists and provide them with authentic choices to respond to their ideas and interests through art-making  [1] .

Another critical aspect to consider in your pedagogy is culturally responsive teaching. As an art teacher, you must acknowledge and respect the diverse backgrounds of your students.

By incorporating their unique cultural experiences into your teaching and adapting your methods to ensure that all students can connect with the material, you are contributing to an inclusive art education environment.

Your coursework and professional development should emphasize art history , contemporary artistic practices, and various media and materials.

This helps you introduce students to a wide range of artists and movements, enabling them to critically engage with the world of art.

Your pedagogy might need to be flexible while working as a teaching artist, adapting to the unique needs and goals of each project or setting.

Doing so contributes to developing a new generation of artists and creative thinkers.

The Role of Art Educators

Your role goes beyond teaching the techniques and skills required to create art. It would help if you also instilled in your students an appreciation for and understanding of the cultural , historical , and social contexts in which different art forms have evolved.

In addition to being knowledgeable in your subject matter, as an art educator, you should cultivate a creative and supportive learning environment for your students.

This includes encouraging experimentation, curiosity, and self-expression while providing constructive feedback to help students grow as artists.

In summary, as an art educator, your role encompasses teaching a variety of art forms , nurturing creativity , fostering critical thinking , and advocating for the importance of an arts education in students’ lives.

Visual and Performing Arts

You’ll explore various disciplines in art education, including visual, performing, media , and  contemporary art .

Visual art encompasses traditional fine arts such as drawing, painting, printmaking, photography, and sculpture.

On the other hand, performing arts consist of disciplines like theatre, dance, and music. These fields emphasize movement, expression, and storytelling, often utilizing the human body as the primary instrument.

This can involve exploring the works of present-day artists, situating them within a broader cultural context, and critically analyzing their messages and methodologies.

Art Education Programs

Art education programs play a crucial role in developing well-rounded students.

As a part of these programs, you’ll find courses encompassing various disciplines such as dance, music, theatre, and visual arts like drawing, painting, sculpture, and design works.

Many  art education programs  focus on building stronger communities and fostering strategic alliances that propel the arts forward as a solution.

As the demand for art education rises, it is essential to understand the benefits it offers to students.

In  community arts programs , participants often collaborate on art projects, emphasizing community involvement and social change. These programs aim to develop critical thinking, problem-solving, and communication skills.

Enrolling in a reputed  art school  can help you access top-notch facilities, dedicated faculty members experienced in various art forms, and networks of fellow artists and creative professionals.

Arts Integration in Education

Arts integration is a teaching approach where content standards are taught and assessed equitably in and through the arts.

This creative process connects an art form with another subject area, meeting evolving objectives and fostering a well-rounded educational experience.

This method focuses on the desired outcome, like your culminating event, exhibition, or final artwork , and builds the curriculum to achieve that goal.

This approach ensures all subject areas are effectively woven together and essential content is included in the learning process.

Connecting subject areas through the arts can create a more inclusive, diverse, and stimulating learning environment for all students.

Student Outcomes in Art Education

In art education, students experience various improvements in their learning outcomes.

By honing their creative skills, students become more capable of generating new ideas and adapting to different situations.

This more profound understanding of artistic meaning helps students develop a more nuanced approach to interpreting the world around them.

Problem-solving is another critical learning outcome associated with art education. Students who engage in art projects often face complex challenges that require them to find solutions by experimenting with various techniques and materials.

Students learn to communicate effectively , listen to others, and contribute to a larger goal by engaging in these collaborative activities.

Students can experience growth in these essential skills by participating in art education.

Art Practice and Learning Opportunities

Studio practice.

In art education, studio practice is a crucial component that enables you to develop your technical skills and artistic abilities.

Practical Experiences

Practical experiences in art education provide invaluable opportunities to apply your artistic knowledge in real-life situations.

Art Making and Creativity

Art-making and creativity go hand-in-hand in the realm of art education. By actively participating in creative activities, you develop a stronger sense of self-expression and expand your ability to generate innovative ideas.

Embracing art-making and creativity fosters a lifelong love of learning and enriches your educational experience.

The Impact of Art Education on Early Childhood Development

In early childhood education, the integration of art plays a significant role in the development of young artists.

Various studies have demonstrated the value of incorporating artistic practices into early childhood education programs  [6] .

Encouraging young learners to engage in imaginative activities can improve social interaction, self-expression, and emotional regulation skills.

Children develop a sense of curiosity and wonder that translates into a lifelong love of learning by participating in diverse artistic experiences, such as painting, drawing, sculpture, and music.

In conclusion, as an advocate for your child’s education, it is essential to consider the impact of art education on their early childhood development .

Art Education Beyond the Classroom

Museums are a great place to expose yourself to various art forms and expand your understanding of different artistic styles and periods.

While in-person art classes offer a distinct experience, joining art organizations can provide valuable knowledge and opportunities to network with other artists and professionals .

These groups often provide workshops, events, and resources to help you grow as an artist.

Art education can also benefit non-arts fields by fostering creativity, problem-solving, and collaboration skills.

Brainstorming techniques, like collaborative sketching and mind-mapping, can be used across various industries to generate new ideas and improve decision-making.

Take advantage of the opportunities available, explore new avenues, and let your art flourish beyond the classroom.

Future Perspectives in Art Education

One key aspect of future perspectives in art education is how it prepares students for the evolving world.

Moreover, the integration of new concepts and innovations in the field of art education will provide unique opportunities for students to thrive.

The embrace of technology in art education will significantly enhance how you approach creative projects, equipping you with the necessary tools to master emerging forms of artistic expression.

Furthermore, the future of art education aims to focus on the importance of art in addressing social and emotional well-being.

By being involved in this ever-evolving field, you will be better prepared for the challenges ahead, fostering creativity and innovation that can significantly impact the world.

Final Thoughts on What is Art Education

As we conclude our exploration of art education, we are left with a deep appreciation for the power of creativity and self-expression.

It’s about preparing students for a future where innovation and creativity are more crucial than ever before.

We are a team of creatives dedicated to sharing tips, tricks, and step-by-step guides on all things related to art and design. Check out our blog for a list of all the awesome things we post!

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Home » Degrees » Art Education » Art Education

Art Education

An art education degree earns you the skills needed to help you become a successful artist and educator. Study and explore art education programs in schools, communities, and museum settings by carefully examining ideas and notions through a global lens.

Art Education Degrees

The Art Education degree programs provide a pathway to becoming an art teacher in classrooms, museums, and community-based art programs. You will be exposed to a wide range of visual art and design media, developing both a breadth and depth of knowledge and skill. Through coursework and fieldwork, you will learn how to develop successful curricula and lesson plans for a wide range of audiences.

Studio Emphasis

This MA/Studio Emphasis program offers the same 36 units of courses covering the history, art and science of teaching and learning with an additional 24 units of studio art and design. This program is designed for the student who has a limited studio background. It is also great for the student looking to strengthen his or her studio experience through the extensive, rigorous studio courses at Academy of Art University.

Art Education Master of Arts in Teaching (MAT) Degree & Credential Program

The Art Education Master of Arts in Teaching (MAT) degree & credential program will prepare you for a career as a successful and innovative art teacher in classrooms K-12. The program meets both national and California art education standards, and includes one semester of student teaching in a public school classroom, mentored by a master teacher. Once you have completed all coursework and  student teaching requirements, and passed all four rounds of California Teacher Performance Assessment testing, you will be recommended for a California K-12 art teaching credential. For your Capstone project, you will be encouraged to think like an advocate in order to create a dynamic arts advocacy video to educate the public about the importance of art education to a 21st century creative economy.

Note: Track 1 is designed for ArtU BFA recipients

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The Liberal Arts Program provides students with a holistic education covering the arts, humanities, and sciences. Courses highlight connections between the subject of study and the major fields of art and design, providing context to the larger world of art and design.

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The Foundations curriculum heightens perception and understanding of visual structure through the study of drawing, modeling of form, value structure, perspective principles, color, and design theory.

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Best Art Education colleges in the U.S.

Best art education colleges in the u.s. for 2024.

Glendale Community College offers 3 Art Education degree programs. It's a large, public, two-year college in a large suburb. In 2022, 804 Art Education students graduated with students earning 803 Certificates, and 1 Associate's degree.

University of Georgia offers 6 Art Education degree programs. It's a very large, public, four-year university in a midsize city. In 2022, 150 Art Education students graduated with students earning 111 Bachelor's degrees, 38 Master's degrees, and 1 Doctoral degree.

California State University-Long Beach offers 4 Art Education degree programs. It's a very large, public, four-year university in a large city. In 2022, 252 Art Education students graduated with students earning 234 Bachelor's degrees, 16 Master's degrees, and 2 Certificates.

University of Washington-Seattle Campus offers 10 Art Education degree programs. It's a very large, public, four-year university in a large city. In 2022, 183 Art Education students graduated with students earning 157 Bachelor's degrees, and 26 Master's degrees.

Ohio State University-Main Campus offers 8 Art Education degree programs. It's a very large, public, four-year university in a large city. In 2022, 141 Art Education students graduated with students earning 115 Bachelor's degrees, and 26 Master's degrees.

Eastern Michigan University offers 9 Art Education degree programs. It's a large, public, four-year university in a large suburb. In 2022, 113 Art Education students graduated with students earning 99 Bachelor's degrees, and 14 Master's degrees.

University of Iowa offers 7 Art Education degree programs. It's a very large, public, four-year university in a small city. In 2022, 214 Art Education students graduated with students earning 127 Bachelor's degrees, and 87 Master's degrees.

Western Michigan University offers 9 Art Education degree programs. It's a large, public, four-year university in a small city. In 2022, 66 Art Education students graduated with students earning 59 Bachelor's degrees, and 7 Master's degrees.

Southern New Hampshire University offers 8 Art Education degree programs. It's a very large, private not-for-profit, four-year university in a midsize suburb. In 2022, 687 Art Education students graduated with students earning 534 Bachelor's degrees, 101 Master's degrees, and 52 Certificates.

Bridgewater State University offers 9 Art Education degree programs. It's a medium sized, public, four-year university in a large suburb. In 2022, 59 Art Education students graduated with students earning 32 Bachelor's degrees, 16 Certificates, and 11 Master's degrees.

Top schools offering Art Education degrees in the U.S.

Art education.

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List of all Art Education colleges in the U.S.

School		Average Tuition	Student Teacher Ratio	Enrolled Students
	Mesa, AZ	2/5	56 : 1	15,772
	Glendale, AZ	2/5	52 : 1	13,342
	Athens, GA	3/5	19 : 1	40,607
	Long Beach, CA	2/5	36 : 1	38,973
	Seattle, WA	3/5	25 : 1	52,319

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The Mind-Expanding Value of Arts Education

As funding for arts education declines worldwide, experts ponder what students — and the world at large — are losing in the process.

By Ginanne Brownell

This article is part of our special report on the Art for Tomorrow conference that was held in Florence, Italy.

Awuor Onguru says that if it were not for her continued exposure to arts education as a child, she never would have gotten into Yale University.

Growing up in a lower-middle-class family in Nairobi, Kenya, Ms. Onguru, now a 20-year-old junior majoring in English and French, started taking music lessons at the age of four. By 12, she was playing violin in the string quartet at her primary school, where every student was required to play an instrument. As a high school student on scholarship at the International School of Kenya, she was not only being taught Bach concertos, she also became part of Nairobi’s music scene, playing first violin in a number of local orchestras.

During her high school summer breaks, Ms. Onguru — who also has a strong interest in creative writing and poetry — went to the United States, attending the Interlochen Center for the Arts ’ creative writing camp, in Michigan, and the Iowa Young Writers’ Studio . Ms. Onguru, who recently returned to campus after helping organize Yale Glee Club’s spring tour in Kenya, hopes to become a journalist after graduation. She has already made progress toward that goal, serving as the opinion editor for the Yale Daily News, and getting her work published in Teen Vogue and the literary journal Menacing Hedge.

“Whether you’re in sports, whether you end up in STEM, whether you end up in government, seeing my peers — who had different interests in arts — not everyone wanted to be an artist,” she said in a video interview. “But they found places to express themselves, found places to be creative, found places to say things that they didn’t know how else to say them.”

Ms. Onguru’s path shows what a pivotal role arts education can play in a young person’s development. Yet, while the arts and culture space accounts for a significant amount of gross domestic product across the globe — in the United Kingdom in 2021, the arts contributed £109 billion to the economy , while in the U.S., it brought in over $1 trillion that year — arts education budgets in schools continue to get slashed. (In 2021, for instance, the spending on arts education in the U.K. came to an average of just £9.40 per pupil for the year .)

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Master of Arts in Art Education

The online Master of Arts in Art Education at Ohio State is designed to reignite your passion for teaching art while enhancing the learning experiences of your students. This program blends innovative and contemporary practices with a deep understanding of how art can be a powerful tool for creative expression and critical thinking.

This flexible and 100% online program allows you to advance your education without putting your career on hold. Whether you’re balancing classroom responsibilities, personal commitments, or both, the program’s structure lets you fit your studies around your schedule. The engaging curriculum focuses on contemporary art and social justice to challenge you both as an artist and an educator.

Additionally, the program offers an optional Education Abroad experience, allowing you to expand your cultural horizons and bring global perspectives into your classroom.

"I felt that through my own artmaking within this program, I walked away feeling empowered and inspired by my own work. I strive to help my students feel the same way"

"This program has allowed me to explore my own identity as an educator, a creator, a Latinx woman and an ally which has grown my desire to help others find their own connections with self through the exploration and making of art"

"Over the years teaching in various schools and studios, I have fallen in love with the process of sharing my art and my passion for the performing arts – notably, because I have seen how the arts can empower, encourage, and give students a voice"

"I am already implementing some of the strategies in my teaching practice, and, as a result, my lessons are more engaging and enriching for my students."

Frequently asked questions.

Please find key information about the Master of Arts in Art Education program below.

How many credit hours do students take per semester?

Those taking courses full-time can complete the program in three semesters. For part-time students, you can expect to complete the program in six semesters.

Do I need to be a licensed teacher to be accepted into the program?

Although many students are licensed teachers, this is not a pre-requisite for the program. Students may be art educators within the community, museums, or schools.

Do I need to complete a thesis for this program?

Students do not complete a thesis for the Masters of Art in Art Education program. They do however complete a a non-thesis research project applying their learnings to their classroom or other teaching context.

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How Much Does Online College Cost?

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Academic Calendar

The Master of Art in Art Education program offers convenient rolling admission for all 3 terms: Spring, Summer, and Autumn.

Spring 2025

Application Deadline December 9, 2024

Term Start Date January 6, 2025

Summer 2025

Application Deadline June 1, 2025

Term Start Date May 6, 2025

Autumn 2025

Application Deadline July 19, 2025

Term Start Date August 26, 2025

Admission Criteria

• Bachelor’s degree
• Minimum GPA of 3.0

Is this program offered in my state?

Click your state on the map below to view program availability.

The State Authorization Reciprocity Agreement, also known as  SARA , establishes uniform standards for distance education for all participating states and institutions. Ohio State joined SARA in 2015, which means Ohio State can offer most online and on-ground courses and programs in  SARA member states, districts and territories without seeking authorization in each state.

Career Outlook

Whether you’re looking to grow in your current career or make a career change altogether, Ohio State’s online programs can help you achieve your goals. Learn what the outlook is for your current or next career move using O*Net’s My Next Move tool.

The Master of Arts in Art Education program offers a comprehensive and innovative approach to art education, designed to enhance both teaching and creative practice. It equips educators with the tools and knowledge to foster artistic expression and critical thinking in students, emphasizing contemporary methods and inclusivity.

ARTEDUC 7000.30 – Issues, Frameworks and Theories for Art Educators

Critically analyze articles that provide an overview of topics for art education research; graduate faculty research; national and international issues, and research resources.  

ARTEDUC 7604 — Teaching of Studio Activities

Students will create their own art in this course through innovative and contemporary  practices, while learning how to use their personal artmaking as a model for fostering creative thought and play in student artmaking.  

ARTEDUC 7607 – Curriculum Planning and Assessment in Art Education

Students in this course are guided in learning about approaches to curriculum development, what causes curriculum and assessment to change, the roles of arts in society, contemporary art, and arts integration. Students develop a unit of study guided by instructor and peer feedback.  

ARTEDUC 7767 – Critical Analysis of Multicultural Art Education

Investigation and analysis of multicultural theories, issues and practices for art education.  

ARTEDUC 7200.3 – Overview of Research for Arts Educators

Introduction to research methodologies in the field of arts education.  

ARTEDUC 7777 – Research to Advocacy

This course engages practicing arts educators in developing effective advocacy strategies, arguments and approaches grounded in reliable research and assessment measures. Educators clearly communicating these measures can effectively leverage them in persuading administrators, parents and policy makers to energetically support and advance the critical work of arts education. 

Understanding Online Course Types

As you research the right online program for you, you likely will come across the terms “asynchronous” and “synchronous.” Learn what these terms mean and how they’re important to consider when understanding how a program will fit into your life.

Program Faculty

Our distinguished faculty members bring a wealth of expertise and experience to the Master of Arts in Art Education program, each contributing to a dynamic and supportive learning environment. They are dedicated to advancing the field of art education through innovative teaching, groundbreaking research, and active engagement with diverse communities. With backgrounds in both traditional and non-traditional educational settings, our faculty members offer a rich blend of academic and practical knowledge. They are committed to preparing students to excel as leaders and advocates in the evolving landscape of art education.

Joni Boyd Acuff

PhD, Art Education, The Ohio State University, Columbus, OH, 2011 MA, Community Based Art Education, University of Texas at Austin, Austin, TX, 2007 BS, Art Education, The Pennsylvania State University, State College, PA, 2005 BA, Photography, The Pennsylvania State University, State College, PA, 2005

Christine Ballengee Morris

JT Richardson

James Sanders

Clayton Funk

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The  online Master of Arts in Art Education is designed for passionate educators who want to take their teaching and artmaking to the next level. The program is made up of a diverse cohort of artists with experience in the classroom, in the museum, on the stage, and in the community. Hear from real Ohio State Online students and graduates about their experience with the Master of Arts in Art Education program.

"Over the years teaching in various schools and studios, I have fallen in love with the process of sharing my art and my passion for the performing arts – notably, because I have seen how the arts can empower, encourage, and give students a voice,"

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Once a 'juggernaut,' fine arts programs are making a comeback at Withrow High School

"A juggernaut that couldn't be stopped," is how Withrow High School alum Zachery Riggins described the school's fine arts program when he graduated in 1972. In his day, Riggins says Withrow had hundreds of students involved in theater, band, choir, or orchestra, and the school frequently put on performances and showcases of all kinds.

"Music was always a part of Withrow," he said, "from the 1930s to probably the early 1980s."

When Riggins returned to his alma mater in the 2010s, the fine arts department couldn't have been further away from the one he left behind.

"This cannot be in my high school. There was nothing here," Riggins recalled. "When I got back there was literally one light on the stage that worked."

So he got to work. He called on Withrow alumni and his connections in the performing arts community to donate equipment and whatever else they could to bring the program back to life. Riggins' work paid off. In 2019, the school was doing shows again for the first time in decades. Then came the COVID-19 pandemic.

Some of Withrow's music programs went remote in 2020, while others were paused altogether. When students returned to the building, getting them back into the arts wasn't as easy as the school's fine arts coordinator would have hoped.

"Once the students returned, it was a matter of like, 'Remember, we still have a choir; remember we have a band,' " Riggins told students.

RELATED: UC, Earlham projects win NEH grants to preserve and explore music and culture

Marching on

The dip in participation was prevalent in many areas throughout the school's arts department and Withrow wasn't unique. Bob Morrison is with the National Arts Education Data Project . He says after the pandemic, fewer students nationwide participated in their school's art programs even though those programs were still available.

"Many students, when they came back, for whatever reason lost interest or went in another direction," Morrison said.

After Withrow's band director left mid-way through last school year, the school's music program needed a spark. That spark came in the form of the school's newly hired choir director, Zak Sutton.

"I moved up from Georgia two years ago and I was hired to teach 7th grade general music and to start a choir. That was my job, to start a choir," Sutton said.

Now on top of forming the choir, Sutton was charged with conducting the concert band and leading the marching band, which had seen its numbers dwindle over the years.

The circumstances seemed difficult, but Withrow's teachers dug in and continued to recruit more students into music and the performing arts.

For Sutton, creating a fun and welcoming environment for students is critical to the marching band's success, and band members are encouraged to invite their classmates to join.

"Get your best friends, bring them to band," Sutton tells his students. "When I was growing up, all of my best friends were band kids. That's how that works, right? Same thing with choir. That's what happens. They get to build memories with friends while also learning and it's a place they want to be."

So far, the strategy is working. The band has grown to 20 strong, and Sutton says after Withrow's first home football game this season, even more students expressed interest in joining.

RELATED: If you live in Kentucky, get ready to hear a lot about 'school choice'

Reaching crescendo

Still, while students are attracted to the arts, keeping their interest remains a challenge no matter the art form.

Withrow's longtime orchestra teacher John Beasley says while the pandemic presented some challenges, the changing landscape of education has become an even bigger hurdle. He says as schools shift their focus to areas like business and technology, students who were once involved in the arts are leaving it behind.

"Students have to take certain business courses. That crowds their schedule, and so music has to go at some point. By their senior year, it's really an issue to try to get everything in." Beasley told WVXU.

Despite the challenge, Beasley hopes attitudes toward pursuing music will change at Withrow. He says students need to see others at the school succeed by earning scholarships to study music at the college level, which could inspire younger students to do the same. In recent years, that hasn't happened at Withrow.

"They don't see the end product just yet," he said.

RELATED: Cincinnati Public School students head back to class with several changes and a new superintendent

Senior violinist Jenaya Hills wants to be one of the inspiring students. She discovered the violin as a sophomore and only by chance.

"I didn't actually know there was an orchestra class until I was just walking through the hallways and I just stopped by and went inside. So, I asked my counselor if I could get switched to [Beasley's] class, and it just kind of happened."

She hopes to study musical performance in college next year, so she can set an example for the school's younger musicians, like sophomore cellist Javiana Johnson-Overstreet, who has always had a passion for music.

"It's a different experience, just like coming into music and seeing how it really is, because music is deeper than what you really think," Johnson-Overstreet said.

While there's still plenty of work to do, Withrow's teachers are pleased by the direction the school's arts program is going. The school now has a piano teacher, the theater program put on its first full-length musical in years last fall, and music from all directions is once again flowing through the halls of Withrow.

14-year-old alive and in custody believed to be gunman in Georgia school shooting.

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Fairfax County school celebrates inclusivity in groundbreaking art class

by Joy Wang

FAIRFAX COUNTY, Va. (7News) — At South Lakes High School in Fairfax County, the new Inclusive Fine Arts Class inspires others to get out of their comfort zone.

Matt Ravenstahl is an adaptive art instructor working on creating a more inclusive environment for his students.

“The kids sit together,” explained Dr. Ravenstahl. “Everyone gets involved in critiques.”

The class includes a mixture of students with intellectual disabilities and neurotypical students.

“I personally believe, and my experience tells me, that these students can make art just as well as anybody,” said Dr. Ravenstahl.

READ MORE | Children found chained to furniture in Fairfax County residence, 2 adults arrested

Claudia Harvey is a special education teacher who assists with the projects.

“It's easier for us to just give a canvas and just say, ‘Oh, here's some paints and paint,’ but we want to make sure that we're letting them tell us what they enjoy doing,” explained Harvey.

For example, Nora is visually impaired, so she works on tactile art.

“We would just gloop out like wall spackling, you know, and she would manipulate it all through it,” explained Dr. Ravenstahl.

After gluing fabric to her canvas, she’s now adding color. At one point, they tried painting with sand in it.

“She loves to paint,” said Harvey.

Speaking of painting, Frank is an amazing painter.

“His work gets a lot of attention,” said Ravenstahl. “When people see it in public they’re amazed.”

READ MORE | Parents urged to discuss dangers of vaping with DMV kids as usage increases

At another table, Spencer is working with yarn.

“When I first started teaching him, he would nod off in his chair and sort of, you know, that kind of thing,” said Dr. Ravenstahl.

But then they realized when he’s doing something more physical, he gets much more excited. Now, he’s on his second yarn project.

“We make sure that we let him tell us what colors he wants to use,” said Harvey.

Ravenstahl describes this process as students speaking their own language. But first, you have to figure out what that language is. There’s also trial and error. But when things really click, you won’t need a translator to truly understand and feel what they’re saying.

Watch the video above to see what projects these students have been working on.

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Poetry Out Loud to Celebrate 20th Anniversary During 2024-2025 School Year

2024 Poetry Out Loud National Champion Niveah Glover of Florida with Maria Rosario Jackson (left), National Endowment for the Arts chair, and Michelle Boone (right), Poetry Foundation president. Photo by James Kegley 

Washington, DC and Chicago, IL —The 2024-2025 school year marks the 20th anniversary of Poetry Out Loud® , an arts education program and dynamic poetry recitation competition for high school students that lifts poetry off the page, creating community and connection. A partnership of the National Endowment for the Arts (NEA), Poetry Foundation, and state and jurisdictional arts agencies, Poetry Out Loud takes place in all 50 states, American Samoa, District of Columbia, Guam, Puerto Rico, and the U.S. Virgin Islands. Schools and organizations are encouraged to contact their Poetry Out Loud state coordinator to get involved in this year’s competition.

In addition to $50,000 in prizes and stipends awarded annually to competitors and their home communities—including a $20,000 prize for the National Champion—Poetry Out Loud provides free poetry education resources nationally, including lesson plans and other educational materials for teachers and organizers, tips on reciting, and an online anthology of more than 1,200 classic and contemporary poems.

20 Years of Impact

In 2004, the Poetry Foundation and NEA began developing and piloting a first-of-its-kind national poetry recitation program for high school students; Poetry Out Loud launched at the start of the following school year in 2005. Since then, the program has reached more than 4.4 million students and 81,000 teachers from 20,000 schools across the nation.

“As we celebrate the 20th anniversary of Poetry Out Loud, we honor the program's lasting impact on students. Through the power of words and performance, young people are developing public speaking skills and self-confidence, the ability to connect with peers and leaders, and an appreciation for diverse perspectives and interpretations of the world around us. These are skills that will serve them well in any career or endeavor they may choose to pursue,” said NEA Chair Maria Rosario Jackson, PhD. “We extend our gratitude to our partners at the Poetry Foundation and the stewards of this program—the students, educators, parents, and our state coordinators—and look forward to working together through many more years of Poetry Out Loud.”

A study completed in 2020 found that participation in Poetry Out Loud can help schools become more vibrant learning spaces and support students in their academic, literary, and social-emotional development.

“I want to underscore how special Poetry Out Loud is as a platform for expression and learning for our nation's youth," said Michelle T. Boone, Poetry Foundation president and CEO. “Participants go beyond developing an appreciation for poetry—they discover how it can be a powerful tool for building compassion and empathy, self-reflection, and finding meaning in the world. Each time I attend a recitation, I learn more about what is important to this generation and come away with a new understanding of familiar poems as presented through their voices. I eagerly look forward to another 20 years of Poetry Out Loud.”

How to Participate

Poetry Out Loud starts at the local level in a classroom, school, or an area organization or school. Students memorize and recite poems they select from the Poetry Out Loud anthology of classic and contemporary poems. Winners then may advance to a regional and/or state competition, and ultimately to the National Finals.

To register for the 2024-2025 program, schools and organizations should contact their state arts agency . Students from all types of high schools are welcome to participate, including public, private, parochial, independent, charter, and homeschool. Non-school organizations, such as after school clubs, libraries, or nonprofit organizations, may choose to run Poetry Out Loud as well. Students unable to participate at their school or a local organization should contact their state Poetry Out Loud coordinator to discuss other opportunities for inclusion in their state’s official competition.

The 2025 Poetry Out Loud National Finals will take place May 5-7, 2025, in Washington, DC. A total of $50,000 in awards and school or organizational stipends will be awarded, including $20,000 for the National Champion, and $10,000 and $5,000 for the second- and third-place finalists. The Poetry Foundation provides and administers all aspects of the monetary prizes awarded for Poetry Out Loud. The Poetry Out Loud National Finals are administered by Mid Atlantic Arts.

Join the 20th anniversary celebration on X (Twitter) and Instagram using #POL2025 , #POL20Years , and #IAmPoetryOutLoud and follow the National Endowment for the Arts and Poetry Foundation at @PoetryOutLoud , @NEAArts , and @PoetryFound .

Related Content

Poetry out loud state contacts, 20 years of poetry out loud champions, conversation with 2024 poetry out loud national champion niveah glover, about the national endowment for the arts.

Established by Congress in 1965, the National Endowment for the Arts is an independent federal agency that is the largest funder of the arts and arts education in communities nationwide and a catalyst of public and private support for the arts. By advancing equitable opportunities for arts participation and practice, the NEA fosters and sustains an environment in which the arts benefit everyone in the United States. Visit Arts.gov to learn more.

About the Poetry Foundation 

The Poetry Foundation recognizes the power of words to transform lives. The Foundation works to amplify poetry and celebrate poets by fostering spaces for all to create, experience, and share poetry. Follow the Poetry Foundation on Facebook , Instagram , and Twitter , and Poetry magazine on Twitter .

Carolyn Coons (NEA), [email protected] , 202-701-3977 

Elizabeth O’Connell-Thompson (Poetry Foundation), [email protected] , 312-799-8065

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MaxGear Dry Erase Board Double-Sided, Small 16"x12" Hangable with a Black Dry Erase Marker, Portable Whiteboard for Students - Planning Writing Learning Drawing Art Education

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• PREMIUM & DURABLE: MaxGear 16" x 12" double-sided Dry Erase Board is made of high-quality material, which is highly durable. Comes with a moveable pen holder and lanyard on the side, a Black Dry Erase Marker with a magnetic Cap built-in Eraser and 4 pieces of double-sided tape.
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Founded in 1947, the National Art Education Association is the leading professional membership organization exclusively for visual arts, design, and media arts education professionals.

Our vibrant Community

Members include preK, elementary, middle, and high school visual arts educators; college and university professors; university students preparing to become educators; researchers and scholars; teaching artists; administrators and supervisors; and art museum educators—as well as more than 54,000 students who are members of the National Art Honor Society. We represent members in all 50 states plus the District of Columbia, U.S. Possessions, most Canadian Provinces, U.S. military bases around the world, and 25+ foreign countries.

The National Art Education Association (NAEA) champions creative growth and innovation by equitably advancing the tools and resources for a high-quality visual arts, design, and media arts education throughout diverse populations and communities of practice.

The National Art Education Association (NAEA) harnesses the power of the visual arts, design, and media arts to educate and enrich the lives of all learners and communities, especially those who are members of historically marginalized groups, and serves as a catalyst for developing creative and culturally competent future generations.

• Core Values

Working in tandem with NAEA’s 2021-25 Mission, Vision, and Strategic Pillars (MVSP), the NAEA Board and Staff has developed a set of organizational values for the association. These values reflect core attributes and behaviors that the association uplifts and holds dear, in alignment with the MVSP.

View NAEA’s core values here .

What are the Visual Arts?

Visual Arts, as defined by the National Art Education Association, include the traditional fine arts, such as, drawing, painting, printmaking, photography, and sculpture; media arts, such as, animation, video and emerging digital technologies; design, such as, communication, product, and interactive; environmental, such as, architecture, landscape architecture, interior and urban planning; conceptual, performance, participatory, street, and folk arts and works of art in clay, glass, metal, wood, fiber, paper and other materials.

View the 2021-2025 NAEA Strategic Vision

View naea constitution and bylaws, view naea’s platform and position statements, naea member benefits, naea governance, writing for naea, advertising opportunities.

For more financial information on NAEA or other nonprofit associations, please visit www.guidestar.org .

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From Possibility to Public Policy

Tyler Simko uses data science to make voting and education more fair

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As President of the Board of Education in his hometown of South Amboy, New Jersey, Tyler Simko negotiated the complexities of educational policy and budget allocations while engaging with stakeholders in his community. Elected to the board while still in his twenties, he discovered early on the power that local officials have to effect change in the lives of citizens.

“Serving on a school board has a much more direct impact than most academic work,” Simko says. “Academics often study things in the abstract and try to make generalizable arguments. That’s important work but it’s different from putting those insights into practice.”

Simko, who graduated last May with a PhD in government, combined research with action in his years at Harvard’s Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS). Now, as then, his goal is to bridge the gap between possibility and public policy, making innovative use of computer algorithms and machine learning to address electoral issues like partisan gerrymandering as well as larger concerns like de facto racial segregation in public schools.

Sounding the ALARM on Gerrymandering

As a founder of the Algorithm-Assisted Redistricting Methodology (ALARM) Project, Simko collaborates with Professor of Government and of Statistics Kosuke Imai, PhD ’03—as well as students from Harvard’s graduate schools, Harvard College, and local high schools—to dissect gerrymandering, the partisan manipulation of electoral boundaries, through the use of powerful computational tools (see “Partisan Gerrymandering in Congressional Districts” model below). Some of the software the group has developed—including a package of tools called redist created in collaboration with Imai, Harvard Griffin GSAS student Christopher Kenny, alumnus Cory McCartan, PhD ’23, and research scientist Ben Fifield— is being used for research, litigation, and policy across the United States and in countries like Japan.

“We use the redist software to create alternative districts that follow state and federal requirements, like Idaho’s rule that congressional districts with multiple counties should connect based on the interstate highway system,” Simko says. “We then evaluate outliers by comparing the real, enacted plans to a distribution of simulated plans the state could have used.”

I use algorithmic tools to transparently evaluate many possible [redistricting] alternatives and characterize when and where policies can be effective.

These sampled plans can serve as a baseline for nonpartisan redistricting, says Professor Imai. “If the enacted plan favors one party, it serves as empirical evidence for partisan bias,” he explains. “We can use these algorithms and empirical evidence to help policymakers figure out the best policy.”

The ALARM team’s algorithm has already helped courts in states like Ohio and Pennsylvania decide whether enacted redistricting plans have a significant partisan bias. ALARM’s tools have also been used at the US Supreme Court level in the Alabama racial gerrymandering case Allen v. Milligan, which reaffirmed that a core portion of the Voting Rights Act can be applied legally to redistricting. In collaboration with Harvard Griffin GSAS student Emma Ebowe and Harvard College student Michael Zhao, the group is now studying reforms that could lead to fairer congressional districts.

“The ALARM group at Harvard has been a perfect way to combine my passion for policy impact with research,” Simko says.

Taking the LocalView

While doing work that has a national impact, Simko is still focused on the local level. He points out that local governments often have the greatest influence on the dayto-day lives of citizens. City councils and planning boards across the country have extensive power over issues like land use, education, and public health. But because power is so decentralized—and local journalism is vanishing—few largescale data sources on local policymaking are easily available to researchers, academics, journalists, and the public.

To bridge the information gap, Simko and Soubhik Barari, PhD ’23, launched LocalView, which uses computational tools to collect hundreds of thousands of meeting videos from local governments across the United States. “LocalView enables researchers to use the text, audio, and video data from these meetings to answer all kinds of important public policy questions,” Simko says. “Others, like journalists and the public, can use the data to understand what conversations are happening in communities across the country.”

In collaboration with Professor Rebecca Johnson of Georgetown University’s McCourt School of Public Policy, LocalView recently expanded to collect over 100,000 videos of school board meetings around the US. “We aim to increase transparency, informed decision-making, and real-world impact,” Simko says.

Taking on Segregation in Schools

Because national politics and legislation dominate the headlines, people are often surprised, Simko says, by how much influence local officials can have over their lives. “School boards approve the curriculum, set the budget, choose the textbooks, and negotiate union contracts with teachers and other district staff. They often have a low profile but are very powerful.”

In New Jersey, as in many states, the lines drawn on maps have far-reaching consequences for educational equity. While de jure segregation was outlawed after the US Supreme Court’s landmark Brown v. Board of Education decision in 1954, de facto racial segregation persists across the US, fueled by zoning patterns and residential choices (see “K-12 Public School Segregation in New Jersey,” page 20).

“New Jersey is one of the most racially and ethnically diverse states in the country, but residential segregation is also strong,” Simko says. “Like several other states, New Jersey generally divides school districts by town, which are often highly segregated. These boundaries also often divide homes that are more expensive from those that are more affordable.”

Simko cites the example of the small, affluent community of Glen Ridge, New Jersey. “There’s no legal requirement that low-income students can’t attend school in Glen Ridge, but low-income families are effectively priced out of living in town,” he observes.

The situation has given rise to debates about how US public schools draw their district lines. It’s also sparked lawsuits like Latino Action Network v. New Jersey, with plaintiffs claiming that the state has failed to remedy segregation caused by school districts and seeking to break the boundary lines in the name of equity. The challenge for those bringing suit, however, is to find alternative ways to draw the boundaries. “It’s not clear how districts could be redesigned to be more racially or socioeconomically integrated without increasing other constraints like student enrollment and travel time,” Simko says.

While it is difficult to imagine state officials using the algorithms directly to redraw school district lines, Tyler’s results make it vividly clear that it is politics and not practical considerations that stand in the way.

To address the challenge, Simko uses computational algorithms to redraw school districts according to different guidelines and then compares how each would change outcomes like racial, ethnic, and socioeconomic segregation. “For example, states could keep school district lines the same and reassign students to different schools,” Simko explains. “Or states could redraw the district lines entirely. States could even draw school districts at the county or regional level like they do in much of the South.”

Simko says it’s hard to know in advance which approach might work best in a particular setting because of logistic constraints—say, the number of existing schools—and the geographical distribution of students. “That’s why I use algorithmic tools to transparently evaluate many possible alternatives and characterize when and where policies can be effective,” he says.

Henry Lee Shattuck Professor of Education Martin West, PhD ’06, says that Simko’s algorithms reveal just how much progress could be made toward desegregating schools simply by redrawing district boundaries. “In New Jersey, racial segregation could be cut nearly in half even without requiring students to travel farther to school or the construction of new facilities,” he says. “While it is difficult to imagine state officials using the algorithms directly to redraw school district lines, Tyler’s results make it vividly clear that it is politics and not practical considerations that stand in the way.”

Simko says he and his colleagues are not proposing to simply turn the school districting process over to algorithms, no matter how well-intentioned their designers may be. “These tools are not meant to be prescriptive,” he says. “Complex policies like school assignments should ultimately be decided in conversation with stakeholders like district officials, families, and staff. However, these tools allow us to make it very clear what the possibilities are under different policies compared to where we are today.”

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A resource for Topic 4: Approaches to Acting of the Stage 6 HSC drama course.

This student workbook is designed to be completed alongside the study of a second practitioner from Topic 4: Approaches to Acting. The study of both practitioners is suggested to be run over a period of approximately 10 weeks in 50-minute lessons but can be adapted to suit the school context.

Bogart and Viewpoints – student workbook (DOCX 422 KB) – a resource exploring content for Topic 4: Approaches to Acting set for study in the 2025–2027 HSC Drama course.

Please note:

Syllabus outcomes and content descriptors from Drama Stage 6 Syllabus (2009) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.

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