K-12 teaching concentration prepares for Arkansas K-12 art teacher licensure and employment in elementary, middle, junior and high schools in the state of Arkansas, as well as other states with comparable certification requirements.

The program prepares future K-12 art teachers to understand and apply current art education theory to practice, including contemporary concepts and applications for teaching art in a diverse, inclusive and globally responsive world. 

The community practice concentration prepares graduates for a variety of art teaching and service occupations in social and cultural settings outside of the public-school system such as art-related museums, community art centers, hospitals, prisons, recreation centers, government agencies, mental health centers, and other government and privately funded programs for children, youth and adults. 

Graduates may also enter careers besides teaching. There are professional positions available with art journals, government agencies, art material suppliers, art galleries and art centers. Additional opportunities exist in art foundations, museum services, firms that develop art teaching materials and cultural services.

An overview of mixed research methodologies employed in the field of art education. Covers foundational knowledge and skills necessary for conducting research in education and related fields. (Typically offered: Fall)

Covers teaching strategies that deconstruct disabling, systemic, social constructions and explore how people are using comics, films, and other popular media to discuss/expose issues of race, class, gender, sexuality, and gender identity, trauma, disease, and disability. (Typically offered: Spring)

(Formerly ARED 4953.) Art education topics not included in regularly offered courses. Graduate degree credit will not be given for both ARED 4953 and ARED 5953. Pre- or Corequisite:  ARED 3613. (Typically offered: Irregular) May be repeated for up to 6 hours of degree credit.

Examines classic theories in art education and their relevance to current developments in the field. Develop and conduct historical research projects, respond to writings on histories of art education, and explore how art education histories are represented. (Typically offered: Fall)

Provides an overview of current and historical art education programs in the community. Introduces foundational knowledge and skills necessary for funding support, development, and implementation. Focuses on intergenerational and collaborative cross-disciplinary programs, their significance, and implications. (Typically offered: Irregular)

Highlights constricted and racialized ways in which people generally visualize class, gender, race, and sexualities. Students will discuss the criticality of complex dynamics of visual politics in class, gender, race, and sexualities, and theoretical issues posed and negotiated by queer theory. (Typically offered: Irregular)
This course is cross-listed with AAST 6023.

Explores transnational feminist frameworks aimed at investigation and women's activism. Focuses on how artists, educators, activists, and makers employ various artistic interventions to build transnational solidarities against global injustices. (Typically offered: Irregular)

Provides a comprehensive review of research and theory related to the study and practice of art, play and aesthetics in childhood, with specific attention given to contemporary research that extends, critiques, and exists alongside earlier understandings of how and why these practices matter to childhood. (Typically offered: Irregular)

An overview of the current issues and practices related to disability studies and application in art education. Involves readings, observations, reflections, discussion, and extensive experience applying art curriculum and contemporary pedagogy to inclusive art education practice with disabled adults 18 years and older at a community-based setting. (Typically offered: Irregular)

Examines, explores, and applies theory and research to curriculum and pedagogy. These curricular theories are situated both in general education and in art education in order to provide multiple frameworks for theorizing curricular change. (Typically offered: Fall and Spring)

Independent study with varied emphasis on topics relating to Art Education and Visual Culture Studies. (Typically offered: Irregular) May be repeated for up to 18 hours of degree credit.

Provides off-campus experiential learning opportunities that will allow students to apply theories into their professional practices. Course content is individualized with a student's internship advisor (an art education faculty member) and a field supervisor. (Typically offered: Irregular) May be repeated for up to 6 hours of degree credit.

Subject matter not covered in regularly offered courses, and relating to art education. May be repeated for different topics. (Typically offered: Irregular) May be repeated for up to 12 hours of degree credit.

An examination of critical theoretical approaches to the concepts of race and racism. Students will examine the ways in which these constructs perform a critical function in the construction of race(s) and racism(s) and their relevance to visual culture. (Typically offered: Fall and Spring)
This course is cross-listed with PLSC 6963, AAST 6963.

Master's thesis in art education. Prerequisite:  ARED 5003, ARED 5013, and ARED 6003. (Typically offered: Fall and Spring) May be repeated for up to 150 hours of degree credit.