The Art Education program in the School of Art prepares knowledgeable, progressive and culturally responsive professionals who are dedicated to addressing the current and future needs of visual arts educators in school, community and museum settings, as well as other cultural institutions.
Bachelor of Fine Arts Concentration Options K-12 Teaching or Community Practice
Association of Art Educators
Art Education Faculty
Angela LaPorte, professor and program director of art education
Christopher Schulte, endowed associate professor and graduate coordinator
Injeong Yoon-Ramirez, endowed assistant professor and undergraduate coordinator
Fine Arts Center, School of Art
340 N. Garland
Fayetteville, AR 72701
Committed to the study of art’s educative promise and potential, the Art Education program at the University of Arkansas has a long history and outstanding reputation for preparing artist-educators to work in K-12 schools, communities, museums, and other educative environments.
The mission of the Art Education Program at the University of Arkansas is to:
- prepare culturally responsive educators who are dedicated to developing interdisciplinary and collaborative approaches to art teaching and research, which address current and future needs of visual arts educators in schools, communities, and museum settings, as well as other educative environments.
- promote equitable educational practices and community-based programs that acknowledge and challenge barriers to quality art educational access and success, while promoting high quality, socially responsible visual arts educational opportunities.
- prepare artist-educators and artist-scholars to study, research, and transform the educative potential of the visual arts in schools, museums, and communities—regionally, nationally, and internationally.
- to conduct research and provide leadership that questions dominant ideologies and cultures in order to generate innovative, inclusive, and equitable approaches to the visual arts and its education.
The vision of the Art Education Program at the University of Arkansas is to inspire artist-educators and artist-scholars to utilize the educative potential of art practice, teaching, and research to build a more equitable and just world. Our work in carrying out this mission and vision is informed by the following core priorities:
- to recognize, celebrate, and promote inclusive and equitable approaches to art practice, teaching, and research.
- to prioritize and value the histories and practices of underrepresented peoples and underserved communities through critical, reflexive, and collaborative inquiry.
- to challenge, innovate, and extend the educative potential of art practice, teaching, and research.
Diversity, Equity, & Inclusion Statement
The Art Education faculty at the University of Arkansas believe that education serves as a space to address, critique, and challenge all forms of oppression based on (including, but not limited to), ability, age, class, ethnicity, gender, sexual orientation, language, nationality, race, religion, and sex. We unequivocally stand in solidarity with our Black, Indigenous, and People of Color (BIPOC) students, faculty and staff, with our colleagues across the nation and internationally, and with our friends and neighbors in Fayetteville and beyond. In particular, we recognize that Black people, especially in the United States, are living in a relentless state of systemic institutionalized racism, which incessantly defines, delimits, devalues, and explicitly dehumanizes Black lives. This is not a new reality. Rather, it is a reality which stems from a centuries-old foundation, one built on the enslavement of Black people, grounded in hate, fueled by indifference, and continually fortified by monetary gain. As artist-educators, our commitment to action through art, aesthetics, and visual culture education can (and ought to) contribute to addressing and destabilizing intersectional systems of oppression in the United States, when our actions are aligned with other forms of activism and solidarity across different communities. As a faculty, we are steadfast, unwavering, and resolute in the fight for equity and a more just society and world. If you witness or are a victim of discrimination, please report it to report.uark.edu.
We first acknowledge the traditional homelands and territories of the local Indigenous peoples, including Osage, Caddo, and Quapaw Nations, where the University of Arkansas is currently located. A portion of the Trail of Tears runs through our campus where the Cherokee, Choctaw, Muscogee (Creek), Chickasaw and Seminole Nations passed through during this forced removal. By acknowledging the past, we recognize our responsibilities in relation to ongoing settler colonialism that eradicates Indigenous peoples, cultures, and languages as well as those colonial projects that dispossess Indigenous lands. This statement is an invitation to recognize Indigenous presence now, in our communities, and to reckon possible ways to support Indigenous survivance.
The School of Art offers a wide range of courses, lectures, and seminars in the history of art from antiquity to the present day.
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.
All incoming undergraduate students complete Freshman Foundations courses their freshman year. After completing foundations, students are eligible to apply for the B.F.A. in art education.
Applications open in the fall semester and require the below:
_University GPA must be 2.5 or greater; School of Art GPA must be 3.0 or greater
_Copy of unofficial transcript in PDF format from UAConnect
_Complete application packet and upload to SlideRoom
_Portfolio with 10 to 15 high quality images
_Interview with art education faculty
For application and additional details please visit Applying for the BFA
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)
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.