Art and Design Education
The MA Initial and Advanced Certificate programs prepare students to integrate their intensive studio preparation with learning how to teach in the context of contemporary art and design practices. Students engage in fieldwork and student teaching experiences that help them integrate their studio work, studies in liberal arts, education theory, and teaching practice. Throughout their teaching experiences in K-12 schools and community-based educational settings students:
- provide holistic studio learning opportunities for young people;
- value young people’s social and cultural assets; and
- connect to young people’s families and communities.
The Program’s Structure
Upon graduation, students are proficient in their research skills and communications about contemporary art and design practices as they advocate for studio-based art and design programs in diverse learning contexts.
Students practice teaching in Saturday Art School and in New York City’s public schools. Saturday Art School is a laboratory where learning how to teach and research issues of pedagogy are modeled upon artistic practice. Students test ideas, develop a personal teaching style, and explore research questions through participation and observation. Students thus get opportunities to work collaboratively with their peers, community members, and professionals in the field, while they learn to develop lessons and construct environments that promote critical inquiry and creative practice. A range of art practices is presented and explored, from traditional forms to contemporary multidisciplinary works.
Our approach to art and design education is distinguished by a willingness to look to other disciplines for inspiration. In recent years, we have drawn upon the work of artists, educators, and scholars in diverse fields such as play and performance, museum education, and community art and design education. As reflective practitioners and researchers, students are prepared to work effectively in diverse cultural contexts and to apply interdisciplinary perspectives in a variety of educational settings.
In order to be recommended for NYSED Initial/Professional Certification in Visual Arts, Pre-K–12, candidates must have completed the following procedures, workshops, and tests as you move through the program so that by the time you have finished your last semester, you will have completed everything you will need to apply for certification. The fees for the workshops and tests/assessments will be charged as part of your cost of tuition and will therefore be part of your student loan package as needed.
You will be required to be fingerprinted in preparation for observing and teaching in New York City’s public schools in your first semester.
- Child Abuse Identification Workshop (online, $45)
- School Violence Prevention and Intervention Workshop (online, $45)
- DASA: Training in Harassment, Bullying, Cyberbullying, and Discrimination in Schools (6-hour workshop offered by department, fall semester only)
Earn a Passing Score on the Following Exams
- Educating All Students (EAS, online, $92)
- Content Specialty Test (CST, online, $134)
- Education Teacher Performance Assessment (edTPA, in Student Teaching Placement, $300)
Assistant to the Chair
Director, Center for Art, Design,
and Community Engagement K-12
Deputy Director K-12
Youth Programs Office
B.S. Art Education, Northern Michigan University; M.A. Education, Wayne State University.
B.A. French, Wellesley College; M.A. TESOL, City College.
Adjunct Assistant Professor
B.A. French, New York University; M.S. Art and Design Education, Pratt Institute.
B.A. Theater, Northwestern University; M.S. Design and Urban Strategies, Parsons The New School for Design.
Visiting Assistant Professor
B.F.A., Cooper Union; M.F.A. Painting, Hunter College; Ed.D. candidate, Teachers College, Columbia University.
B.F.A., MICA; M.S. Art and Design Education, Pratt Institute.
B.F.A. Painting, San Francisco Art Institute; M.A. Art Education, Concordia University; Ph.D. Art Education (Women’s, Gender, and Sexuality Studies minor), Pennsylvania State University, University Park.
B.F.A., Cooper Union for the Advancement of Science & Art; M.F.A. Photography, University of Florida; Advanced Certificate, Art & Design Education (K–12), Pratt Institute.
Ed.D. (candidate) Art & Art Education, Teachers College, Columbia University; B.F.A., M.F.A. Fine Arts, School of Visual Arts.
Visiting Assistant Professor
B.F.A. Fine Arts, Rhode Island School of Design; M.F.A. Painting, Pratt Institute.
Visiting Assistant Professor
B.A. American Studies, University of Iowa; M.S.Ed., Bank Street College of Education; M.S. Historic Preservation, Pratt Institute.
B.A. Elementary and Youth Studies & Sociology, Beloit College; M.A. Special Education, Columbia Teachers College.
Ph.D. History of Education, New York University.
B.A. Art History, Virginia Polytechnic Institute; M.S. Childhood Education, Hunter College.
Assistant Dean, School of Design
B.Arch., Miami University; M.Arch., Washington University-St. Louis.
B.A. History of Art, University of Michigan; M.A. Cultural Anthropology, Columbia University; Ph.D. Urban Education, CUNY.
B.F.A. Painting, Tyler School of Art, Temple University; M.F.A., The School of the Art Institute of Chicago.
B.F.A., M.S. Art and Design Education, Pratt Institute.
B.A. Art History, New York University; B.F.A. Studio Art, Queens College; M.S. Art and Design Education, Pratt Institute.
B.F.A. Art Education, The School of the Art Institute of Chicago; M.S. Classroom Teacher in Visual Arts and Special Education 7–12, Long Island University; M.S. Education and School Administration, College of Saint Rose.
B.S. Visual Arts Education, M.S. Special Education, SUNY New Paltz.
M.F.A. Printmaking, M.S. Art and Design Education, Pratt Institute.
B.S., University of California, Berkeley; .F.A., New York University.
B.A. Fine Art (Printmaking/Painting), Gray’s School of Art, Aberdeen, Scotland; M.A. Printmaking, Chelsea School of Art, London; Ed.D. Art/Art Education, Teachers College, Columbia University.
This course draws on each student's studio strength and considers ways that artist-teachers can adapt studio competencies to an educational setting. Through fieldwork observations and research, students will identify the concepts, skills, techniques, materials and language specific to each studio core. Students then begin to adapt, translate, and make studio learning accessible for the diverse abilities and interests of individual learners and groups of learners. This course includes 50 hours of fieldwork in a K-12 setting. Students should leave one day a week free in their schedules for school visits. This course includes 50 hours of fieldwork in a K-12 setting. Students should leave on day a week free in their schedules for school visits.
Through discussion on select readings form the literature on art and design pedagogy, combined with site visits and observations, students analyze how learning takes place as a dynamic interaction between a given educational and sociocultural context. Making connections between their own and other studio strengths and pedagogical knowledge, students apply and adapt instructional, planning and assessment tools to design innovative lessons that address the diverse needs and interests of learners in a variety of K-12 settings..
Students apply the insights gained through previous coursework, reading, and observation as they participate in a professional teaching situation in either a NYC public elementary of a NYC public secondary school. Under the guidance of a NY State certified visual arts instructor, students work for 20 full days at their assigned sites-observing, assisting and ultimately teaching independently. An ADE faculty member observes the students at their sites 3 times over the course of the semester and leads 4 on-campus seminars that serve as a forum for reflection, analysis, and inspiration. Lesson plans and artwork from lessons taught, as well as issues related to classroom management, curriculum development, and school culture are the subjects of discussion. Students work with their cooperation teachers to identify a research question and explore that question through action research.
Students apply the insights gained through previous coursework, reading, observation, and prior student teaching experience as they participate in a professional teaching situation in a NYC public elementary or a public secondary school depending upon which age group the student worked with in the prerequisite course, ADE 611, Student Teaching in NYC Public Schools. Under the guidance of a NY State certified visual arts instructor and an ADE faculty member, students work for 30 full days at their assigned sites-observing, assisting and ultimately teaching independently as they plan and prepare their EdTPA submissions for NYS certification.
This course supports students as they prepare to meet the demands of the profession in K-12 settings. Students will complete NYS certification requirements in K-12 Visual Arts and prepare materials to facilitate employment. Guest speakers will present on best practices reflecting evolving trends in K-12 art education. As they observe and interact with students, parents and communities in their co-requisite student teaching placements, students will home their understanding of the socio-cultural dimensions of teaching and learning and refine individual research interests.
The internship is a learning experience for community-based art and design educators. It provides students with an opportunity to apply academic knowledge and skills in a practical setting, while obtaining new knowledge and skills in preparation for practice in the field of community-based art and design. Students deepen their knowledge about important applied aspects of their discipline, enhance their professional skills in a real-world context, build their professional network, and inform their career choices. Additional faculty-supervised activities provide the opportunity for an in-depth reflection on the internship experience.
The internship is a learning experience for museum educators. It provides students with an opportunity to apply academic knowledge and skills in a practical setting, while obtaining new knowledge and skills in preparation for practice in the field of museum education. Students deepen their knowledge about important applied aspects of the field, enhance their professional skills in a real-world context, build their professional network, and inform their career choices. Additional faculty-supervised activates provide the opportunity for an in-depth reflection on the internship experience.
This course focuses on the pedagogical knowledge and skills necessary to teach diverse learners in public schools and other educational settings. Through fieldwork observations, readings, and discussion, students analyze and synthesize effective, evidence-based strategies for teaching and working effectively and inclusively with all school-age pupils. Students further challenge the dominant deficit model approach to teaching in diverse settings by recognizing and acknowledging student assets.
This studio course investigates the close connection between the contemporary worlds of fashion and performance art. The use of narrative has become an important part of a fashion concept, just as it is in performance art. In fashion design, the body is much more than an instrument or a means; it is our expression in the world, the visible form of our intentions. This course explores an expanded definition of fashion to include the body's presentation in the public sphere through; research on the work of historical interdisciplinary artists, the design of objects to be worn by the human body that are performative, and the performance of these projects.
This class provides an in-depth theoretical and practical understanding of the growing field of museum education. It includes an examination of the changes occurring in art educational paradigms within the museum world, the evolving nature of museums as institutions with educational missions, along with learning and interpretive theories unique to the museum context. The class provides an extensive hands-on component devoted to the special methods, practices and skills associated with teaching with artworks, and in designing educational projects, programs and innovative learning experiences within the art museum settings. The course also explores critical issues facing the field through theory, practice and the analysis of case studies, including audience diversity, collaboration with schools and communities, the rethinking of museum missions and practices, and the use of new technologies. In addition to the examination of theories underlying contemporary museum education, the course will constitute a strong practicum preparing artists' and designers' museum education work. Finally, the course also introduces the contemporary threads in the reconceptualization of museum education as artistic practice at the intersection of institutional critique and participatory and social practice. The course aims to broaden educational horizons and critical perspectives, while equipping students with practical strategies in new learning environments. Many classes will be held in NYC museums, where students will work with objects in various collections, and where they will interact with a variety of museum professionals.
An introduction to teaching practice that precedes formal student teaching in the schools is provided in a laboratory situation. Each student is responsible for the planning, teaching, and evaluation of art lessons guided by the theory and strategies presented ADE 619. During a seminar immediately following each class, common issues and problems, both classroom and societal, are discussed.
A continuation of teaching practice and reflection begun in ADE-521.
This course examines teaching and learning in art and design in the context of higher education. Students will study the theories and practices of teaching, learning and research in art and design, including a look at the history of studio teaching, various contemporary and pedagogical approaches, and the education of artists and designers. Current debates centered on arts-based research and practice-based research, course and curriculum planning, assessment in art and design, and doctorates in art or design will also be integrated into the work. The course builds a strong foundation for students interested in teaching at the college level in all art and design majors. It will include discussion, fieldwork research and project-based work assignments.
This course examines the theories and practice of teaching and learning in art and design in the context of higher education through research and participant observation in Pratt studios and workshops. This course focuses on studio pedagogy, assessment criteria and methodologies, and studio critique through observation and direct teaching experience. The course will be divided into two parts: a practicum that will allow the students to observe and participate in classes within their home department, and a seminar that will examine contemporary pedagogical approaches and the synthesis of theory and practice in the studios and workshops. Faculty in the School of Art and Design have agreed to host a participant observer and to provide opportunities for observation and direct teaching experience. Student taking this class can expect up to accumulate 15 hours of direct teaching experience under the supervision of the mentor teacher. As teaching is assigned, faculty assigned to the course will observe and offer feedback. The course builds a strong foundation for students interested in teaching at the college level and welcomes students from all majors. It will include fieldwork research, discussion, and project-based work assignments.
Art, Community and Social Change, is a hands-on exploration of urban art and design and their relationship to local communities. Through research and realization of a community-based project in Pratt's \"backyard\" - Downtown Brooklyn, Fort Greene, Clinton Hill or Bedford Stuyvesant --students will study and work with local community based organizations. Students will explore the following questions as they do their research and work on the community-based project: How do artists, designers, planners, architects and art educators shape and develop a sense of social responsibility at the community level? How do they become informed about and learn from the communities in which they work? How can art and design contribute to community-based efforts to address urban issues such as gentrification, foreclosure, community health, and access to healthy and affordable food?
This class is an advanced class in museum education. A prerequisite for the course is 'Contemporary Museum Education'. This advanced course specifically leads students in an in-depth engagement with three important dimensions of museum education, namely: 1) Teaching in gallery and museum environments, 2) Engaging in a museum education related project and 3) Conceptualizing and implementing innovation in the field.
This exploration of a central element in planning and implementing an art curriculum begins with the research and development of a series of related art projects. Particular literary works serve as subject matter for the projects and extensive experimentation with a variety of studio materials (photo-based media, computers, film and video) is encouraged. The role of technology in the making and teaching of art will also be examined, using interactive/graphics software to design a portfolio website. Through reading, writing, and discussion, issues such as age-appropriateness, teaching techniques and learning styles are also considered.
In this course students partner with a community-based organization that works with youth and collaborate on a project of personal, social, and political significance. Students consider New York City as a diverse network of assets and resources to inform their collaboration, while examining the aesthetic, socio-cultural, political, and ethical issues in creating art alongside diverse communities and groups of youth. Through fieldwork, practice-led research, and the development of a collaborative project, students gain a contextual understanding of collaboration and civic engagement.
This course introduces students to artists and collaborative groups working with ecology, science, and bioart as a method and material to create community-based and site-specific artworks. Students consider New York City as a living, breathing laboratory and develop a collaborative project in concert with youth. Through practice-led research, seminars and the creation of a collaborative project, students will explore the possibilities of STEAM learning as well as cross-disciplinary exchanges with scientists, architects, designers, and artists.
This studio course examines the role of puppetry as an educational tool, a major form in the history of art, and a unique and contemporary language of object, gesture, and story. The course considers puppetry's unique blending of media such as painting, sculpture, costume, set, and sound design and emphasizes puppetry's innovative combinations of multi-media and narrative effects. Student projects are based on a specific style/s of puppetry--found/performing objects, shadow figures, and rod puppets. Students apply the techniques related to each style as they expand upon their ideas about the traditional languages and materials of art.
This studio course explores interdisciplinary approaches to performance and their application to contemporary puppetry. Using the unique and contemporary language of object, gesture, and story, the course explores the ways in which puppetry and performing objects can serve as elements of hybrid contemporary performance art. This exploration considers the integration of costume, set and sound design into the performance projects. Students work alone and in teams as they design, write, direct and perform a final project based on any form or a combination of the following forms of puppetry: string puppets, hand puppets, body puppets and masks, large-scale outdoor parade puppets, and miniature paper/toy theater.
This course focuses on approaches on teaching contemporary digital art and design, and the use of instructional technologies 21st century art classroom. Students will develop an understanding of collaborative online learning platforms, digital learning resources, and tools to create a connected learning environment. Gaining hands-on experience through interactive tutorials, students will be challenged to apply their knowledge of technology to K-12 and informal learning settings. Students will explore the literature in the field to identify an area of interest for future research.
Instructional technologies (computer art, video, and other film processes) are introduced to those without previous experience while students familiar with design hardware and software further evaluate and develop educational strategies and applications in K-12 and informal learning settings. Through a series of studio projects, discussions, and papers, students explore how digital technology, while enhancing teaching and learning, can also be a tool for creative expression and a means of individual and social change. Students will apply research in the field to their studio projects.
This course focuses on the in-depth investigation into the creative use of specific digital tools and applications that are most commonly and widely used in K-12 classrooms through hands-on explorations and discussion. Students will develop an understanding of the relationships between technology, culture art and design, and education with a particular emphasis on new and emerging media. While gaining authentic experience through interactive tutorials and discussions, students will be challenged to apply their knowledge and the creative use of technology to K-12 and informal learning settings. The course ultimately encourages students' transformative and playful exploration into the applications of new and emerging media and forms.