This option gives students the opportunity to teach PK-12 art by earning their PK-12 teaching certification. They then have the capacity to pursue graduate level work in an M.A. or M.Ed. program in art education or MS degrees in Education.
Bachelor of Arts in Fine Arts Dual Degree
Students earning the BASA with PK-12 Certification can earn the dual degree of BFA with Two Dimensional Arts or Three Dimensional Arts Concentration.
The dual degree requires a minimum of 150 credit hours of course work. In addition to fulfilling the requirements for the BASA with PK-12 Certification, the dual degree of BFA with Two Dimensional Arts or Three Dimensional Arts Concentration requires the student be admitted to the BFA program and complete the following ART courses:
BFA Sequence (12 hrs.)
-
ART 4320 BFA Independent Study I
-
ART 4330 BFA Independent Study II
-
ART 4420 BFA Thesis
-
ART 4920 Art in Theory and Practice
Subtotal: 12
ART Elective (3 hrs.)
One elective course from 2D Arts or 3D Arts “advanced work” course list. Course to be determined in consultation with a department faculty adviser.
Subtotal: 3
Total ART Credit Hours: 78
PK-12 Art Education Accreditation
The Studio Art degree with PK-12 Certification is currently accredited by the Association for Advancing Quality in Educator Preparation (AAQEP) and approved by the Nebraska State Department of Education.
Bachelor of Arts in Studio Art With PK-12 Certification
The Bachelors of Arts in Studio Art PK-12 Certification degree allows UNO to recommend graduates for Nebraska licensure as PK-12 art teachers. In addition, candidates must pass the Praxis II – Art Content Knowledge (5134) with a score of 158 or higher to meet state licensure requirements. Results for candidates completing Praxis II can be found at:
unomaha.edu/college-of-education-health-and-human-sciences/about/caep-annual-reporting-measures.php
Content explored in Comprehensive Art Education methods courses focuses on, but is not limited to: Form in art, meaning in art, studio concepts and media exploration; art history and modes of inquiry in art history; aesthetics and modes of inquiry in aesthetics; art criticism and modes of inquiry in art criticism; connecting visual art with music; connecting visual art with drama; connecting visual art with dance and creative movement; connecting art as visual literacy with core PK-12 curriculum areas; classroom management and safety in the art classroom; preparing students for future careers in art; strategies for learners; individual reflective practice and hands-on collaborative inquiry; teaching styles; art and cognition; multiple intelligences; learning styles, role of technology in contemporary art education; developmental issues in art education and students with special needs; cultural diversity, gender issues and art education; enculturation of youth in a political and social democracy, stewardship of schools (professional responsibility); nurturing pedagogy; access to knowledge for all learners; contemporary theories of art and art education; thematic basis for PK-12 curriculum design; advocacy, leadership, and professional commitment in relation to art education; national and state standards, assessment, land evaluation of student performance in PK-12 art education.