Graduate research takes graduate students into PK-12 public and private schools where they initiate research projects that provide insights into Art Education content and pedagogy. Full-text graduate research documents may be found on Digital Commons and include college-wide award winning theses and research projects. Recent award winners include:
"Critically Negotiating the Visual: An Action Research Project Documenting the Creation of a New Curriculum That Emphasizes the Deconstruction of Visual Culture Through the Exploration of Gender Stereotypes in the Media" (Carol Marie Hammond, Thesis, 2006; Dr. Alice Pennisi, Advisor)
"Enacting an Assets Pedagogy to Develop Youth Assets: Teaching K-12 Urban Youth in an After-School Visual Arts Program Using Participatory Action Research" (Maureen McCarthy, Thesis, 2010; Dr. Shirley Hayes, Advisor)
"Seeking Ways to Increase Middle School Students' Respect for the Visual Arts Using Action Research" (Heidi San George, Project, 2007; Dr. Shirley Hayes, Advisor)
"A Study of Issues Regarding the Incorporation of Female Artists in Art Curriciula and Approaches to the Pedagogy of Gender Matters in Education" (Jen Brier, Project, 2009; Dr. Alice Pennisi, Advisor)
"A Contemporary Approach to Art Education for At-Risk Alternative High School Students" (Karen Zelak, Project, 2010; Dr. Mary Wyrick, Advisor)
"Qualitative Action Research on Teaching Diversity in a Non-Diverse HIgh School Setting Using Contemporary Art" (Robin Reczek, Project, 2011; Dr. Shirley Hayes, Advisor)
In the undergraduate program, before completing their student teaching requirements in elementary, middle, and high school settings, art education majors take pedagogy courses that give them the opportunity to work side by side with teachers and students in public and private schools and after-school programs. New York State requires teacher candidates to complete 100 field hours prior to student teaching with a state certified art teacher.
Our students are observing, assisting, documenting, and analyzing, in addition to imagining, building, and delivering lessons, then critically reflecting on their performance and experiences in classrooms with youth of all ages, These practical experiences are invaluable to the success of our graduates.
Back to Top