How To Become an Art Teacher (With Steps)

1. Complete a Bachelor Degree and Teacher Prep Program. …
2. Complete Testing. …
3. Apply for Your License. …
4. Maintain and Upgrade Your License. …
5. Pursue Graduate Work. …
6. New York Art Teacher Salaries.

Data from a survey of art educators in New York State showed that over the past 20 years, both the instructional resources and methods used by art educators have changed. Updated standards that incorporate modern knowledge of artists’ subject matter, methods, and use of technology to create and share their work will benefit students. The 2017 New York State Standards for the Arts were updated with the help of the National Core Arts Standards (NCAS). The NYS arts standards are intended to assist arts educators in developing high-quality curricula, engage students in demanding arts instruction and assessments, connect their learning to real-world experiences, and support their success in school and in their future careers. The 2017 New York State Standards for the Arts outline processes that cultivate students’ problem-solving skills for success in career, college, and life as policymakers and the workforce demand a more creative and effective workforce.

The NYS Learning Standards for the Arts continue to align the various art forms in terms of structure and subject matter. The conceptual framework for the 2014 National Core Arts Standards, which places an emphasis on developing artistic literacy across five art forms by giving students the freedom to independently complete four shared artistic processes—creating, performing/producing/presenting, responding, and connecting—is where they are based. As stated in the eleven Anchor Standards, these procedures are common to all artistic disciplines and have been adopted by NYS writers.

When creating the crosswalks used by the writing teams for the arts standards, the New York State Education Department consulted with the New York State Dance Education Association, the New York State School Music Association, the New York State Theatre Education Association, the New York State Art Teachers Association, and the New York State Media Arts Teachers Association. The NYS United Teachers’ Statewide Committee on the Arts additionally took part in the preliminary evaluation of the draft standards.

For PreK through Grade 8 and three high school levels, the new standards provide grade-by-grade performance indicators. Standards for each grade level clearly show that learning the arts is sequential and significant at all grade levels. Proficient, accomplished, and advanced high school standards recognize the variety of abilities and knowledge that students have as they advance through their secondary education. By the end of their PreK–12 education, all students must demonstrate proficiency in at least one arts discipline, which satisfies the graduation requirement, according to the new arts standards.

In contrast to the previous emphasis on knowledge and skills, the new Arts Standards aim to instill arts literacy by placing a greater emphasis on conceptual understanding. The new standards emphasize the collaborative nature of artistic production. Collaboration and communication are fostered through the teaching of these standards, two crucial skills that are sought after by employers and higher education.

The previous NYS Learning Standards for the Arts had broad standards that were shared by all art forms. But with the 2014 National Core Arts Standards, the phrase “anchor standard” is new and was adopted in NY for those standards shared by all art disciplines. The Anchor Standards are broad statements of expectations for what students should know and be able to do in all the arts throughout their PreK–12 education. Discipline Specific Performance Indicators, which are declarations of what students should comprehend and be able to do in a particular artistic discipline by the end of a particular grade or level, are a subset of the Anchors standards.

The term “media arts” in the NYS Arts Standards refers to all time- and motion-related artworks produced by recording sound and/or visual signals. Media artwork usually depends on a technological component to function. Presented on film, television, radio, audio, video, the internet, interactive and mobile technologies, transmedia storytelling, and satellite are both fine art and commercially oriented works. Kinetic sculpture, information art, organic and algorithmic art, interactive art, multimedia installations, etc. are examples of forms that are shared with contemporary visual and fine arts. News reporting, documentaries, advertisements, music videos, animation, machinima, video games, game design, and/or a combination of any of these are additional more commercially oriented forms. As a result of technological advancements, media art forms are constantly evolving. Students benefit from the discipline of media arts both as a stand-alone art form and as one that can connect and integrate with all other art forms and other core content disciplines.

Up until further notice, new applications as well as requests for 1-year and 3-year continuing approvals do not need to be submitted. Schools and districts are expected to make sure that new locally developed course offerings intended to result in diploma credit are appropriately aligned to the Arts Learning Standards at the Proficient, Accomplished, or Advanced levels until the approval procedure is reinstated.

In these circumstances, teachers may need to adapt their lesson plans so that they start where the students are and create level-appropriate lesson plans that advance them somewhat more quickly. A Sliding Scale (NYSED, 2017, p. 31-32) was created to make it easier, when needed, to write curricula that are appropriate for students’ experience and training rather than grade level. To represent student learning expectations in line with developmentally appropriate abilities, levels are scaffolded. Based on prior knowledge, experience, and baseline assessments, arts educators determine the student’s level. They then customize level- and age-appropriate curriculum to meet each student’s needs. Students advance according to their teacher’s pace, which is determined by their abilities, prior knowledge, and developmental stage.

As of Spring 2018, the new standards had not resulted in any modifications to laws or policies. At any level, there is no requirement to take a media arts course. Learning about the media arts is worthwhile, just like learning about other art forms. The new Media Arts Standards should be used as a resource by schools without Media Arts programs to create memorable and distinctive experiences that could be incorporated into the Visual Arts program.

Perhaps the best indication of what a “quality” arts education should look like is provided by our new state arts standards. Their emphasis on creation, production, and introspection highlights the experiential learning that results from creative making and doing. To assist educators and students in organizing the knowledge, abilities, and experiences associated with artistic processes, the standards have been written using Enduring Understandings and Essential Questions. Focusing on what are frequently referred to as “Big Ideas,” Enduring Understandings and Essential Questions The Essential Questions are those prompts we ask our students to wrestle with when experiencing and creating art, while Enduring Understandings complement the lifelong objectives for our student arts learners. Teachers and students will be developing their technology skills and exploring interdisciplinary uses of technology tools as a result of the new emphasis on technology in all the arts disciplines. Additionally, there is a renewed focus on the standards for presenting in the visual arts, which ought to lead to the development of connections between the community and the school’s arts program. Arts literacy encourages connections between the arts and between the arts and other disciplines, and it should lead to opportunities for accessing, developing, expressing, and integrating meaning across a range of subject areas.

Students will have an educational experience that more closely resembles the processes that artists actually use, including thinking abilities that are highly valued in all academic fields and the workplace. The new standards foster students’ abilities to create, perform, and respond as well as connect their arts education to their lives, communities, and the wider world.

As the targets of their instructional practice, teachers in New York State are expected to use standards adopted by the Board of Regents. Every public school student in New York State must be given the chance to receive instruction in order to meet the New York State Learning Standards, according to the general education and diploma requirement regulations, also known as Part 100 Regulations of the Commissioner of Education. Standards are required learning objectives, and teachers in New York State are responsible for creating instructive experiences that help students acquire the knowledge, skills, and understandings necessary to meet the standards.

There are optional 4+1 arts pathway assessments that measure student progress on the State Learning Standards for the Arts at a level of rigor comparable to a Regents examination, even though NYS has not created an arts assessment that is necessary for graduation. At the state level, the Individual Arts Assessment Pathway (IAAP) is currently being developed. When fully implemented, it is anticipated that the IAAP will give teachers the resources they need to create a sequence of arts courses that leads to the Arts 4+1 Pathway. Currently, local districts choose the criteria for evaluating students’ academic progress. Grade-by-grade standards offer a good place to start when deciding on suitable student learning objectives. The new arts standards will be useful to arts educators and their supervisors in creating appropriate arts objectives and measures because they outline the most significant outcomes of arts education. The National Arts Standards offer a range of resources to aid implementation, such as sample tests with rubrics. These give educators resources they can use to record pupil development and accomplishments in line with the new arts standards.

According to our surveys, there is substantial support for the new standards. Teaching artists, parents, and administrators, as well as representatives of arts and cultural organizations, participated in each public call for reviews. Teachers learn that these concise standards are actually easier to use than the previous standards, which were written in paragraph form, after the initial adjustment to 11 standards instead of 4 standards.

The State Education Department worked closely with partners like school district teachers and administrators, BOCES representatives, and state and county professional arts organizations to develop the Arts Learning Standards. The new Arts Learning Standards were published in 2017. The steps that schools, communities, and important stakeholders must take in order to implement the new Arts Standards are laid out in the Arts Standards Roadmap and Implementation Timeline found here. The NYS Learning Standards for the Arts are expected to be fully implemented by September 2021.

Many of us use digital technology and multimedia platforms in today’s classrooms. Consciously integrating technology into innovative visual art concepts and solutions is media arts. Students and teachers are already utilizing new media technologies as consumers of media arts. Our updated standards connect and academically enrich visual/media art students in the twenty-first century.

Big ideas and artistic literacy are both emphasized in visual and media arts. This connection began with the invention of photography. To give students pre-vocational skills in the arts, the disciplines may combine in the professional world. Both fields are visual in nature and incorporate artistic expression, design aesthetics, and design aesthetics. Various media, such as imaging, sound, moving images, virtual worlds, and interactive experiences, are included in the category of media arts.

Recent years have seen the emergence of media arts programs that give “Digital Native” students the knowledge and resources they need to interact with time-based media. Furthermore, the National Coalition for Core Arts Standards (NCCAS) states that “Media arts standards are intended to address the diverse forms and categories of media and arts.” Media Arts collaborates with all other art disciplines to create time-related art that engages a global audience through digital platforms.

A: Start with the Performance Standard that corresponds with the majority of your students and use the Standards as a planning tool rather than an absolute measure. The Media Arts Sliding Scale (NYSED, 2017, p. 31-32) was created to make it easier, when needed, to write curricula that are appropriate for students’ experience and training rather than grade level.

Currently, media arts are understood to include time-related artworks produced by recording, producing, or modifying sound and/or nonstatic visuals in New York State. Film, television, radio, audio, video, the internet, interactive and mobile technologies, video games, trans-media, as well as media-related printed books, catalogues, and journals can all be examples of artworks that rely on technology to function. The term “media arts” refers to expressive works that investigate the technological, aesthetic, and expressive potential of electronic media, including video, the internet, streaming, computers, software, gaming, mobile applications, code, GPS, sound production equipment, robotics, and other developing and evolving tools (NYSED, 2017 p. 46).

You are developing artistic ideas with support to capture and experiment with media arts content. How do you choose your Facebook profile picture? Did you crop it? Did you add a filter? MA: Cr3. 1. Students regularly make changes to their artwork. How do artists improve and refine their work? Technology is used as a tool for artistic creation in the media arts classroom. It can start as an exploration station in your classroom and progress to a lab with a technology tool for each student to produce and create.

Teachers should have access to a computer or laptop, a Smartboard or flat-screen television with speakers, and at least one mobile platform or device for the classroom in order to launch a Media Arts Program successfully. These resources will effectively enable the instructor to display media items and instructional materials and give students the chance to create works of art in a classroom environment. You can also ask your technology department or family members if they have any outdated digital cameras that have been replaced by camera phones. To see if you can borrow any technology, check with your neighborhood BOCES or library.

A lot of schools already have digital equipment and technology, like iPads, Smartboards, and Laptops, that can be used for a Media Arts Program. These resources can be used by teachers to evaluate student work, generate ideas, and create digital content that can be shared publicly or privately with a sizable audience.

A set of rubrics that accurately evaluate the creation/production of media arts content should be used as part of the assessment for project-based learning in a media arts classroom. Students must show mastery of skill sets in collaborative / group settings from development to creation while also demonstrating a clear understanding of the terminology used in the industry.

Students are asked to conceptualize artistic ideas in the CREATE section of the standards, which is similar. The technology used for creation is not the focus. The emphasis is on the development of the ideas you will generate, arrange, and refine. The visual and media arts standards both demonstrate the use of the elements and principles of design as well as clear communication of ideas.

Check with your local BOCES for new offerings. For updated course offerings, you can also check the websites for NYSATA and NYSMATA. Your state’s organizations can assist you in finding training and are heavily involved in the process of writing standards. The annual Moving Blueprint Professional Development workshops are open to educators in the New York City/Metropolitan Area and are presented by the NYC DOE Office and Arts and Special Projects.

A NYSED-approved, high school-level interdisciplinary curriculum called Design and Drawing for Production (DDP) “is intended to be implemented through a two-semester course as an introduction to a universal graphic language, through which students can express their ideas with creativity, clarity, and exactness.” ” (NYSED, p. vi).

The State-approved syllabus was originally published in 1989. The previous publication, Mechanical Drawing and Design, which was a joint effort between the Industrial Arts and Art units, was replaced by it (NYSED, p. ii). The University of the State of New York, Bureau of Secondary Curriculum Development first published that syllabus in 1968.

“Through creative thinking, decision-making, and problem-solving experiences, this course seeks to provide opportunities in the fields of design and drawing.” Emphasis is placed on design and drawing techniques that are appropriate both now and in the future. This syllabus’s foundation is a change from the traditional learning approaches to the design problem approach” (NYSED, p. ii).

A more exciting design problem approach was introduced in the 1989 DDP syllabus, which marked a departure from “conventional learning methods and application of skills through a follow-up exercise” (NYSED, p. 1), which necessitated that students cultivate and use higher order thinking By requiring the student to review previous solutions, learn technical drawing processes, practice design techniques, and become critically active in evaluating both their own work and other people’s work, the syllabus emphasizes critical thinking, creative problem-solving, and the decision-making processes (NYSED, p. 2). Instead of being the course’s main focus, skill development (drawing exercises) became a supporting factor in aiding in the solution of design problems. Additionally, design was broadened to encompass much more than simple 3-D forms.

The “Design and Drawing for Production (DDP) syllabus may be used to provide instruction to any student to satisfy the commencement level Art/Music requirement” as a State-developed interdisciplinary course. Either Art Education or Technology Education teachers can provide instruction. It could be incorporated into either the technology education curriculum or the art education curriculum. ”.

The DDP used to fulfill the art/music credit must be taught by teachers who are certified in either art education or technology education, starting in September 2004. It could be incorporated into either the technology education curriculum or the art education curriculum. The entire State-developed DDP syllabus must be used in the course of study to satisfy this requirement. ”.

In addition to approved art education course(s) or a CTE sequence, Design and Drawing for Production (DDP) is an approved course to fulfill the one unit of art/music requirement for graduation for all students. The DDP curriculum is in line with Standards 5 of both the Visual Arts Learning Standards and the Mathematics, Science, and Technology Learning Standards. To satisfy this requirement, the course of study must use the State developed DDP syllabus in its entirety. Only teachers certified in art education or technology education may provide instruction in DDP used to fulfill the art/music credit. ”.

For the purpose of awarding art credit, locally created versions of a course “similar to DDP” are not permitted. (For instructions on how to update the DDP that the State has approved, see Page 3) Art credit cannot be given for programs like Computer Aided Design (CAD) or comparable ones. It is prohibited to use Introduction to Engineering Design (IED) or comparable courses to grant art credit. Even if the title contains the letters “DDP,” vendor-provided curriculum cannot be used to grant art credit. NYS does not endorse any vendor-provided curriculum.

The State-developed syllabus was specifically designed to be interdisciplinary. When it was initially created in 1988/89, it included Part 100 of the Commissioners Regulations for both visual arts and occupational education, as well as the standards for fulfilling the ten goals of the NYS Regents Action Plan. It was jointly developed by the NYSED Bureaus of Curriculum Development, Home Economics and Technology Education, and Arts, Music, and Humanities Education.

The NYS Learning Standards in the Visual Arts at the commencement level and Standard 5 of the NYS Learning Standards for Math, Science, and Technology at the commencement level were integrated into the syllabus through the creation and publication of an addendum in 2000. It has been specifically created to satisfy the requirements and learning standards of New York State in two distinct subject areas.

The NYSED DDP syllabus was created with longevity in mind by avoiding specialized tools and methods in favor of a particular philosophy about how the design process informs the development of useful objects, spaces, buildings, and systems that serve human needs, as well as the use of a common graphic language to communicate design ideas. In the world of design today, these two fundamental tenets remain crucial.

“Through creative thinking, decision-making, and problem-solving experiences, this course offers opportunities in the areas of design and drawing.” These transferable skills are crucial in assisting students in meeting the higher expectations placed on them. Emphasis is placed on design and drawing techniques that are appropriate both now and in the future. This course should give students the chance to express themselves and showcase their talents in a variety of ways, despite the significant changes that the use of computers in design is bringing about. Content of the course should drive instruction, not the computer. This syllabus is based on a change from the traditional learning methods to this design problem approach. ”.

By updating content (what problems will students solve? ), graphic delivery (which visual languages will be used? ), and modeling (which “tools” will students use to create prototypes and models), local curricula can stay current and relevant while adhering to the goals, objectives, and guiding philosophy of the DDP syllabus. The foundation for future coursework that prepares students for the quickly expanding, technologically driven fields where design thinking is crucial is laid by well-designed local curriculum based on the DDP syllabus.

Design and Drawing for Production, formerly known as Mechanical Drawing and Design, promotes the use of a common graphic language to describe forms in the built environment. The curriculum mandates research for historical precedents, cultural references, environmental impact, and future vision to enable the student to analyze, creatively design, and critically evaluate these forms.

“This method is a crucial step in the process of product design and production because it serves as a vehicle for international industrial communication.” The ability to analyze and demonstrate an understanding of three-dimensional forms in space is developed through the use of other simulation techniques, such as model building. The production of goods, the design of transportation systems, the integration of communication, and the construction of buildings are ultimately the results of the application of these design and drawing activities and simulation techniques.

The manner in which industrial, engineering, and architectural firms solve design issues and convey their solutions informed the presentation style for this syllabus. By requiring the student to review previous solutions, learn technical drawing processes, experiment with design techniques, and become critically active in evaluating both their own work and other people’s work, the curriculum places an emphasis on critical thinking, creative problem-solving, and the decision-making processes. ”.

For the foundation version of DDP, districts should now use the High School 1 (HSI)/Proficient Level of the Visual Arts Standards. All 11 arts standards and their performance indicators must be met by the DDP curriculum. The Commencement General Education Level in the 1996 standards has been replaced by the (HSI)/Proficient Level in the 2017 arts standards.

In the European and American industrial eras, there was a critical need for the fusion of art and technology to boost the efficacy and appeal of functional design. Numerous books and educational programs were created in the second half of the 19th century to promote innovation and aesthetically superior design in manufactured goods for regional and international trade. This movement was started in Europe to enhance the quality of manufactured goods for export and the fit of machine parts. Visual Art FAQs.

Visual elements used by artists to create works of art include line, color, form, value, size, and texture. The structural relationships between the forms are described by design principles like balance, proportion, rhythm, emphasis, and unity. Although the elements and principles are frequently emphasized in classrooms, there isn’t really agreement among experts in the field regarding a set of universal elements and principles. Other relationships, such as time, flavor, sound, site-specificity, juxtaposition, re-contextualization, hybridization, etc., are frequently observed in works of art but are neither elements nor principles. Due to this, modern usage of the more inclusive phrase form and structure has increased. These conventions are systems of organization that assist students in effectively representing their visual ideas rather than instructional goals in themselves.

How to Become an Art Teacher | step-by-step guide

Common salaries for art teachers

Here are some skills art teachers use regularly:

Communication skills

Contrary to other subjects, art teachers frequently cannot judge whether a student has a grasp of an artistic concept. Understanding how colors, shapes, emotions, ideas, and techniques combine to create something that people find meaningful is necessary for effectively communicating artistic ideas. In addition to communicating abstract and emotional topics to children and teenagers, art teachers must practice traditional communication skills like presentation, public speaking, and feedback.

Craft skills

Art teachers hone their own abilities in a variety of media so they can effectively explain techniques to students This requires fine motor skills and repeated practice. Art teachers share their expertise on how to create ideas, sketches, and color palettes with students when assisting them with longer projects.

Creative skills

Along with actually creating art, art teachers also come up with the best project ideas for their students. This necessitates developing a much wider range of lesson plans because they frequently teach across multiple grade levels. Additionally, art instructors need to be resourceful and inventive in how they use the materials available. Around holidays, art teachers could develop decorative projects. For student theater, art teachers might help create sets.

Interpretive skills

Understanding art can be learned through formal education and practice. Art teachers use their interpretive skills to guide discussions about artworks, give students feedback, and assist them in creating their own systems for understanding images and forms.

What does an art teacher do?

Students are first exposed to the formal aspects of art and various artistic mediums by art teachers. They acquaint students with the equipment and supplies needed for sculptural, craft-based, and illustrational art. In some schools, art teachers also teach other disciplines, like photography and filmmaking

Many schools start teaching art to all students early on and then offer art electives to those who show a continued interest. Teachers of art assist their students in honing their skills and experimenting with various styles as they grow as artists.

Art teachers responsibilities include:

How to become an art teacher

The steps to take if you want to teach art are as follows:

1. Earn bachelors degree

Typically, art educators enrol in undergraduate programs that offer both art and education separately or together. Depending on your schools offerings, you could:

Check the requirements for becoming a teacher in the state where you want to work, regardless of your program. States typically demand that education majors complete a teaching internship or a minimum number of hours spent observing students in the classroom.

2. Pass licensing tests

Most states require you pass two tests for your license. A basic educational competency test measuring reading, writing, and math skills is the first. The second is focused on art education and typically includes art creation, art theory, and art history. Your state will probably grant you a teaching license after you pass both.

3. Apply for certification

Apply for your state’s art teacher certification so that your credentials reflect the specialized training you underwent once you have obtained your teaching license and completed any necessary student teaching requirements.

4. Seek art teaching positions

Look into school districts to find one that shares your appreciation for the arts and offers a favorable environment for your career development. Think about the age range of the students you’d like to teach, then apply for positions that make sense for you.

Frequently asked questions

The following are queries that those who are considering teaching art frequently ask:

Where can art teachers find employment?

Both public and private schools are hiring art teachers, and instruction typically starts with kindergarteners. Some schools need assistance with managing summer camps or after-school art programs. There may be additional art educators who are qualified to teach at the college or university level. Adults frequently seek art instruction, and some of them may pay for classes at ceramics or painting studios. Retirement communities also offer art classes, which may call for a qualified instructor.

Whats the job outlook for art teachers?

Who would enjoy working as an art teacher?

People who have invested time and effort in honing their artistic abilities can continue to pursue their interests in a meaningful way by teaching art. Art teachers are patient educators who enjoy working with kids and who excel in a special type of instruction. As they can assist students in creating art that is personally expressive, educational professionals who are excellent at connecting with students may do well as art teachers.

What related careers could I consider?

For those who enjoy teaching or working in the arts, there are a number of alternative careers to consider:

FAQ

Can I teach art without a degree?

California requires at least a bachelor’s degree for teaching art there. Although a degree in art is not required for certification, you must nonetheless demonstrate your subject knowledge of art in order to obtain your teaching credentials.

What do you do as an art teacher?

• They love kids. First and foremost, great teachers must love what they teach.
• They love art. …
• They are passionate about the profession. …
• They are dedicated. …
• They are energetic. …
• They are creative. …
• They are organized planners. …
• They are advocates for the arts.

How do art teachers make money?

A professional who works in a school and instructs students in the creation of ceramics and sculptures, paintings, photographs, and drawings is an art teacher. A teacher of art may also work for themselves or for a gallery. They impart knowledge of art history, art creation, and art theory to students.