iandol on thu 29 aug 02
Although there seems to be a consensus that a Master of Fine Art Degree =
is a pre-requisite qualification for a teaching post in a university, =
post graduate college or some other form of tertiary educational =
establishment, I fail to see how an artists degree qualifies someone to =
be a Teacher.
What content is presented in these MFA or BFA courses which provides =
vocational training as an Arts Educator?. Do MFA candidates resolve =
questions and explore issues in: Theory and Practice of Education in the =
Fine Arts; The Psychology and Sociology of Mature Learners; History of =
Adult Education; Curriculum Planning; Classroom Methodology; Educational =
Research Processes; Student Evaluation and Assessment; and other =
subjects related to the Education Process. What standard texts are the =
asked to read? Where do they engage in the practical experience of =
teaching and how are they supervised?
Is this the sort of thing discussed at those NCECA meetings?
If these ideas are not accounted for, then I think there is a big black =
hole in the system and those who say it is "not worth the candle" may =
have a very valid point in their favour if the goal of a candidate is to =
be a teacher of Fine Arts.
Best regards to all,
Ivor Lewis. Redhill, South Australia.
vince pitelka on fri 30 aug 02
> Although there seems to be a consensus that a Master of Fine Art Degree =
> is a pre-requisite qualification for a teaching post in a university, =
> post graduate college or some other form of tertiary educational =
> establishment, I fail to see how an artists degree qualifies someone to =
> be a Teacher.
> What content is presented in these MFA or BFA courses which provides =
> vocational training as an Arts Educator?
Ivor -
Good questions, but in training university educators, choices must be made
between a curriculum clogged up with courses in educational psychology and
theory, and a curriculum which emphasizes creating strong, autonomous
artists. The theory is that if they are confident in their knowledge of art
and in their own artwork, they will be confident in the classroom. Much of
the time it works. University educators do end up learning a lot of
important stuff by the seat of their pants, but that is true in almost any
profession. I would much rather see confident studio artists in the role of
studio arts educator, than teachers who have been burdened with educational
psychology courses, but denied the opportunity to become strong, autonomous
artists.
It is curious that art education curricula for K-12 teachers in America are
almost the complete opposite. They are so heavily weighted on educational
theory and psychology courses that art education students often never get
the opportunity to become self confident artists. Seems to me that this
show some seriously misdirected priorities. At TTU, when we come across an
art education student who is serious about studio work, we strongly
encourage them to do a double BFA, in art education and in studio art. It
doesn't take much more time or money to do the double major, and the
graduate is prepared for careers in both teaching and studio.
I have mentioned this before on Clayart, and I want to make sure I don't
offend the many K-12 art educators on this list. The best teachers are
always those who have a healthy fascination for life and learning. They
radiate that fascination, and it is contagious. As students, those people
easily make up for the shortcomings of standardized art education curricula.
Mel is a perfect example. He has been living life to the fullest for seven
decades, and he is a wonderful teacher.
Back to your comments - some American MFA programs do make an attempt to
deal with a little educational theory at the start of the program. I was
lucky to be in one of those programs, at UMass Amherst. It got me off to a
good start.
Best wishes -
- Vince
Vince Pitelka
Appalachian Center for Crafts
Tennessee Technological University
1560 Craft Center Drive, Smithville TN 37166
Home - vpitelka@worldnet.att.net
615/597-5376
Work - wpitelka@tntech.edu
615/597-6801 ext. 111, fax 615/597-6803
http://www.craftcenter.tntech.edu/
iandol on sat 31 aug 02
Dear Vince Pitelka,=20
I appreciate what you are saying and respect the experience which =
informs your opinion. No doubt it has worked from time immemorial, =
before Psychology was reinvented as a discipline.
But there are models which are used by some institutions and education =
authorities. In South Australia, the dilemma of course overload is =
solved by requiring a post graduate year devoted to obtaining a =
qualification which is acceptable for Teacher Registration, the minimum =
being a Dip. Ed. but most seem to go for the B.Ed.
Best regards,
Ivor Lewis =20
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