When a child submerges her hands into blue finger paint, or when you get an adult to try something creative they've never done before, it's more than just fun. You're helping them unlock their creative nature, expanding their world through art. In Kendall's Art Education program, you learn how to help people experience the very thing you love. While you're learning about the latest pedagogy and brain research, you're discovering how to unlock potential. When you learn how to engage students in projects that develop creativity and higher order thinking skills, you're helping them see, understand, and enjoy art.
At most schools, art education majors earn a BS degree. But you'll graduate from Kendall with a BFA. That's because we believe that art educators should have a deep exposure to art and design in addition to teaching processes. And quite frankly, it just makes sense to us that art teachers should be encouraged in their own artistic pursuits.
Current Level II and Level III students: click here for field placement forms.
An overview of the Western Art tradition from prehistory through the Renaissance using a socio-cultural methodology in a chronological framework. (Students who have earned credit for ARTH 110, Prehistoric through Middle Ages, may not use credit earned in KCAH 111 to meet graduation requirements.)
A survey of Western art from the Baroque to the present, this course will continue building upon the foundation of Western Art I; Prehistoric through the Renaissance, using a socio-cultural methodology in a chronological framework. (Students who have earned credit for ARTH 111, Renaissance through 20th Century, may not use credit earned in KCAH 112 to meet graduation requirements.)
Students will focus on the design and technical process to shooting digital video and computer-based editing. Students will be able to apply these techniques to their major area of study.
The process of drawing as observation and conceptualization through eye-hand coordination. Emphasizes linear construction with concern for accurate proportion and simple positive-negative/figure-ground relationships. Includes an in-depth study of linear perspective. (Students who have earned FSU credit for VISC 112 Drawing I, may not use credit earned in KCDR 131 to meet graduation requirements.
Emphasis on development of convincing illusion of three-dimensional objects, through the combined use of line, value, proportion, and composition. This course focuses on the further refinement of the concepts, processes, and techniques introduced in Drawing I. Expanded exploration of perspective, composition, color investigation, media exploration, and idea development within traditional subject matter will be emphasized.
Freehand drawing using basic perspective principles and quick sketch techniques.
Advanced freehand drawing and sketching with the addition of color media.
This studio course analyzes the artistic process and breaks it down into age appropriate components for the purpose of teaching and the creation of classroom visual aids.
A problem-solving course covering the principles of composition and modular design systems. Uses predominately abstract shapes and black, white, and achromatic gray ranges.(Students who have earned credit for VISC 110, Design I, may not use credit earned in KCPA 110 to meet graduation requirements.)
A problem-solving course which studies the properties and interactions of color and its resulting perceptual effects in pictorial space.
The first course that deals exclusively with the medium of oil painting. Observation of nature and the depiction of solid three-dimensional form in illusionistic space are the central concerns. Emphasis is primarily on still life painting; some figure/portrait painting may be introduced. Also surveys Western painting and the traditional techniques pertaining to that history.
An introductory course which explores some of the following media: monotype, relief, intaglio, lithography. Students gain proficiency in printing, proofing, and editioning.
To explore the elements, principles and aesthetic concepts integral to three-dimensional design and to consider relationships between concept, process, materials, tools and technical skills. (Students who have earned credit for ARTS 120, 3-D Design, may not use credit earned in KCSF 11 to meet graduation requirements.)
Introduction to the medium of clay. Construction in hand-building and wheel-throwing. Investigation of glazing and firing. Comprehensive overview of historical and contemporary ceramics.
Introduction of media and techniques in the sculptural processes, including but not limited to: welding (gas, MIG, TIG), subtractive carving, additive/constructive and molding and casting. Builds upon concepts and vocabulary from 3-D Design.
An inquiry into the academic expectations, resources, policies, and traditions of college life. Students are challenged to enhance their intellectual potential, understand their academic responsibilities, personal integrity, and appreciate diversity in a framework that develops the critical thinking, learning, and communication skills necessary to contribute successfully to the college's intellectual life. An experiential learning component engages students in the community at large.
Focuses on using writing both to develop critical thinking skills and to express ideas clearly and appropriately according to audience and purpose. Students will engage in a variety of writing modes and will spend a portion of the semester engaging in scholarly research and the documentation of source-based materials. (Students who have earned credit for ENG 150, English I, may not use credit earned in KCHU 120 to meet graduation requirements.)
Presents concepts and develops oral and rhetorical skills appropriate for formal presentations, with emphasis on prepared, extemporaneous, and impromptu speaking. (Students who have earned credit for COMM 121. Fundamentals of Public Speaking, may not use credit earned in KCHU 121 to meet graduation requirements.)
An exploration of the philosophical nature of beauty, art, and taste.
Focuses on the analysis of numerous forms of visual discourse, including their rhetorical effectiveness, impact on audiences, and social/cultural influences.
Considers topics such as culture, society, social class, institutions and social change. (Students who have earned FSU credit in SOCY 121, Introduction to Sociology, may not use credit earned in KCSS 242 to meet graduation requirements.)
A study of the biological, cognitive, social, and affective domains of human growth and development from the prenatal period through death, particularly as they apply to teaching and learning. Students are required to observe human behavior at different stages of development in a variety of of cultural settings. Required for state teacher certification.
The psychological principles underlying teaching and learning: learning theory, motivation, the exceptional learner, gender and cultural differences, individual differences, the development of self-concept, and classroom management strategies. Students are required to do field experiences in appropriate classroom settings.
Use an application of educational technology and computers as instructional tools in the K-12 art classroom. Emphasis on how to use technology to better facilitate classroom tasks and how to teach using the computer as an artistic medium.
Explores the concepts of how artistic learning occurs and how those concepts are reflected in past and current art education pedagogical practices.
Structure, function, and purposes of schools, in society and how they are affected by various philosophies of education. Topics include financing education, traditional and contemporary philosophical views of education, the role of the school in society, the legal aspects of education, teachers' professional groups, and American education and the future. Course work includes laboratory experiences in schools, (30 clock hours)
This course will introduce pre-service teachers to strategies to accommodate the needs of exceptional and diverse learners in K-12 classrooms. Also included will be a brief historical perspective of the field of special education, particularly as it relates to K-12 education, including legislation and litigation, causes of disabilities, academic and social characteristics, basic assessment and intervention procedures, special education services/programming, the role of the family and community, and accommodating gifted and talented students.
Specific strategies for applying teaching methods and effective reading comprehension skills in content areas. Topics include the reading process, assessing and building knowledge of student background, readability, prereading strategies, levels of comprehension, vocabulary and concept development, reading and study guides/strategies.
Introduces the basic components of K-12 lesson planning and evaluation, and effective classroom management.
Explores instructional design theory and practice in art. Emphasis is placed on using instructional analysis procedures for course design, unit design, classroom management, instructional planning and delivery.
Practical experience under guidance of supervising teachers in planning for teaching, managing the classroom, and directing the learning activities of pupils. Student teachers are given increasing responsibility for directing the activities of the classroom group to the point of assuming full responsibility. Student teaching across the K-12 school span in a visual arts classroom.
Focused on the role of the student teacher and the art of teaching. The student will prepare a professional portfolio. Successful completion is a required component of student teacher experience.
Download the catalog for the most recent course listings and prerequisites.
K-12 Art teacher, private art tutor, educational text author, museum educational staff, workshop instructor.
Well-equipped computer labs and classrooms.