This program is geared toward students who have previously obtained their BFA in a studio major and wish to pursue Michigan K-12 teaching certification in the Visual Arts. Post-degree students at the College for Creative Studies (CCS) are considered Teaching Certification (TC) candidates. To be considered for admission, students must complete the following:
Fill out the free online application for Post Degree Teacher Certification at www.ccsdetroit.edu by selecting the “Apply” button in the upper right corner.
Note- Graduates of CCS, a designated member of the Association of Independent Colleges of Art andDesign (AICAD) consortium, need only complete step 1.
Submit transcripts from all previous colleges and universities attended to Admissions. Cumulative GPA from the student’s combined undergraduate studies experience (if multiple institutions attended) must be minimum 2.7
Applicants to the TC program who completed their undergraduate studies outside of the (AICAD) consortium must submit a portfolio of work examples to slideroom for review and approval. Check here to see if your previous institution is an AICAD school.
Once Accepted
Upon admission to the TC program at CCS, the Chair of the Art Education Department will review the student’s transcripts for previously earned courses that meet the Michigan State entry level teaching and Visual Arts Education (LQ) endorsement standards. These required standards include successful completion of college-level courses in the following areas:
Social Science (two courses totaling 6 credit hours)
English (three courses totaling 9 credit hours)
Art History (four courses totaling 12 credit hours).
Requirements for Art history may be met by courses in aesthetics and/or art criticism. Of the 12 credits, a maximum of 6 credit hours may be applied from these alternate courses. Approval of aesthetics or art criticism for TC candidates will be determined by the Chair of the Art Education Department. Course descriptions or syllabi may be required for review and approval.
Additionally, course work must include successful completion of 26 hours of studio art or design, including:
18 credit hours of Foundations and Studio Art
A minimum of 8 credit hours of advanced level art courses (300 level or above) in one studio area.
Application of course credit toward a TC Candidate’s program requirements is determined by grade and, for students who require a portfolio for admission (see item ‘3’ in admissions policy), a demonstrable proficiency in the skills, techniques, and outcomes in studio (i.e. visual arts) courses. Approval of studio coursework is at the discretion of the Chair of the Art Education Department.
Candidates who are unable to provide evidence of proficiency in studio course[s] may be required to successfully complete the designated equivalent course[s] at CCS
Once a new TC candidate has met the Art Education Department Chair, received their Plan of Work and wishes to proceed with registration, a $250 enrollment fee will be required to proceed with registration. Details on options for making this payment, along with a checklist of next steps, will be sent to admitted students in their Acceptance Package.
Completion of Program
To obtain their Visual Arts Education (LQ) teaching endorsement TC program candidates must:
Complete the Plan of Work as outlined by the Chair of the Art Education department, including 27 credits outlined in the CCS Art Education TC curriculum (see next page for general curriculum outline)
Complete 115 hours of Field Service and 20 hours of Service Learning project with Community Focus
Complete all Compliance Forms and register for a student MEA/AEM Membership (for student teaching). Upon successful completion of all Compliance forms/membership, Art Education course requirements and Field/Service Learning hours, students are eligible to apply for CCS graduation and receive a Diploma to verify completion of the CCS Art Education program requirements. Note: All students must satisfy the additional listed requirements and/or tests before official recommendations are provided for Teacher Certification.
Take and pass the Michigan Test for Teacher Certification (MTTC) Visual Arts Education Test (095) to receive LQ endorsement
Optional: Submit SAT, ACT, PRE, or MME test showing proficiency in reading, writing, and math
Optional: Adult and Child CPR/First Aid Certification
Curriculum Outline for Post-Degree Teaching Certification Program
Most students can complete the CCS Post Degree Teaching Certification program in three or four semesters depending on the number of undergraduate or studio courses required.
Course Number
Course Name
Credits
Field Experience Hours
DAE 200
Education Foundations: History & Philosophy of Education
3
15 General Ed Focus
DAE 250
Human Development, Creativity & Visual Learning
3
10 Special Ed Focus
DAE 315
Elementary Art Teaching: Methods, Materials & Content Area Literacy
3
30 k-5 Art Classroom
DAE 405
Secondary Art Teaching: Methods, Materials & Content Area Literacy
3
30 6-12 Art Classroom
DAE 407
Reading and Language Arts Methods & Technology
3
10 K-6 Reading Tutors
Service Learning Project in a supervised setting
20 Community Focus
MEA/AEM Membership, Compliance Forms, and optional Adult and Child CPR & First Aid Training,
Final Semester
DAE 510
Directed Teaching
10
DAE 520
Professional Seminar
2
Pass the MTTC (LQ 095) Visual Arts Education exam for an LQ endorsement
Conceptualized to span across the three summer,residencies as a connective thread, the course,introduces relevant theory and practice that,directly intersects with the core art education,courses. Student will explore questions inspired,by and directly connected to their teaching,contexts through a visual lens. A/R/Tography will,serve as a methodology for research development,and identity exploration, and its impact on,artistic and personal classroom practice. The,three studio explorations are designed as a series,that can be taken in any order. Each summer,emphasizes theoretical frameworks contextually,relevant to contemporary art and art education.,EMPHASIS: THE RESEARCHER: Artistic and theoretical,investigations are put into practice in the studio,through a research lens designed to provoke,critical questions related to visual literacy and,art education.
Conceptualized to span across the three summer,residencies as a connective thread, the course,introduces relevant theory and practice that,directly intersects with the core art education,courses. Student will explore questions inspired,by and directly connected to their teaching,contexts through a visual lens. A/R/Tography will,serve as a methodology for research development,and identity exploration, and its impact on,artistic and personal classroom practice. The,three studio explorations are designed as a series,that can be taken in any order. Each summer,emphasizes theoretical frameworks contextually,relevant to contemporary art and art education.,EMPHASIS: THE ARTIST: Artistic and theoretical,investigations are put into conversation with,contemporary issues and topics at the forefront of,studio practice as they relate to art and art,education.
During this course, students will examine the,purpose, history, and structure of research issues,past and present that impact art education. This,course will prepare students to become aware of,the role research plays in the development of new,theories, practices, and ideologies as found in,the art education research literature and to,understand the role of the teacher as researcher,and decision maker. As an effective,,response/able educator, the professional knowledge,of these contexts will become an integral part of,the student’s practice.
Recognizing the complexities of assessment in the,arts, this course explores multiple perspectives,to assessment practices in the field of art,education and its need to establish practices that,move beyond skill-based measurable assessment,practices. Investigating one-page portfolios to,video and photo documentation of process, multiple,strategies will be explored that shift the,emphasis from product to process and knowledge,acquisition.
Embracing the integral role of design in,contemporary culture, students will examine the,architecture of design thinking as it applies,conceptually to curriculum design, classroom,management, and design as advocacy for art,education in the larger community. Students will,examine how design thinking has evolved overtime,and its functions historically, juxtaposed with,contemporary culture.
As contemporary culture expands and intersects on,a more global scale, topics in art education,require new conceptualizations of what art,education is and does. This course affords,students the opportunity to deep dive into issues,at the forefront of education. Putting design,thinking to work through the lenses of the,Artist/Researcher/Teacher, students will select,contextually relevant and culturally sensitive,topics to explore which emphasize positive change,within the classroom while simultaneously,advocating for the arts as an integral aspect of,all educational disciplines.
This course is designed to offer art education, ,current concepts in art education curriculum and,curriculum theory through readings, reflective,thinking, discussion, and interactions with peers.,The course assignments will enable them to make,sound professional decisions in curriculum,planning, design and instruction.
This course will investigate reflective practices,which make deep inquiries into personal,theoretical teaching practices. Readings and,explorations will guide students to examine,existing beliefs though written reflection, visual,thinking and metaphor.