Visual Arts Education Field Experiences

Beginning Field Experience (BFE)

The teacher candidate is placed with a Visual Arts education teacher. Over the course of approximately 12 weeks, the teacher candidate experiences the schedule and variety of classes and is better able to discern if visual arts education is the right career path. Teacher candidates’ experiences can include working with small groups or individual students, assessing student work, and supporting the classroom environments. This experience includes weekly guided reflection and small group discussion.

School-based Practicum

Teacher candidates may enroll in a one credit hour practicum each semester (one credit = 30 hours in the field). Academic advisors help candidates select practicum settings that will broaden their teacher preparation experiences. Practica assist teacher candidates’ discernment of their professional teaching goals and provides them with multiple networking opportunities.

Year-long Internships

Teacher candidates participate in individual meetings to confirm personal placement preferences for Year-long Internships.

Internship I: The teacher candidate spends approximately six weeks with either an elementary, middle school, or high school visual arts teacher while completing a corresponding content methods course. The following six weeks is with a different developmental level of visual art education and the corresponding methods course. The University faculty model current research-based best teaching practices in their instruction and the candidates apply these practices in the field. Consistent and thoughtful supervision is the hallmark of the experience as the University supervisor and cooperating teachers work together to mentor the teacher candidate through many teaching firsts such as lesson planning and implementation, assessment and unit design, classroom management strategies, professional collaboration and reflection.

Internship II: The teacher candidate, with a visual arts cooperating teacher’s mentoring, teaches the full professional day for an entire semester. For this field experience teacher candidates are placed in the remaining developmental level not experienced in Internship I. Teacher candidates are consulted to determine which developmental level is preferred for this full time full semester experience. With careful supervision, expectations are developed each week to culminate in the candidates taking full responsibility as a classroom teacher. This experience includes lesson and unit planning and implementation, student learning assessment, classroom management, and professional collaboration with faculty and staff, school families, and the community. Teacher candidates hone their skills and expertise as the university supervisor and cooperating teacher provide ongoing feedback and concrete suggestions for improvement.