About the Program
Students in Purdue’s art education program develop a broad understanding of the visual arts and the desire to communicate this understanding to others. The program provides a solid foundation in the liberal arts as well as specialized skills in studio arts, curriculum planning, teaching strategies, and verbal communication.
Course work provides a balance between the theoretical and practical needs of prospective teachers. Students may enroll in a comprehensive visual arts curriculum or one with an emphasis in applied design.
Throughout the program under the supervision of an art education faculty members, students receive practicum experiences by observing in the public schools. The senior year also includes participation in a Saturday morning class for gifted children.
The art education degree meets both state and national licensure standards. The program is approved by the State of Indiana and recognized by the National Association of Schools of Art and Design. While many students find fulfillment in teaching, others use their background in art education to pursue careers in supervision, administration, and other leadership roles in art education. See Teacher Licensure Information in the plan below.
Art education attracts students with a strong interest in art and a desire to work with people. Graduates often choose to become art teachers in public and private institutions such as elementary and secondary schools, museums, and other institutional settings.
Please visit Visual Arts Education for more information.
Teacher Licensure Information
Successful completion of the Purdue University Visual Arts Education Program, Visual Arts Education, BA, and the State of Indiana licensure requirements results in an Indiana initial instructional License in Fine Arts: Visual Arts (P-12), and Blended and Online Teaching (P-12). Contact the Office of Teacher Education and Licensure for additional information regarding Teacher Education and licensure requirements.
Office of Teacher Education and Licensure
Teacher Education Program (TEP) Requirements and Milestones
Indiana Licensure information - Each student must meet all degree, program, and licensure requirements prior to being recommended for licensure.
- 2.5 Overall GPA is required for the Teacher Education Program.
- Students must successfully progress through Milestone A to enroll in any Professional Education **Restricted Methods course.
- Successful completion of all Major, Professional Education (including all Foundations Courses with linked Foundations Portfolio Common Assessments and **Restricted Methods Courses), Learner Specialty Concentration/Pathway, and degree courses are required prior to Milestone C. Program limitations restrict additional courses to be taken simultaneously with or following student teaching without advance authorization.
- Successful completion of all Foundations Portfolio Common Assessments are required prior to Milestone D.
- Blended and online Teaching licensure requirements are embedded into coursework for all Undergraduate Licensure Programs.
- Beginning July 1, 2025 - According to the Indiana State Board of Education, students seeking an Initial Indiana License in a content area involving literacy instruction, including special education, must obtain an early literacy endorsement, Science of Reading (P-5), as required under IC 20-28-5-19.7.
Learning Outcomes for Education Programs
As a CAEP-accredited College of Education, Purdue’s teacher education licensure programs align to the common set of InTASC Model Core Teaching Standards, informing program outcomes as follows:
Program Outcome 1: Learner Development
Based on InTASC Standard 1
The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Program Outcome 2: Learning Differences
Based on InTASC Standard 2
The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Program Outcome 3: Learning Environments
Based on InTASC Standard 3
The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Program Outcome 4: Content Knowledge
Based on InTASC Standard 4
The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Program Outcome 5: Application of Content
Based on InTASC Standard 5
The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Program Outcome 6: Assessment
Based on InTASC Standard 6
The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learners’ decision making.
Program Outcome 7: Planning for Instruction
Based on InTASC Standard 7
The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Program Outcome 8: Instructional Strategies
Based on InTASC Standard 8
The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas in their connections, and to build skills to apply knowledge in meaningful ways.
Program Outcome 9: Professional Learning and Ethical Practice
Based on InTASC Standard 9
The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate this/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Program Outcome 10: Leadership and Collaboration
Based on InTASC Standard 10
The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning; to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth; and to advance the profession.
In addition to the InTASC Model Core Teaching Standards shared across teacher education licensure programs, each licensure program also aligns to professional sets of standards specific to their discipline. Below is a reference guide to the additional layer of program oversight and outcome expectations, running parallel to InTASC expectations.
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