Summer 2025 Courses | Department of Arts Administration, Education and Policy

ARTEDUC 1600: Art and Music Since 1945

3 Credits | Undergraduate

Class Attributes: GEL Visual and Performing Arts, GEN Foundation: Literary, Visual & Performing Arts

Sections

A survey of the visual arts and music in the western world since 1945, based on live and recorded performances and exhibitions. Online recitations for in-class lecture.

ARTEDUC 2700: Understanding Television

3 credits | Undergraduate

Class Attributes: Level 1 CCP course, GEL Diversity: Social Diversity in the US, GEL Writing and Communication: level 2, GEN Foundation: Writing and Information Literacy, GEN Foundation: Race, Ethnicity & Gender Diversity

Sections

Understanding and critical written analysis and discussion of television, through viewing, discussing, reading, and writing. Students will focus on the ways in which racial, ethnic, and gender diversity issues are represented on television and media.

ARTEDUC 4191: Internship

3 credits | Undergraduate

Prereq: Complete Barnett Internship Enrollment Form on Barnett Internship webpage and return to Lauren Pace at pace.162@osu.edu for enrollment.

Sections

16792 - Dr. Michelle Attias

Internship course for Barnett Internship Program.

ARTEDUC 5367: Native American Arts, Education, and Representations

3 credits | Undergraduate & Graduate

Sections

21744 (Undergraduate) - Dr. Richard Finlay Fletcher | Online | Six-week session 1
21742 (Graduate) - Dr. Richard Finlay Fletcher | Online | Six-week session 1

Introduces broad range of issues, theories, and practices of visual culture within the gaze of American Indians and how reaction to or rejection shapes indigenous identities, as well as non-Native understandings of American Indians. This course will explore action research practices, historical research methodologies, and critical readings.

ARTEDUC 5797.04: Museum Studies in London and Paris

3 credits | Undergraduate & Graduate

Sections

This course is a nine-day study abroad trip to London, England and Paris, France, wherein students will be introduced to the organization, structure, and philosophy of American art museums in one French and five British institutions, all of which represent various perspectives on the history of contemporary museological practice. Travel dates May 16-25, 2025

ARTEDUC 6000: Reflective Practice, Research, and Portfolio

1-5 credits | Graduate

Prereq: Enrollment in the Online MA Art Education Program.

Sections

18143 - Dr. Ruth Smith | Online | Six-week session 2

ARTEDUC 7000.30: Issues, Frameworks, and Theories for Art Educators

3 credits | Graduate

Sections

16870 - Staff | Online | Six-week session 2

This course is a required introductory course in Art Education. In this online course, we will critically analyze articles that provide an overview of topics for art education research; graduate faculty research; national and international issues, and research resources.

ARTEDUC 7777: Research to Advocacy

3 credits | Graduate

Sections

16579 - Dr. Ruth Smith | Online | Six-week session 1

This course engages practicing arts educators in developing effective advocacy strategies, arguments and approaches grounded in reliable research and assessment measures. Educators clearly communicating these measures can effectively leverage them in persuading administrators, parents and policy makers to energetically support and advance the critical work of arts education.

ARTEDUC 7795: Seminar on Topical Issues in Art Education (COIL)

3 credits | Graduate

Sections

21735 - Dr. Ruth Smith | Online | Six-week session 2

Cultural awareness and intercultural competencies are essential in today’s globalized, multicultural world. Zimmerman (2001/2002) makes the argument for an intercultural art education, yet intercultural education, sometimes referred to as global learning, remains largely unexplored in art education, particularly in the United States. Interculturalism emphasizes cross-cultural exchange and the processes of identification (Westerlund et al., 2022). Deardoff (2006) defines intercultural competence as “the ability to communicate effectively and appropriately in intercultural situations based on one’s intercultural knowledge, skills, and attitudes” (pp. 247–248). For educators, an increasingly diverse student body prioritizes the development of intercultural competencies for more effective, engaging, and relevant teaching and learning. Opportunities to engage with issues of cultural diversity, such as community engagement/outreach, service learning, and study abroad, enable students to critically reflect on their own identities, both professional and personal, and respond to difference in more informed and ethical ways.

Collaborative Online International Learning (COIL) is one such approach that effectively develops intercultural competencies through virtual, collaborative projects between students and teacher in two different countries. COIL gives students access to intercultural interactions and learning in an equitable and affordable way, ensuring they are prepared to succeed as internationally informed and engaged citizens. COIL provides students opportunities for perspective taking, cultural self-awareness, developing empathy, and intercultural communication. By participating in and learning about the background, method, benefits, and challenges for implementing COIL, students in this class will be better equipped to engage across difference and create opportunities for others to do the same.