courses in art education

Ridiculously relevant online courses designed for art teachers by art teachers

• Affordable and practical, designed specifically for K–12 art teachers
• Perfect for license renewal and salary advancement
• Earn 500-level graduate credits

Choose From Over 30 Engaging Courses

The Art of Education University offers more than 30 online courses designed to help art teachers at every stage of their career. Whether you’re looking to develop your art curriculum, need help with classroom fundamentals, incorporate new technology, or brush up on your studio skills, we have the course for you.

Arts Integration: How Art Increases Academic Capacity

Cultural Competency in Art Education

Managing the Art Room

Reaching All Artists Through Differentiation

Social-Emotional Learning in the Visual Arts

Studio: Drawing

Studio: Fibers

Studio: Graphic Design

Studio: Painting–Watercolor

Technology in the 21st-Century Art Room

Accreditation

The Courses You Love, the Credits You Need

The Art of Education University is accredited by the Distance Education Accrediting Commission (DEAC). DEAC is listed by the U.S. Department of Education as a recognized accrediting agency. AOEU coursework meets requirements in states that accept institutional accreditation.

You can earn a transcript from our educational partner, Morningside University, which is accredited by the Higher Learning Commission. This can be helpful if your state requires coursework from a regionally accredited school. If you’re unsure of your state’s requirements,  click here .

Affordable Tuition, World-Class Experience

Graduate CrediT

$399/credit

3-Credit Graduate Course

Take a course to earn 500-level graduate degree credit for only $399/credit.

Best of all, low cost doesn’t have to mean low quality. Every single course offered by AOEU has been specifically developed for practicing K–12 art educators. 

PD Courses You’ll Want to Take

AOEU classes are structured with you, the art teacher, in mind, and it has paid off in world-class experiences and careers of lasting success. Put simply, our students love taking our courses, and the numbers prove it!

Satisfaction Rate

Completion Rate

Frequently Asked Questions

What kind of time commitment does an AOEU course take?

The commitment can vary depending on your pace. We tell students they can expect 45 hours of contact time per credit. That includes interacting with your peers, researching, reading, and completing assignments. For example, a two-credit course will require around 90 hours over 8 weeks, or 11 hours per week. This includes online learning, interactions with peers, and reading/coursework completed outside of class.

Will these classes transfer to other institutions?

The Art of Education University cannot guarantee that credits will be accepted as transfer credits at other institutions. It is strongly advised to check with the degree-granting school, your state, and your district to verify that the credits will be accepted for license renewal, salary advancement, or use in a degree program.

How are courses graded?

All participants will be given a letter grade for our courses. This letter grade will be scored based on the rubrics and requirements found in the course syllabus. Morningside College and The Art of Education University follow a rigorous academic model to maintain the highest standards and rigor.

Course Lifecycle

Every course has a distinct yet uniform timeline, so you will know what you’re getting into no matter which class you take. This timeline is simple, direct, and easy to understand. It’s more Mondrian than Pollock.

3. Receive Course Details and Invitation

4. Start and Complete Course

5. Receive Transcript

Click the button below to learn more about what it’s like to take an AOEU Class!

What’s it like to take an online Studio Course?

Watch a quick sneak peek to get a feel for the type of learning that takes place inside of our cutting-edge online studio courses.

Studio Course Benefits

Even better than traditional studio courses…

If you’re like most art teachers, you were probably one of the only art ed majors in your undergrad studio classes. Other students just needed to learn the techniques—but you needed to know how to actually make them practical in the K–12 art room! With AOEU studio courses, you learn techniques and how to teach these techniques in the real world of art education.

Let’s Get Started

Ready to start taking classes specifically designed for art teachers?

Review our course catalog to find something relevant or interesting. Or contact an admissions counselor directly to find out more, get your questions answered, and sign up for a class.

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Art Education Online MAE

Earn your mae at umass dartmouth.

Increase your capacity to question issues related to teaching, thinking, learning, and producing in and through the visual arts, with a Master of Art Education (MAE) online. Whether you’re an experienced professional or a novice in art education, or a related field, you’ll find educational opportunities that serve many interests and career goals in this online program.

Professional licensure:  This Massachusetts Department of Elementary and Secondary Education-approved program is for those who already have an initial license and are seeking Professional Licensure. If your intention is not to obtain MA Professional Licensure, please check with your state's education licensure board to determine if this program will satisfy their certificate requirements.

We offer flexible selections between research and practice orientations in synchronous and asynchronous online classes. You’ll address broadly conceived themes like:

• human development and creative expression
• curriculum and leadership
• and community partnerships.

We prepare art teachers to be reflective practitioners who use 21st-century technology, national standards, and the Massachusetts Curriculum Framework as they further develop their studio, aesthetics, and pedagogical skills as makers, thinkers, and researchers in the discipline. Our students teach in public or private schools or in community settings. Through the program of study, you will:

• Increase studio, art history, critical literacy, and evaluation skills
• Develop reflective praxis of studio inquiry and action research
• Read and analyze literature in the field of art education and related fields
• Align curriculum and meaningful assessment to the needs of K-12 learners
• Implement research skills
• Collect and analyze data to inform decision making about best practices in art teaching

State Authorization Reciprocity Agreement (SARA)

Art Education curriculum

Courses in art education, aesthetics/art history/criticism, and studio are enriched by unique experiences embedded in praxis.

MAE progression form

Toward the goal of advancing the reform of education through the arts, the graduate program requires all students to demonstrate off-site partnership and action research experiences. The penultimate course in the program combines studio and research skills as students engage in structured art-based research. The program culminates in a student-directed capstone project and presentation.

Practical, theoretical & studio-based

Through self-directed inquiry, graduate students can tailor the curriculum to their individual interests, teaching, and career goals. The MAE program provides the necessary experience, whether the objective is to teach in public or private schools or community settings—such as daycare centers, hospitals, welfare agencies, museums, alternative schools, geriatric centers, or vocational rehabilitation centers. Opportunities for supervised fieldwork exist in each of these areas.

For those whose objective is to teach in public schools, the program provides theoretical and practical experience. Graduates may earn their post-baccalaureate initial license through the MAE Post Baccalaureate, and the professional license through the MAE program. This is in compliance with Massachusetts state licensure requirements.

The MAE program offers a sequence of practical, theoretical, and studio-based experiences through which students build on their knowledge, skills, and confidence as arts educators. Interstate recognition makes art teacher coursework earned at UMass Dartmouth reciprocally valid in many other states. The program also emphasizes professional development and lifelong learning for teachers who already hold teaching licenses in the arts or related fields.

The overarching learning outcomes for this program of study were developed to meet the Department of Elementary and Secondary Education (ESE) standards and align with the National Core Standards for Visual Arts as approved by the National Art Education Association (NAEA). This online MAE online is a Massachusetts ESE-approved program and accredited by the National Association of Schools of Art and Design (NASAD).

Course descriptions, schedules and requirements

Student success, admissions requirements.

• Strong potential as an artist/educator
• A Bachelor's degree from an accredited institution in art education or related field
• For Massachusetts educators - Both Communications and Literacy and the Visual Arts portion of the Massachusetts Test of Educators Licensure (MTELs) must be passed and/or have earned initial license to teach K-12 art.
• For Out-of-state educators - Proof of state license.
• Minimum 3.0 cumulative average in undergraduate studies
• Portfolio which demonstrates capability for advanced work within a chosen discipline
• 2 letters of recommendation from previous professors and/or employers, evaluating the applicant’s potential for academic success, commitment to teaching, or quality of artwork
• Statement of professional goals and program intent
• Current resume or curriculum vitae

Applicants to the MAE program who are not seeking Massachusetts licensure (i.e., those holding licensure in another state, international students, or those who wish to work in alternative teaching venues outside of the K-12 system) are required to make a written statement that they will not seek Massachusetts licensure while in residency in the MAE program. The National Praxis Exam or an active teacher license in another U.S. State can be used in lieu of the MTEL scores.

Each applicant's foundation of knowledge from teaching, gained through having at least initial licensure or comparable course content, is evaluated in deciding to offer admission to either the 33- or 54-credit program. A pre-admission interview, sample essay, or research report may be requested of some applicants.

• Submit your application materials to the Online & Continuing Education
• Submit your portfolio of recent work to  SlideRoom

We accept students on a rolling admissions basis. However, applicants are urged to submit completed applications before November 15 or April 15 for consideration for entrance in the following academic semester. 

University requirements for graduate admissions

• Submit an application via the online portal. Be sure to provide your full legal name and to capitalize the first letter of all proper nouns.
• Pay non-refundable $60 application fee (American Express, Discover, MasterCard or Visa) via the online portal. For Nursing applicants, the non-refundable application fee is $75.
• Statement of Purpose, minimum 300 words. Unless otherwise indicated in the program requirement details, indicate your graduate study objectives, research interests and experience, and business or industry experience if applicable. If you are applying for a teaching or research assistantship, include any special skills or experience that would assist us in making assistantship decisions.
• Transcripts for all post-secondary institutions attended (regardless of whether a credential is earned or not). Unofficial transcripts are accepted for admissions application review, once enrolled a final official transcript is required. International students applying with an transcript evaluation, please submit that document with your unofficial transcripts. International applicants for Data Science must submit semester-by-semester transcripts as well as consolidated transcripts. 
• Many programs have specific recommendations/requirements, please see the additional program-specific requirements for more information.
• International students : official TOEFL iBT, IELTS, Pearson PTE or Duolingo (if accepted by program) score. Unofficial scores are accepted for admissions application review, once enrolled official scores are required and must be sent by the testing agency (copies/scans not accepted). This is required of any applicant who did not earn a bachelor’s degree or higher degree from an accredited academic institution in the U.S. or accepted English-speaking country, see exemptions for more details . We require an overall/total minimum score of 72 on the TOEFL iBT or BAND 6.0 on the IELTS or a 52 on the Pearsons PTE Academic for entrance to any program and a minimum score of 79 on the TOEFL iBT or BAND 6.5 on the IELTS for consideration for a teaching assistantship. Some programs require higher minimum scores (see program-specific requirements). Most programs also accept the Duolingo with a minimum score of 95. The following programs do not accept the Duolingo: Art Education, Biology/Marine Biology, Nursing (MS, DNP, PhD), Psychology: Clinical, and Public Policy. 
• All official documents are required for enrollment, please have documents (ie. test scores) sent prior to the expiration. 

Program deadlines

Art Education faculty

You'll work with and learn from faculty with knowledge and expertise across a range of disciplines, including:

• 21st-century learning
• action research
• adult professional development
• art-based research
• art education
• art integrated curriculum
• creative process
• elementary education
• grounded theory research
• interdisciplinary curriculum
• professional development
• program evaluation
• secondary education
• social justice and urban environments

Faculty are also practicing artists, with specializations in:

• mixed media
• photography

Learning Style: Online

Online courses are taught by UMass Dartmouth faculty to provide high quality instruction and personal attention. Students have the flexibility to accommodate work and home responsibilities within the structure of defined assignment due dates. The majority of our online courses are taught asynchronously.

Explore more

• Diversity, Equity, and Inclusion Statement
• UMassD Course Catalog

Application Deadlines

Fall: Rolling Spring: Rolling Summer: Rolling

Cathy Smilan

Professor / MAE Graduate Program Director Art Education, Art History & Media Studies College of Visual & Performing Arts 352A

508-910-6594 [email protected]

Online & Continuing Education

Foster Administration -->, 001 285 Old Westport Road Dartmouth, MA 02747-2300

508-999-9202 508-910-9060 online@admissions.umassd.edu

UMassD is a Military Friendly School, with leading practices in the recruitment and retention of students with military experience.  Learn more about veteran services and benefits at UMassD.

Boston University Academics

Boston University

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• Online MA in Art Education

The online Master of Arts in Art Education program is designed for art teachers who already have state licensure or for individuals who are interested in the field of art education for reasons other than teaching licensure. Students design an individual course of study by selecting a combination of art education and studio art classes. The program culminates with a choice of a capstone course where students engage in a guided research project.

The program allows students to pursue research using art-making as inquiry, concentrating on deepening their knowledge of theories and practices relevant to teaching today’s children and adolescents to think visually and to create art that has personal meaning.

Graduate students in the program become a community of practice that inspire, support, and collaborate with each other. For additional information, please consult our website .

Learning Outcomes

This is a professional development degree offered for licensed teachers. Upon completion of this program, students will:

• Acquire and develop professional leadership skills grounded in the knowledge of theories and the history of art and art education, and related contemporary policies and practices.
• Demonstrate the development of skills for academic research, scholarly writing, and art-based research practices culminating in a capstone qualitative research project.
• Design culturally and developmentally appropriate art curriculum materials that respond to the needs of diverse learners, and reflect a knowledge of their local and national standards and community demographics.
• Demonstrate continued growth, and sustain an artmaking practice that informs their research and teaching.
• Demonstrate an awareness and ability to integrate contemporary art and issues into their artmaking and teaching practices with a global and cross-cultural lens.

Art Education Curriculum

Curriculum focuses.

The Online MA in Art Education offers students elective choices along with two optional faculty-designed focuses as described below. This will give students the ability to custom fit a degree tailored to their individual educational goals and professional needs.

Arts Education Leader

Your creative spirit can add an entirely new dimension to educational leadership. The best leaders are creative problem-solvers and have access to a diverse skill set that enables them to be effective in many roles. Discover how your gift for managing a classroom and developing innovative learning strategies is of great value in building an educational community grounded in the arts. A student who graduates with this focus will be ready to assume an administrative role as a curriculum designer or Fine Arts program director, a professional development organizer, and an advocate for their institution and the value of arts education.

Core Courses and Required Electives:

• CFA AR 670 Advocacy & Policy (4 cr)
• CFA AR 680 Insightful and Creative Leadership (4 cr)
• and two more electives of your choice

Artist Teacher

Great art teachers are informed and inspired in their teaching by possessing a strong personal relationship with art. Artist Teachers believe that art holds a valuable place in the fabric of our culture, which is why they take their role as educators so seriously. They feel an obligation to transfer their passion and love for the creative process to the students whose lives they touch. It is this strong belief that encourages many prospective students to seek new methods for instruction and delivery that serves as the impetus for creating a new generation of artists in our world. As a student who graduates with this focus, you’ll be exposed to the educational techniques and the artistic inspiration that will empower you as an educator to encourage more students to begin a relationship with art.

• CFA AR 690 History of Art Education (4 cr)
• CFA AR 870 Summer Studios (4 cr); delivered on campus at Boston University

Self-Designed Program

In this program, you must take CFA AR 600, CFA AR 620, and one of the two Master’s Research courses, as well as four electives of your choice.

For additional information, please consult our website .

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• College of Fine Arts
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• BFA in Art Education
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• Visual Arts Minor
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Terms of Use

Note that this information may change at any time. Read the full terms of use .

related websites

Accreditation.

Boston University is accredited by the New England Commission of Higher Education (NECHE).

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Art + Education

The Art + Education program envisions a radical space where contemporary art and social justice education meet. We believe that artist-educators are cultural workers, researchers, public intellectuals, and activists who help us see ourselves and the world in new ways. Our degrees include hands-on experiences in schools, community settings, and the public realm.

Master of Arts Art, Education, and Community Practice

Join a community of artists, educators, activists, and community organizers working together to create critical art interventions that inspire dialogue and catalyze social change.

Application Extended: Still Accepting Applications

Master of Arts Teaching Art Grades K–12, Initial Certification

With a focus on contemporary art, social justice education, and critical multiculturalism, the MA in Teaching Art, K–12, Initial Certification envisions the artist-educator as cultural worker, intellectual, and activist.

Bachelor of Fine Arts / Master of Arts Studio Art / Teaching Art Dual Degree

This dual degree allows undergraduate students the opportunity to pursue a masters degree and teaching certification while they focus on their art practice.

Info Sessions

Art + Education Recorded Information Session

View a recorded information session, where our advisors review the program curriculum, discuss the student experience, review application requirements, and end with a Q&A session!

View Session

News & Events

NYU Art + Ed and Astor Fellows in Germany

With a focus on race, identity, and historical memory, Art + Education faculty Dipti Desai and Jessica Hamlin led a trip for 11 New York City public school teachers to Berlin and Kassel, Germany this summer.

NYU Steinhardt Alumna Susan Rowe Harrison (Art + Education, 2023) Presents a Solo Show at YYZ Artist Outlet

Her show “Weather Report” opened September 17th, 2022, in Toronto, Ontario, and runs through December 17th, 2022.

Kimmel Windows Exhibition – Passport to the Past, 2022

Passport to the Past, a public exhibition, was on view from January to March 2022 at New York University Kimmel Windows Gallery on the corner of Washington Square East and West 4th Street.

Art + Education Alumna Susan Unterberg Presents Political Thinking: Digital Images and Books

Susan Unterberg is a New York-based photographer. Her work has encompassed video installation, book form, and large and small format color prints.

Art + Education Alumna Kim King Earns Connecticut's Highest Teaching Recognition

NYU Steinhardt Art + Education alumna Kim King was named Connecticut's 2022 Teacher of the Year. Ms. King is an alumna of Steinhardt's Art + Education program ('99).

Take the Next Step

Make change around the world. Start your journey and apply for admission now.

Art and Art Professions

Barney Building 34 Stuyvesant Street, New York, NY 10003 212-998-5700 [email protected]

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• Course Schedule

A&H 4000 Inquiry in the Museum

An immersive course focused on inquiry learning across the art museum and the art studio. This course examines how inquiry-driven museum and studio experiences can inform and enrich each other, and how these processes matter in education and across disciplines. The qualities of generative gallery and studio teaching are considered.

A&H 5001 Research Methods in Arts & Humanities

(Research) An examination of research studies and strategies for conducting research in the arts and humanities.

A&HA 4061 Printmaking Processes

A basic course in printmaking for the beginning student. Each semester focuses on one topic of the following: Silkscreen, Japanese Woodblock or Lithography. Group and individual instruction to enhance the skills and aesthetic perception of each student. Limited registration.

A&HA 4062 Printmaking:Etching I

A basic course in printmaking for the beginning student. Each semester focuses on one of the following processes: Silkscreen, Japanese Woodblock or Lithography. Group and individual instruction to enhance the skills and aesthetic perception of each student. No prior experience required.

Students explore various approaches to using paint, gaining confidence, skill, and insight as they create images that are personally and culturally relevant. A notion of the art studio as a learning community and insights into artists' processes are central to this inquiry-based studio course. Acrylic painting, collage, and drawing, among other processes, are employed. No prior experience required.

A&HA 4073 Video Art

This class explores video as a medium for artistic expression and social inquiry. Students will learn how to produce video artworks incorporating aesthetic, conceptual and technical issues, designing visually effective and compelling video experiences. Technical components include all aspects of image production: image recording, basic editing and final output. No prior experience required.

A&HA 4078 Art for Classroom Teachers: Teaching Art to Children

This course integrates hands-on materials explorations and discussions of curriculum that support artistic learning, considering its role in the overall development of children. Students will explore a variety of art media and processes, and apply what they learn about the unique properties of materials to lesson plans that make meaningful connections between classroom curricula and the arts for all children. Discussions will include ways to motivate, communicate about, and respond to children’s artwork.

A&HA 4079 Equity and Diversity: Implications for Art Education

This course explores issues related to equity, diversity, inclusion and belonging, examining them in relation to art and art education. Students reflect about curriculum choices, pedagogical approaches, and human relations that contribute to diverse, equitable, and inclusive art learning spaces.

A&HA 4080 Artistic Development of Children

An examination of the role of the senses, emotions, and intellect in artistic development, and of the layered integrations they form over time. Discussion of ways in which developmental insights are basic to the design and implementation of exemplary visual arts lessons. This course offers critical starting points for research, and is recommended for students in elementary education.

A&HA 4081 Curriculum Design in Art Education

Introduction to curriculum theory and design in art education in the context of education, broadly speaking, and schooling. This course examines conceptual models reflected in different art curricula, and engages students in review of curricular issues related to learning processes, contexts, outcomes, standards, and assessment, among others.

A&HA 4084 Digital Foundations: Creative Technology

This studio course introduces students to the foundations of physical computing, electronics, and creative coding. Using tools such as micro-controllers, sensors, and actuators, students will develop a critical and creative eye for interactive forms of artistic expression. Weekly hands-on labs, assignments, and readings will help students gain technical proficiency with digital making.

A&HA 4085 Histories of Art Education

An introduction to major historical events and underlying beliefs, values, and practices that have influenced contemporary art and art education programs at all levels of instruction in the U.S. as well as internationally.

A&HA 4086 Current Issues and Practices in Art and Art Education

An analysis of current philosophies, theories, and practices in art and art education at all levels and across sites of instruction.

A&HA 4087 Processes and Structures in the Visual Arts

The course aims to enrich and extend personal studio practice and, in parallel, provoke insights into the role of materials in supporting, integrating, and challenging the artistic growth of students in a variety of educational settings. Opportunities for in-depth and sustained exploration of the properties, structures, and expressive uses of selected art materials.

A&HA 4088 Artistic Development: Adolescence to Adulthood

An examination of sensory, biological, affective, cognitive, and socio-cultural issues influencing continuing development in the visual arts. Discussion of ways in which developmental insights are basic to designing challenging lessons which enrich growth and learning as well as offering critical starting points for research.

A&HA 4089 New Media, New Forms: Technological Trends in Art Education

This studio course invites students to survey the many creative possibilities of new media in art education. By engaging in a hands-on dialogue with digital materials, students will explore the impact of technology in the art room, the changing role of the art educator, and the new importance of making in the curriculum. The outcome is a playful and transformative inquiry into new media and how we can utilize them to create new forms.

A&HA 4090 Teaching in the Art Museum

An examination of how educators can facilitate meaningful encounters between people and works of art. This course explores a series of issues central to the work of gallery teachers including the layered interpretations of art objects, balancing audience’s responses and “official” information, culturally-responsive teaching with works of art, and the inclusion of non-discursive activities in museum teaching.

A&HA 4092 Introduction to Ceramics

Introduction to the basic techniques of hand building, the potters wheel, and slab construction with emphasis on personal expression. Attention to three-dimensional design and surface decoration. Stoneware and earthenware clay bodies and firing procedures will be addressed. No prior experience required.

A&HA 4093 Sculpture

An exploration of creating three-dimensional art through a range of styles and materials. Studio experimentation with and discussion around a range of sculptural processes such as mold making/casting, woodworking, and metalworking. Contemporary art practices and interdisciplinary endeavors will be addressed. No prior experience required.

A&HA 4094 Introduction to Digital Photography

This course is designed to introduce students to digital photography with an emphasis on creative image making. The class will cover the fundamentals of the digital camera, the use of software for image enhancement, and printing practices. Technical terms will be demystified as we familiarize ourselves with color, composition and thematic approaches. Students will be introduced to contemporary photographers as we apply ourselves to our unique vision. Please bring your camera to first class. No prior experience required.

A&HA 4096 Photography for Educators

Exploration of basic digital photographic techniques and their application to teaching and learning in a variety of educational environments.

A&HA 4102 Challenging Thinking: Lesson Planning for K-12 Teachers of the Visual Arts

This lesson planning seminar aims to provide structure, format and context to the development of art lessons, acknowledging the pedagogical purviews essential to good art teaching. Lectures and discussion topics are linked to other A&HA courses, allowing students to grasp the interrelatedness of their studies.

A&HA 4173 Video and Art Education

Studio-based course that explores video methods as a creative tool for meaning making and learning in the art classroom. Students will learn aspects of image production and post-production, while exploring digital story telling, video animation, video journaling, and video sharing. We will use camcorders, iPads, iPhones, animation cameras and diverse software. Discussions of video art from diverse artists will be included, and media literacy in art education and applications for teaching will be addressed.

A&HA 4202 Fieldwork in Art Education

Permission of instructor required. Professional activities in the field under faculty supervision.

A&HA 4281 Field Observations in Art Education

Required of art teacher certification majors. To be taken concurrently with A&HA 4080, Artistic development of children, and A&HA 4088, Artistic development: Adolescence to adulthood. Involves observations in schools of various types; documentation of diverse teaching styles and curricular approaches; analysis of perceptual, artistic, and societal assumptions implicit within programs observed.

A&HA 4702 Supervised Teaching in Art Education: Secondary

Prerequisites: A&HA 4080, A&HA 4081, A&HA 4085, A&HA 4087, A&HA 4088, and A&HA 4281. M.A. Init candidates should plan to take student teaching full-time in their last full year of the program towards completion of their degree. A variety of supervised teaching experiences (7-12), supplemented by conferences, evaluation, and seminars. The student teacher completes 200 hours in each placement observing, assisting, teaching, and evaluating. Mandatory for those seeking state certification in art in New York State and other states. For Art Education majors only.

A&HA 4722 Supervised Teaching in Art Education: Elementary

Prerequisites: A&HA 4080, A&HA 4081, A&HA 4085, A&HA 4087, A&HA 4088, and A&HA 4281. M.A. candidates should plan to take student teaching full-time in their last full year of the program towards completion of their degrees. A variety of supervised teaching experiences (K-6) supplemented by conferences, evaluation, and seminars. The student teacher completes 200 hours in each placement observing, assisting, teaching, and evaluating. Required of those seeking state certification in New York State and other states. For Art Education majors only.

A&HA 4860 Cross-Cultural Conversations in the Arts

Work conference or institute.

A&HA 4902 Research and Independent Study in Art Education

Permission of instructor required. Research and independent study under faculty supervision.

A&HA 4985 Crafts Experience at Haystack Mountain

Permission of instructor required.

A&HA 5005 Visual Arts Research Methods

This course explores research methods and methodologies grounded in visual arts practice. Students learn the basics of arts-based research, consider how to assess and recognize methodologies, and explore ways of creating and representing knowledge visually. The course is delivered through lectures, studio and writing workshops, and group seminars/presentations.

A&HA 5060 Drawing

Drawing mostly from life, students reframe their knowledge and habits in order to see the raw, sensory details needed to draw. Students also tap on imagination and memory, envisioning ways to create compositions and meanings through mark making. We explore strategies to generate lines; to vary marks; and to see and draw shapes, negative space, light, and shadow. New observation, concentration, creativity, and idea generation skills will be developed. No prior experience necessary.

Artists capable of independent endeavor share their ideas and work in critiques and discussions and undertake advanced artistic problems suggested by the instructor or of their own devising. This course requires an average of 30 hours per week of out-of-classroom work.

A&HA 5064 Experiments in Content

An examination of new concepts, attitudes, processes, technologies, and materials, both in their current forms as well as future applications. The topic focuses for the course will be drawn from art and design/studio/research/ psychology/teaching.

A&HA 5065 Intermediate Painting

Students with prior painting experience are supported as they continue exploring the diverse possibilities of painting media. When pertinent, students integrate painting processes with other art forms and digital media. Exploration and construction of painting languages, conceptual frameworks, and personal expressions.

A&HA 5070 Figure Drawing

This class addresses the intimidation figure drawing can awaken in some, and equips students with a number of approaches and strategies for drawing the human figure. Open to students at all levels; no prior experience required.

A&HA 5081 Advanced Curriculum Design in Art Education

This course will enable students to design, implement, and evaluate curricula in higher art education. It will address how the teaching, learning, and making of art have changed, and how these changes affect curriculum design in theory and practice. Students will practice the intricacies of curriculum design by creating unique syllabi and study programs for real-world institutions, preparing them to teach in colleges and universities.

A&HA 5082 Philosophies of Art in Education

The course will provide participants with an introduction to historical and contemporary philosophical debates that frame art education and contemporary art practices. It will examine philosophical perspectives on art, the place of philosophical thinking in studio teaching, and models of reflective practices in art pedagogy. The goal is to introduce students of art and art education to seminal discussions in the field, to facilitate learning through critical thinking, and to help students develop their own philosophies of art in education.

A&HA 5085 The Museum Education Department: Function, Scope, Possibilities

An introduction to the function and roles of education departments in art museums. This course offers an overview of the scope of programs and initiatives that education departments oversee within and beyond museums’ walls, with consideration of what it takes to launch and sustain them in the real world. Attention is given to the realities of actual institutions and the communities they serve, and to what might be possible.

A&HA 5086 Art in Visual Culture

An examination of the role of visual culture in contemporary life. Includes reflection on how visual texts function across cultural spaces, with emphasis on artworks and their exhibition contexts: museums, galleries, public, and alternative spaces.

A&HA 5090 Museum Education: Social and Cultural Issues

An introduction to the art museum as an educational institution. With an emphasis on education, and attention to museum spaces, histories, and missions, this course examines social and cultural issues central to the museum’s evolving purpose. Students are sensitized to the necessity of making change in the 21st century museum, and are encouraged to develop a critically reflective and empathetic practice.

A&HA 5092 Advanced Ceramics

Further studies of advanced ceramic techniques with an emphasis on content, craft, and individual development. This class is designed for students who have taken an Introductory level course and have an understanding of the fundamentals of working with clay. The class may explore advanced techniques in ceramics such as mold making and slip casting, advanced throwing, alternating clay, glaze development, kilns and firing, among other topics.

A&HA 5093 Advanced Sculpture: Mixed Media

Further studies of sculptural process with an emphasis on content, craft, and individual development. This course supports those who have taken an introductory sculpture course to develop a more independent practice.

A&HA 5094 Advanced Photography

This class is designed for students who already have a basic knowledge of the digital camera. The class will support and challenge students as they develop personal photographic projects. Students' projects can focus on documentary, portrait, landscape, or conceptual photography, among other approaches.

A&HA 5120 Creative Technologies Seminar

What are some of the powerful new ideas surrounding technology-infused art and design education? This seminar-style course will look at the impact of emerging technologies (such as AI, VR, gaming, blockchain, bioart, data visualization, e-textiles, and interactivity), their ethical implications, and their place in art and design studios and classrooms. Through short lectures and workshops, students will gain both a general overview of the field and a unique opportunity to develop their own inquiries into civic-minded, cutting-edge art and design education. A colloquium series will accompany the seminar and provide interactions with leaders in the field.

A&HA 5125 Inquiry-Based Art and Design

Teachers who search for their own questions inspire students to do the same. They transform their curiosity into knowledge, empowering others to learn and grow with them. This course provides educators with ways to integrate technology into various learning environments. Students will utilize project-based learning, design-thinking and maker-centered learning to develop maker-projects and curricula for a diverse set of communities. The course will enable students to look at contemporary and historic examples of art, design, and technology, as well as the social context in which these works were produced.

A&HA 5128 Studio in Creative Technologies

This studio course enables students to work on technology-infused art and design projects. Students will learn multiple aspects of digital fabrication, 2D and 3D design. With a rich support structure and the opportunity for peer learning, students gain the expertise needed to pursue their projects with knowledge and skill. Interested students will have the opportunity to participate in a gallery exhibition.

A&HA 5181 The Arts in Education

An examination of ideas about the interdisciplinary role of the arts in traditional and nontraditional educational and administrative settings through analysis of programs, projects, policy issues, and political processes that involve the visual arts, dance, music, and theater.

A&HA 5202 Fieldwork in Art Education

A&ha 5601 creative technologies colloquium.

The Creative Technologies Colloquium is a critical supplement to A&HA 5120 Creative Technologies Research Seminar. Students in A&HA 5120 are required to enroll in this course, which meets six times over the course of the semester. At each Colloquium, students will have an opportunity to present their research and receive feedback from peers. The colloquium will incorporate outside presenters, who will offer models for students developing their own practice-based research, as well as networking opportunities within the Creative Technologies field.

A&HA 5804 Museum Experiences Across Disciplines

Focus on interdisciplinary learning in the museum. This course prepares museum educators and classroom teachers to engage learners of various ages across a spectrum of disciplines and learning modalities within museum settings. Emphasis on how traditional curricular boundaries might be upended to create cross and interdisciplinary learning centered on art objects and museum spaces.

A&HA 5902 Research and Independent Study in Art Education

A&ha 5922 master's seminar in art education.

Required for all M.A. and Ed.M. students. Guided independent work in research, culminating in the development of a master's Special Project (thesis) proposal. This course includes an additional 36 weekly hours to develop the Special Project research proposal.

A&HA 6002 Teaching and Administration of Art Education in College

A practical and theoretical ground for the discussion, development, and implementation of pedagogical philosophies, strategies, and practices by which art and design specialists come to teaching in art and design programs in higher education. The course attends to pedagogical discourses and practices; the administration and leadership of art as a discipline; and studio practice and art teaching as professional development.

A&HA 6003 Critical Perspectives and Practices in the Arts

Students investigate their creative practice from several critical perspectives and produce personal profiles and arts projects within educational and cultural contexts.

A&HA 6010 Writing for Journal Publication in the Arts

In this course students learn how to transform completed research papers into publishable articles. Through drafting, editing, and revising their work, and through instructor feedback and peer review, students will, over the course of the semester, produce an article manuscript ready for submission to a scholarly journal.

A&HA 6021 Supervision and Administration: Arts in Education

Substantial teaching and/or arts administration experience. This course explores the function and dynamics of effective supervision and administration in schools and school systems; community settings; museums; and other learning sites.

A&HA 6202 Advanced Fieldwork in Art Education

A&ha 6422 internship in the supervision and administration of art education.

Permission of instructor required. Qualified students work as interns with supervisors or administrators in selected sites. Provision is made for assessment of field-based competencies in fulfillment of program requirements.

A&HA 6482 Internship in the Teaching of College and Museum Programs

Permission of instructor required. Guided experiences in the teaching of the arts in colleges and museums. Sections: (1) Teaching in art programs: college, (2) Teaching in art programs: museum.

A&HA 6502 Doctoral Seminar: Arts in Education

For doctoral students who are completing qualifying papers, developing literature reviews, or exploring and applying research methods. The seminar includes faculty/student presentations, group discussions, and critiques. Requires an additional 36-40 hours per week of work outside the classroom.

A&HA 6510 Advanced Seminar in Arts Education Research

Research Seminar for master's students who are completing their theses or doctoral students who are completing qualifying papers, developing literature reviews, or exploring and applying research methods. This course includes an additional 36 weekly hours to conduct research for and write the Special Project or qualifying paper.

A&HA 6520 Seminar in Clinical Supervision in the Arts: K-12

Permission of instructor required. Seminar in classroom supervision and its application to student teaching and inservice training. On-site field experience, analysis of observation and assessment, readings and discussion. Participants must have a minimum of 5 years of teaching experience.

A&HA 6580 Problems in Art and Education

Specific problems of art and art education are examined. Different topics each semester.

A&HA 6902 Independent Studio Work: Sculpture

Permission of instructor required. Enrollment limited. For advanced independent study.

A&HA 6903 Independent Studio Work: Drawing/Painting

A&ha 6904 independent studio work: painting, a&ha 6905 independent studio work: printmaking, a&ha 6906 independent studio work: ceramics, a&ha 6907 independent studio work: digital media.

Permission of instructor required. Enrollment limited. Prerequisites: extensive experience in digital media and/or related technologies. For advanced independent study. Noncredit for majors only.

A&HA 6972 Research and Independent Study in Art Education

Permission of instructor required. Research and independent study under the direction of a faculty member.

A&HA 6999 Exhibition/Presentation Rating

Rating of certification for Ed.D. exhibitions and public presentations offered in fulfillment of degree requirements. To be taken during the semester in which work is presented.

A&HA 7502 Dissertation Seminar in Art Education

Required of all doctoral students in the program in the semester following successful completion of written qualifying papers. Involves preparation and presentation of dissertation proposal for approval. The teaching format is flexible and includes faculty/student presentations, group discussions, and critiques.

A&HA 8900 Dissertation Advisement

Individual advisement on doctoral dissertations. For requirements, see section in catalog on Continuous Registration for Ed.D. degree.

Program Director : Dr. Judy Burton

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Phone: (212) 678-3360

Email: artofc@tc.columbia.edu

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Creativity and Academics: The Power of an Arts Education

The arts are as important as academics, and they should be treated that way in school curriculum. This is what we believe and practice at New Mexico School for the Arts (NMSA). While the positive impact of the arts on academic achievement is worthwhile in itself, it's also the tip of the iceberg when looking at the whole child. Learning art goes beyond creating more successful students. We believe that it creates more successful human beings.

NMSA is built upon a dual arts and academic curriculum. Our teachers, students, and families all hold the belief that both arts and academics are equally important. Our goal is to prepare students for professional careers in the arts, while also equipping them with the skills and content knowledge necessary to succeed in college. From our personal experience ( and research ), here are five benefits of an arts education:

1. Growth Mindset

Through the arts, students develop skills like resilience, grit, and a growth mindset to help them master their craft, do well academically, and succeed in life after high school. (See Embracing Failure: Building a Growth Mindset Through the Arts and Mastering Self-Assessment: Deepening Independent Learning Through the Arts .) Ideally, this progression will happen naturally, but often it can be aided by the teacher. By setting clear expectations and goals for students and then drawing the correlation between the work done and the results, students can begin to shift their motivation, resulting in a much healthier and more sustainable learning environment.

For students to truly grow and progress, there has to be a point when intrinsic motivation comes into balance with extrinsic motivation. In the early stages of learning an art form, students engage with the activity because it's fun (intrinsic motivation). However, this motivation will allow them to progress only so far, and then their development begins to slow -- or even stop. At this point, lean on extrinsic motivation to continue your students' growth. This can take the form of auditions, tests, or other assessments. Like the impact of early intrinsic motivation, this kind of engagement will help your students grow and progress. While both types of motivation are helpful and productive, a hybrid of the two is most successful. Your students will study or practice not only for the external rewards, but also because of the self-enjoyment or satisfaction this gives them.

2. Self-Confidence

A number of years ago, I had a student enter my band program who would not speak. When asked a question, she would simply look at me. She loved being in band, but she would not play. I wondered why she would choose to join an activity while refusing to actually do the activity. Slowly, through encouragement from her peers and myself, a wonderful young person came out from under her insecurities and began to play. And as she learned her instrument, I watched her transform into not only a self-confident young lady and an accomplished musician, but also a student leader. Through the act of making music, she overcame her insecurities and found her voice and place in life.

3. Improved Cognition

Research connects learning music to improved "verbal memory, second language pronunciation accuracy, reading ability, and executive functions" in youth ( Frontiers in Neuroscience ). By immersing students in arts education, you draw them into an incredibly complex and multifaceted endeavor that combines many subject matters (like mathematics, history, language, and science) while being uniquely tied to culture.

For example, in order for a student to play in tune, he must have a scientific understanding of sound waves and other musical acoustics principles. Likewise, for a student to give an inspired performance of Shakespeare, she must understand social, cultural, and historical events of the time. The arts are valuable not only as stand-alone subject matter, but also as the perfect link between all subject matters -- and a great delivery system for these concepts, as well. You can see this in the correlation between drawing and geometry, or between meter and time signatures and math concepts such as fractions .

4. Communication

One can make an argument that communication may be the single most important aspect of existence. Our world is built through communication. Students learn a multitude of communication skills by studying the arts. Through the very process of being in a music ensemble, they must learn to verbally, physically, and emotionally communicate with their peers, conductor, and audience. Likewise, a cast member must not only communicate the spoken word to an audience, but also the more intangible underlying emotions of the script. The arts are a mode of expression that transforms thoughts and emotions into a unique form of communication -- art itself.

5. Deepening Cultural and Self-Understanding

While many find the value of arts education to be the ways in which it impacts student learning, I feel the learning of art is itself a worthwhile endeavor. A culture without art isn’t possible. Art is at the very core of our identity as humans. I feel that the greatest gift we can give students -- and humanity -- is an understanding, appreciation, and ability to create art.

What are some of the benefits of an arts education that you have noticed with your students?

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The Mind-Expanding Value of Arts Education

As funding for arts education declines worldwide, experts ponder what students — and the world at large — are losing in the process.

By Ginanne Brownell

This article is part of our special report on the Art for Tomorrow conference that was held in Florence, Italy.

Awuor Onguru says that if it were not for her continued exposure to arts education as a child, she never would have gotten into Yale University.

Growing up in a lower-middle-class family in Nairobi, Kenya, Ms. Onguru, now a 20-year-old junior majoring in English and French, started taking music lessons at the age of four. By 12, she was playing violin in the string quartet at her primary school, where every student was required to play an instrument. As a high school student on scholarship at the International School of Kenya, she was not only being taught Bach concertos, she also became part of Nairobi’s music scene, playing first violin in a number of local orchestras.

During her high school summer breaks, Ms. Onguru — who also has a strong interest in creative writing and poetry — went to the United States, attending the Interlochen Center for the Arts ’ creative writing camp, in Michigan, and the Iowa Young Writers’ Studio . Ms. Onguru, who recently returned to campus after helping organize Yale Glee Club’s spring tour in Kenya, hopes to become a journalist after graduation. She has already made progress toward that goal, serving as the opinion editor for the Yale Daily News, and getting her work published in Teen Vogue and the literary journal Menacing Hedge.

“Whether you’re in sports, whether you end up in STEM, whether you end up in government, seeing my peers — who had different interests in arts — not everyone wanted to be an artist,” she said in a video interview. “But they found places to express themselves, found places to be creative, found places to say things that they didn’t know how else to say them.”

Ms. Onguru’s path shows what a pivotal role arts education can play in a young person’s development. Yet, while the arts and culture space accounts for a significant amount of gross domestic product across the globe — in the United Kingdom in 2021, the arts contributed £109 billion to the economy , while in the U.S., it brought in over $1 trillion that year — arts education budgets in schools continue to get slashed. (In 2021, for instance, the spending on arts education in the U.K. came to an average of just £9.40 per pupil for the year .)

While experts have long espoused the idea that exposure to the arts plays a critical role in primary and secondary schooling, education systems globally have continually failed to hold it in high regard. As Eric Booth, a U.S.-based arts educator and a co-author of “Playing for Their Lives: The Global El Sistema Movement for Social Change Through Music,” said: “There are a whole lot of countries in the world that don’t have the arts in the school, it just isn’t a thing, and it never has been.”

That has led to the arts education trajectory heading in a “dark downward spiral,” said Jelena Trkulja, senior adviser for academic and cultural affairs at Qatar Museums , who moderated a panel entitled “When Arts Education is a Luxury: New Ecosystems” at the Art for Tomorrow conference in Florence, Italy, organized by the Democracy & Culture Foundation, with panels moderated by New York Times journalists.

Part of why that is happening, she said, is that societies still don’t have a sufficient and nuanced understanding of the benefits arts education can bring, in terms of young people’s development. “Arts education is still perceived as an add-on, rather than an essential field creating essential 21st-century skills that are defined as the four C’s of collaboration, creativity, communication and critical thinking,” Dr. Trkulja said in a video interview, “and those skills are being developed in arts education.”

Dennie Palmer Wolf, principal researcher at the U.S.-based arts research consultancy WolfBrown , agreed. “We have to learn to make a much broader argument about arts education,” she said. “It isn’t only playing the cello.”

It is largely through the arts that we as humans understand our own history, from a cave painting in Indonesia thought to be 45,000 years old to “The Tale of Genji,” a book that’s often called the world’s first novel , written by an 11th-century Japanese woman, Murasaki Shikibu; from the art of Michelangelo and Picasso to the music of Mozart and Miriam Makeba and Taylor Swift.

“The arts are one of the fundamental ways that we try to make sense of the world,” said Brian Kisida, an assistant professor at the University of Missouri’s Truman School of Public Affairs and a co-director of the National Endowment for the Arts-sponsored Arts, Humanities & Civic Engagement Lab . “People use the arts to offer a critical perspective of their exploration of the human condition, and that’s what the root of education is in some ways.”

And yet, the arts don’t lend themselves well to hard data, something educators and policymakers need to justify classes in those disciplines in their budgets. “Arts is this visceral thing, this thing inside you, the collective moment of a crescendo,” said Heddy Lahmann , an assistant professor of international education at New York University, who is conducting a global study examining arts education in public schools for the Community Arts Network. “But it’s really hard to qualify what that is.”

Dr. Lahmann’s early research into the decrease in spending by public schools in arts education points to everything from the lack of trained teachers in the arts — partly because those educators are worried about their own job security — to the challenges of teaching arts remotely in the early days of the Covid pandemic. And, of course, standardized tests like the Program for International Student Assessment, which covers reading, math and science, where countries compete on outcomes. “There’s a race to get those indicators,” Dr. Lahmann said, “and arts don’t readily fit into that.” In part, that is because standardized tests don’t cover arts education .

“It’s that unattractive truth that what gets measured gets attended to,” said Mr. Booth, the arts educator who co-authored “Playing for Their Lives.”

While studies over the years have underscored the ways that arts education can lead to better student achievement — in the way that musical skills support literacy, say, and arts activities lead to improved vocabulary, what have traditionally been lacking are large-scale randomized control studies. But a recent research project done in 42 elementary and middle schools in Houston, which was co-directed by Dr. Kisida and Daniel H. Bowen, a professor who teaches education policy at Texas A&M, is the first of its kind to do just that. Their research found that students who had increased arts education experiences saw improvements in writing achievement, emotional and cognitive empathy, school engagement and higher education aspirations, while they had a lower incidence of disciplinary infractions.

As young people are now, more than ever, inundated with images on social media and businesses are increasingly using A.I., it has become even more relevant for students these days to learn how to think more critically and creatively. “Because what is required of us in this coming century is an imaginative capacity that goes far beyond what we have deliberately cultivated in the schooling environment over the last 25 years,” said Mariko Silver, the chief executive of the Henry Luce Foundation, “and that requires truly deep arts education for everyone.”

'One of my first art history courses helped me discover my passion for Indigenous studies'

Noah Rice: History of Art

A&S Communications

History of Art Minneapolis, Minn.  

What Cornell memory do you treasure the most?         

I will never forget what it was like to come back to Cornell sophomore year and see the quads and streets of campus flooded with students. As someone who came to Cornell first during Covid, I had a very different welcome to campus. Sophomore year, we began to return to normalcy and to see all of the students (still masked and social distancing) really brought campus alive. I remember feeling really excited then for my next three years in such a vibrant space.

What are the most valuable skills you gained from your Arts & Sciences education?      

Arts & Sciences allowed me the freedom to explore the many facets of my interests. While art history was my primary major, I had the ability to engage with my other interests in religious studies and Indigenous studies. I found my interests often overlapping and sought the intersections between disciplines, both in terms of how I was thinking and engaging the material/sources. As a result, I feel that my educational journey benefited from the richness of opportunity that as an A&S student I was able to capitalize on.   

What have you accomplished as a Cornell student that you are most proud of?

My study abroad was a defining period in my college experience. I had the privilege of spending my junior spring at the University of Oxford and while there I was challenged in new ways. Not only was adapting to a new environment a great experience, but also school itself was a big change. I had to learn how to learn in a new, more independent way than I had ever before. This type of educational experience really pushed me to grow academically and personally in important ways that have influenced my trajectory today. This abroad experience also ties into one of my most proud accomplishments at Cornell. This past year I have been working on a senior honors thesis in history of art. Any research project and piece of writing at the magnitude of a senior thesis is daunting and quite the commitment. Studying at Oxford, for me, really helped me lay the groundwork for successfully working on such a large independent project. This thesis has taught me a lot about my research interests, but has also showed me what is possible by giving me the confidence that I could have a longer career in academia.

Who or what influenced your Cornell education the most?     

Prof. Jolene Rickard has been very influential throughout my time at Cornell. She was my professor for one of my very first art history courses and through that course really helped me discover my passion for Indigenous studies. After that course, Prof. Rickard has been a mentor and one of my biggest supporters here at Cornell, writing many letters of recommendations for study abroad and grad schools. Recently, Prof. Rickard has also served as my honors thesis advisor. In this role, she has been a critical guide through the intersections of Indigenous studies and art history, teaching me so much and exposing me to a wealth of scholarship I had previously not explored. Without her teaching and support throughout my four years at Cornell I would almost certainly be in a very different position, and for that I am immeasurably thankful.

Where do you dream to be in 10 years?

My goal for 10 years from now is to have graduated from law school and to be practicing as an attorney in the Federal Indian law and Tribal affairs space. I do not know what that will look like yet, and there are a lot of steps left for me to get there, but I am excited for what the next few years bring and how life will evolve.  

Every year, our faculty nominate graduating Arts & Sciences students to be featured as part of our Extraordinary Journeys series.  Read more about the Class of 202 4.

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Cleveland Institute of Art helping make student products – and career paths – a reality

Cordelia Wright can’t stand clutter.

The soon-to-be Cleveland Institute of Art graduate wanted to make organization a focus of her final project at the school and started looking for problems to solve. She zeroed in on the lack of counter space in small living areas like apartments or dorm rooms.

Recently, Wright launched a Kickstarter for the OPAL Organizer, her bathroom organizer product. It has two larger silicone pockets to hold bathroom essentials, with a small pocket for items like toothbrushes, and can either be wall-mounted or used on a countertop. The goal is to declutter without hiding the products out of sight and, often, out of mind.

Wright came up with the concept and design for the OPAL Organizer in the Cleveland Institute of Art’s m.power class, which recently wrapped up its second year.

M.power is a hands-on class for seniors who want the opportunity to actually conceptualize, design and prototype a product. The goal is for students to also launch a crowdfunding campaign by the end of the two-semester course, which requires them to learn about marketing and building a potential customer base. And over the course of the project, they also learn about budgets and costs, from filing for a provisional patent to paying for tooling to figuring out shipping and storage.

At the beginning of 2022, Dan Cuffaro, chair of industrial design at the Cleveland Institute of Art, was on sabbatical, thinking about ways to update the curriculum. Cuffaro realized that students needed to learn directly about entrepreneurship. He was talking to students and found the topic kept coming up, as students spoke about wanting to open their own studios after graduation. But they shied away from the idea and the term of entrepreneurship, associating it with business, not art.

“So there was a disconnect with that word,” Cuffaro said. “And so, I switched to the concept of empowerment: entrepreneurship as empowerment.”

The m.power course launched that fall.

That first year revealed some challenges, particularly when it came time for production; there was a learning curve when it came to understanding manufacturing processes.

The products have to be simple, Cuffaro said – anything overly complex with lots of tech or high part counts wouldn’t be a good fit for the timeframe. Students have the opportunity to work with a factory rep, who helps them connect with manufacturers across the globe to make their products. And the engineers at those factories can work directly with the students, giving feedback on product specifications and helping them refine designs. Wright highlighted that experience as a big benefit, one that she didn’t think she’d otherwise have gotten as a student without the m.power class.

While some students could have a successful crowdfunding campaign come out of the class, leading to a small business or a product to sell to a larger company, that’s not necessarily the point. The point of m.power is not having a student leave with a full-time entrepreneurship plan.

“This is not about the product,” Cuffaro said. “It’s about going through that experience.”

And the experience of launching a product will apply if a student wants to set off on their own, but it also makes them “attractive hires,” he said. The students who go through m.power have tangible product design experience at all parts of the process.

“It’s a very valuable portfolio and resume builder,” Cuffaro said.

In addition to Wright, this year’s class includes Oliver Nichols, who is creating a silicone trivet designed to protect pans on induction stoves, and Joseph Hollins, who is making a laptop sleeve to simplify on-the-go workplace setups.

Wright, who is set to graduate in May, started at the Cleveland Institute of Art in 2020 and quickly fell in love with industrial design.

“I really love problem solving, and I think that’s a huge part, obviously, of product design,” Wright said.

She also likes the collaboration and teamwork design requires, which made a small school like the Cleveland Institute of Art a good fit. The fact that its faculty are still active in the fields in which they teach has been valuable, too, giving students perspective, she said.

Professors having a foot in the working world helps students in a few ways, said Cuffaro, who, in addition to serving as a department chair at the institute, has his own consulting practice in product development and intellectual property litigation. He also has launched a camping supplies business, nCamp, which grew out of a classroom assignment and ultimately helped inspire m.power.

The experience helps Cuffaro keep his network “fresh,” he said – that factory rep who works with m.power students also works with Cuffaro on nCamp production issues – and helps him connect students with internship and job opportunities. And he has a good, up-to-date sense of the current skills needed in the industry, and the pace of it, which is often much faster than academia.

Wright said she’s definitely considering a career path as an entrepreneur, now that she’s gotten to experience it through m.power. She loves getting into the “nitty gritty of the design,” she said, and the rest of the work that goes into a product.

“I do not know if it would have been as high up on my list of options without this class,” she said. “I think I just did not know enough about it and now, being in it and actually dipping my toes in the water, I feel a lot more comfortable and confident about thinking of it.”

Noel Community Arts Program teaches art to adults, children who missed out in school

Program assists low-income by providing scholarship to its classes.

SHREVEPORT, La. (KSLA) - ArkLaTex Artistry explores the Noel Community Arts Program, which provides art classes to adults and children who want to learn but never had access in school.

The Noel Community Arts Program (NCAP), 520 Herndon Street, is one of Shreveport’s best-kept secrets. It is a nonprofit that was formed in 2009, originally it was an outreach ministry for Noel United Methodist Church in the Highland neighborhood in Shreveport, Louisiana.

NCAP’s Executive Director Tracy McComic speaks with ArkLaTex Artistry’s Brittney Hazelton about how the organization started and what it offers to the Shreveport-Bossier community.

McComic says that the Noel United Methodist Church was struggling to keep its doors open to the public, so it decided to focus on outreach ministries. The church started outreach programs, including a food pantry and the Noel Community Arts Program . In the beginning, the NCAP only had music lessons and then pottery, eventually they added art lessons. Then in 2022, NCAP received its own separate 501C3 nonprofit status, becoming an organization separate from the church.

“But, we are still benefitting from the extreme generosity of Noel Methodist Church,” says McComic, expressing the organization’s thankfulness.

NCAP believes the arts can alter people’s lives.

“We believe people can transform themselves through the arts, through music, through visual arts, the art of creation, it opens up pathways to higher learning. It gives us a voice, sometimes when there are no words,” says McComic. “The arts helps us express ourselves and it creates a sense of community and pride. It’s just so necessary and not everyone has access to the arts, it’s being phased out of the school system.”

The organization provides art classes to the overall public, young, adults, or elderly, and people of all walks of life.

“We strive to make it accessible to everybody, regardless of their background, financial resources. We don’t turn anyone away,” explains McComic. “So if someone has the desire to learn a musical instrument, or learn some art skills, or learn about pottery, or any of the classes we offer, we will not turn them away.”

Even if you can’t afford the art classes NCAP offers, the organization offers scholarships so you can still attend them. When you register online, there is an option for low-income applicants to fill out a short application for assistance.

Artists can also bring up classes they want to teach. NCAP will provide the place and pay them a fair wage to teach their classes.

Additionally, NCAP also partners with other nonprofits to offer weekly outreach, art instruction, and music. Some organizations they assist are the Volunteers of America’s Light House Program , The Highland Center , and The Bridge Alzheimer’s and Dementia Research Center . Another program they assist, is The Hub Homeless Ministries , an organization that helps women out of sex trafficking.

“We recently added a group for people who are living with seizure disorders. They are called the Epilepsy Warriors,” says McComic. “They really feel isolated, and feel like they have nowhere to go to visit with people like them, who have to live the way that they do.”

Just this year, NCAP established the Little Free Art Gallery, a concept McComic happened upon and fell in love with.

“It just made me smile so big to see the miniature little dioramic scenes of miniature people figures looking at miniature art on the wall,” says McComic, “I remember taking it to some of my coworkers here in the building and telling them, I want this so badly.”

McComic would include it in some of the grants she wrote and eventually, it got funded by the Shreveport Regional Arts Council and the City of Shreveport.

The Little Free Art Gallery is located at the community garden at 520 Herndon Street, Shreveport, and the community is welcome to contribute or use the resources it provides, such as free art supplies.

“Anyone can submit art that can be displayed,” explains McComic.

Read more about the Free Little Art Gallery >> https://www.ksla.com/2024/03/02/unveiling-free-little-art-gallery-community-mural-paint-day-announced-by-noel-community-arts-program/ .

About Tracy McComic:

McComic is an artist and her business goes by Wired & Sassy, LLC . Despite her talents today, she didn’t start doing art until 10 years ago.

“I dabbled in it as a kid growing up and enjoyed it, but then as a lot of adults do, I grew up,” McComic says, signaling quotations with her fingers. “It was through a lot of trials of my own and encouragement, like hey, you need to get a hobby.”

Finally, McComic made the step into jewelry making.

“I went to a local store and they had a little how to something. I picked up supplies and I assembled them, and that’s how it started. I was like, I like this,” says McComic. " And little by little I started trying more things and eventually I branched out into whats called metal clay, which is great because I always wanted to work with metal. Then painting came.”

McComic found that art was a way to express herself and work through things. Art became a way for her to heal.

To see some of McComic’s work visit her Facebook page at https://www.facebook.com/wiredandsassy .

Summer Camps will be held by NCAP this year, offering seven weeks of programming, starting on June 3, from 9 a.m. - 12 p.m.

For more information about NCAP’s events, classes, or camps, visit https://noelarts.org/ .

Copyright 2024 KSLA. All rights reserved.

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School of Dentistry

Continuing dental education, ohsu continuing dental education.

Welcome to the OHSU School of Dentistry Continuing Dental Education Department.  Receive your year-round courses taught by world-renowned researchers and scholars who present on topics that will make an immediate positive impact on your professional practices.

Explore our offerings, including pre-recorded online, live webinars, live lectures, and hands-on participation options. Stay ahead in your field with us. Feel free to reach out if you have any questions. Welcome to OHSU dental education excellence.

Course Listings

General information, privacy statement.

The OHSU School of Dentistry is committed to protecting your privacy. The information you provide when you register for a course on this website is collected for the purpose of correctly processing your payment. The OHSU School of Dentistry does not share, sell or trade information collected on our web site with outside parties.

Security Statement

The OHSU School of Dentistry understands the importance of the security of your personal information. We are committed to protect the confidentiality and integrity of any personal information that is shared with us on the web or offline. The OHSU School of Dentistry may collect your personal information ONLY if you elect to give us that information such as name, address, phone number, and e-mail address. However, the OHSU School of Dentistry will never store any credit card information when you make a gift online. An audited secure third party, such as Authorize.net, is used to process any online credit card transactions.

Registration Information

Upon registration for any activity with the Continuing Dental Education Department, the participant agrees that Oregon Health &Science University School of Dentistry Continuing Dental Education Department, its affiliates and all personnel associated with the courses are not responsible or liable for any injuries or damages sustained by the participant in connection with the scheduled activity and the participant hereby releases each of them from any claims against them arising directly or indirectly from any such injury or damage.

The registered participant grants permission of the Continuing Dental Education Department (and its designees and agents) to use the participant's image, likeness, actions and/or statements in any live recorded audio, video or photographic display or other transmission, exhibition, publications, or reproductions made of, about, or at, the activity without further authorization or compensation.

Participants may not use video or audio recording devices during the course or schedule activities.

Cancellation & Refund Policy

Cancellation Policy:

If you wish to cancel a lecture course, you must notify the CDE office prior to the date of the course for the appropriate refund to be issued. Failure to do so will result in a "No Show". 

For cancellations:

When you need to cancel, you have two options:

1. Receive a full refund, minus a $35 processing fee. 

2. Transfer the full course fee to another CDE course(s) within the same CDE calendar year (Sept-June). 

If the CDE Department needs to cancel the course, you have two options:

1. Receive a full refund*

2. Transfer the full course fee to another CDE course(s) or when the course gets rescheduled*

(*Please keep in mind that the CDE office is not responsible for any travel expenses or penalties incurred by course registrants in case of course cancellation or revision.)

For "No Shows"

No refunds or fund transfers are available for "No Shows"

Participant Courses:

Refunds for CDE participation courses must be requested at least 14 days before the first meeting of the course. These courses have a non-refundable $100, which covers the cost of non-refundable materials. If you cancel less than 14 days before the course, you will receive a monetary refund if the CDE office can fill your spot with another participant. In such cases, funds, minus the $100 deposit, may be transferred to another course within the same CDE calendar year if the request is made 14 days before the course.

Pre-Recorded Online Courses: 

Each course may be a little different as to how long you have to access the course material. Typically course materials need to be viewed within 3 months from the date of registration. No refunds will be given for online courses. 

Refund Exceptions:

No refund penalty will be charged for last-minute emergencies. However, the CDE office must be contacted by noon on the course date to report an emergency. You can receive a full refund or transfer the money to another CDE course within the same course year (September – June).

Acts of Nature:

In the event of snow, earthquakes, or other acts of nature, please check the CDE homepage or call the CDE office for instructions.

Programs Offered in Partnership with Other Organizations:

Cancellation policies for programs offered in partnership with other organizations may vary. Refer to specific course information for details.

Controversial Materials

Dental education institutions have an obligation to disseminate new knowledge related to dental practice. In so doing, some presentations may include controversial materials or commercial references. Sponsorship of a continuing education activity by Oregon Health & Science University School of Dentistry does not necessarily imply endorsement of a particular philosophy, procedure or product by this institution.

Rental Information & Study Clubs

If you are interested in renting space from the SOD, please send an email to [email protected] 

Looking to offer CE for your event?

We would be happy to see if your event qualifies for ADA CERP CE credits. There is a $400 application fee and a $35 fee for every CE verification needed. Please click on the link here to be transferred to our application page. 

Continuing Dental Education Department 2730  S. Moody Ave Portland, OR. 97201 Phone: 503-494-8857 Email: [email protected]

Credentials

OHSU is an ADA CERP Recognized Provider. ADA CERP is a service of the American Dental Association to assist dental professionals in identifying quality providers of continuing dental education. ADA CERP does not approve or endorse individual courses or instructors, nor does it imply acceptance of credit hours by boards of dentistry.

OHSU is a member of the Association for Continuing Dental Education. 

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Home » Degrees » Art Education

Art Education

An art education degree earns you the skills needed to help you become a successful artist and educator. Study and explore art education programs in schools, communities, and museum settings by carefully examining ideas and notions through a global lens.

Art Education Degrees

The Art Education degree programs provide a pathway to becoming an art teacher in classrooms, museums, and community-based art programs. You will be exposed to a wide range of visual art and design media, developing both a breadth and depth of knowledge and skill. Through coursework and fieldwork, you will learn how to develop successful curricula and lesson plans for a wide range of audiences.

Studio Emphasis

This MA/Studio Emphasis program offers the same 36 units of courses covering the history, art and science of teaching and learning with an additional 24 units of studio art and design. This program is designed for the student who has a limited studio background. It is also great for the student looking to strengthen his or her studio experience through the extensive, rigorous studio courses at Academy of Art University.

Art Education Master of Arts in Teaching (MAT) Degree & Credential Program

The Art Education Master of Arts in Teaching (MAT) degree & credential program will prepare you for a career as a successful and innovative art teacher in classrooms K-12. The program meets both national and California art education standards, and includes one semester of student teaching in a public school classroom, mentored by a master teacher. Once you have completed all coursework and  student teaching requirements, and passed all four rounds of California Teacher Performance Assessment testing, you will be recommended for a California K-12 art teaching credential. For your Capstone project, you will be encouraged to think like an advocate in order to create a dynamic arts advocacy video to educate the public about the importance of art education to a 21st century creative economy.

Note: Track 1 is designed for ArtU BFA recipients

Start Your Career Now

Your dream is within reach. Follow your heart and get started on the career of your dreams.

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COMPANIES THAT HAVE HIRED OUR GRADUATES

Liberal Arts

The Liberal Arts Program provides students with a holistic education covering the arts, humanities, and sciences. Courses highlight connections between the subject of study and the major fields of art and design, providing context to the larger world of art and design.

Foundations

The Foundations curriculum heightens perception and understanding of visual structure through the study of drawing, modeling of form, value structure, perspective principles, color, and design theory.

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What School Subjects Do You Need in High School?

The subjects you study in high school should allow you to graduate, but you’ll also want classes that will prepare you for college and for life as an adult.

• Subjects Offered in High School
• Subjects Needed to Graduate
• Subjects for College Preparation

Picking high school courses is an exciting process. Core high school subjects like math, science, and language arts are required, but a range of others can be selected. Finally being given more of a choice in what a student studies can be freeing, but also may feel overwhelming, confusing, or stressful.

What courses are best? There's no one right path. First, consider what is needed to graduate. Then, take a look at your options.

Parents and teens can work together to choose school subjects that not only engage their interests but also have their future plans and goals in mind.

For example, students who want to go to college may be required to take more years of a foreign language or other classes required by the schools they are interested in. A student who is interested in pursuing a career in construction may want to take an industrial arts class.

Read on to learn more about selecting courses in high school.

Parents / Nusha Ashjaee 

What School Subjects Are Offered in High School?

Most high schools offer the same basic school subjects: Math, language arts, foreign language, science, social studies, health, and physical education (PE).

However, the exact courses may vary dramatically from school to school. Different high schools—even within the same district—often have different course offerings or special programs. If possible, choose the local high school that provides the programs and classes that best suit your needs and passions.

Below is a list of the most common school subjects. However, individual schools may offer a range of specialized classes, such as mindfulness or engineering.

High School Subjects

• Literature or Language Arts
• Speech and Debate
• Writing or Composition
• Trigonometry or Calculus
• Biology (typically has advanced class options)
• Chemistry (typically has advanced class options)
• Earth or Space Sciences
• Physics (typically has advanced class options)
• US Government
• World History
• Foreign Language, such as Spanish, French, Japanese, Chinese, Arabic, and German
• Physical Education and Health
• Arts, such as Music, Photography, Drawing, or Ceramics
• Computer Applications, Graphic Design, or Web Design
• Cooking and other life skills
• Physical Education
• Trade field studies such as Auto Mechanics, Woodworking, or Nursing
• Personal Finance

School Subjects You Need to Graduate

Ideally, teens should start high school with a basic plan of the classes they will need to take to graduate. Every state has different requirements for obtaining a high school diploma, and each school varies greatly in what it offers to give kids a chance to fulfill them. Different schools also vary in the number of classes students take each year.

The school's guidance department can help students understand the graduation requirements and how their coursework aligns with them.

English language arts

Studying the English language and literature is an important part of high school for every student, regardless of their post-school plans. In addition to studying important pieces of literature, English classes teach teens about writing, reading, and speaking.

Most states require four years of English or language arts classes. Colleges require four years of English for admission. The main English classes in high school include:

Mathematics

In high school, students dig into several different types of math . Algebra and geometry are required at most high schools, and students may choose to take advanced math classes if they are offered.

Most states require three or four years of math coursework in high school. The main math classes in high school include:

Basic life sciences (biology) and physical sciences (chemistry and physics) are required at most high schools. These classes often include lab components that allow students to perform hands-on experiments.

Most states require two to three years of science coursework in high school. These may include:

• Biology (typically has advanced class options)
• Chemistry (typically has advanced class options)
• Earth or Space sciences

Social studies and history

Understanding the past and how the world works is important for young adults. In high school, students will study history and government and learn about how social studies affects their lives.

Most states require three to four years of social studies coursework in high school, including:

Foreign languages

Learning a second language is important in today's global world. While many high schools offer foreign language courses, only 11 states require students to take a foreign language course.  

High school students can fill these requirements by learning the basics of at least one foreign language. They may also be able to choose to take advanced classes to learn more.

Common languages offered in high school include:

• Mandarin Chinese

Other possible language offerings include Russian, Latin, American Sign Language, Arabic, and German.

Physical education and health

Physical education and health classes can teach high schoolers how to care for their bodies' fitness, health, and nutritional needs. These courses often touch on the following:

• Mental health
• Sexual health
• Making healthy choices about drugs, alcohol, and nicotine.

Many states require at least one unit of PE and health to graduate. Other states offer these subjects as electives.

School Subjects for College Preparation

Students planning to go to college should consider how colleges will look at their courses during the application process. Grade point average (GPA) is important, but coursework should also demonstrate academic rigor.

When planning, it can be helpful to balance standard high school courses with some that are more challenging. Additionally, students can do this—and even get a head start on college—by taking advanced placement (AP) or college-level classes.

AP classes are more rigorous courses that teach subjects at an introductory college level. Some of the most common AP courses that are available include:

• Calculus AB
• English Literature
• African American Studies

Students who take AP classes have the option to take an AP test in the spring. If they get a certain score, they can get credit for the course at many colleges.

College credit courses

Many high schools offer opportunities to gain college credit through various programs. Your child's academic advisor, teachers, or counseling department can inform them about such offerings.

These may be online or in-person classes through programs offered by colleges and universities, and a professor or a high school teacher may teach them. Dual-credit programs allow students to fulfill their high school requirements while obtaining some college credits free of charge.

School Subject Electives

In addition to the basic classes, there are usually plenty of opportunities to take electives in various areas of study. These can not only broaden a student's academic knowledge but also teach them valuable life skills and inspire their career aspirations .

In some cases, a student may be given the freedom to choose one class from a select group of options required in the school's curriculum. In others, a student may have room in their schedule to choose to study something simply based on their interests and goals.

Examples of elective classes may include:

• Arts, such as music, photography, fashion design, painting, theater, dance, or ceramics
• Computer applications, graphic design, or web design
• Student government
• Forensic science
• Physical education
• Sports medicine
• Trade field studies such as auto mechanics, welding, or nursing
• Personal finance or business

Students on a vocational track may be able to gain some hands-on learning in fields such as metalworks and woodworking. Many schools even offer the opportunity to gain certificates or licenses that will help them in their future careers .

Key Takeaways

Choosing high school classes requires planning both as a student enters school and throughout their high school experience. The right classes are challenging and engaging but not unrealistically rigorous or overwhelming.

An ideal schedule can help a student succeed, enjoy learning, and have a good academic experience while preparing them for their future plans , whatever they may be. Have your teen set up a meeting with their school counselor if they need any help.

The association between neighbourhoods and educational achievement, a systematic review and meta-analysis . J Hous Built Environ . 2016.

50-state comparison . Education Commission of the States . 2019.

High school classes required for college admission . National Association for College Admission Counseling . n.d.

The national K-16 foreign language enrollment survey report . American Councils for International Education . 2017.

Program summary report . College Board. 2019.

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40 Facts About Elektrostal

Written by Lanette Mayes

Modified & Updated: 19 May 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes , offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Elektrostal's fascinating history, vibrant culture, and promising future make it a city worth exploring. For more captivating facts about cities around the world, discover the unique characteristics that define each city . Uncover the hidden gems of Moscow Oblast through our in-depth look at Kolomna. Lastly, dive into the rich industrial heritage of Teesside, a thriving industrial center with its own story to tell.

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ELECTROSTAL HISTORY AND ART MUSEUM: All You Need to Know BEFORE You Go (with Photos)