The faculty and students of our Program share the belief that art education is a human right: We see engagements with the arts as essential to human development, community building, and civic life. Our notion of teaching and learning is broad. We embrace imaginative art education practices that serve people of all ages and backgrounds in schools, community sites, museums, colleges, and beyond. The Program welcomes students from across the United States and around the world. They represent diverse cultures, interests, and experiences, and each brings unique perspectives to our community. In turn, our master’s and doctoral degree programs broaden students’ horizons, fostering their development as artists, researchers, reflective thinkers, and imaginative educational practitioners. The Program’s commitment to diversity, equity, inclusion, and accessibility is reflected across our requirements. It is evident in our students’ active studio practices; in their critical engagements with art pedagogy; in their participation in contemporary debates about art and visual culture; in their conceptualization of research studies; and in their study of the philosophy, history, and psychology of art education. As artists, educators, and scholars, we recognize that we need to exercise our voices and investigate ourselves as we work within the tensions that shape contemporary culture. Our faculty—experienced practitioners, scholars, and artists—work closely with students to design programs that meet and support their particular needs and goals. We are fortunate to have active relationships with leading cultural organizations in New York City and across the globe. Our many collaborations offer students additional opportunities to enrich and expand their programs of study.
We hope that you will join our vibrant community!
Director and Associate Professor
Professor Burton's research interests have, until recently, focused on attempts to understand the cognitive, affective and socio-cultural underpinning of artistic-aesthetic development in young people from birth to early adulthood. Read More
Professor Hubard is interested in the humanizing power of art and in how educators can help promote meaningful art experiences for all learners. Most of her scholarship to this point has focused on museum settings.
Dr. Jochum’s art practice is accompanied by research into the role of art schools, new media art and media art education, and art as a social practice.
As an art-teacher educator and researcher, Dr. Bildstein is interested in the ways in which art-teacher education programs prepare pre-service candidates for the rigors of in-service teaching in contemporary schooling.
Dr. Johnson's research interests focus on the lifelong professional education of art educators. She has a particular interest in the relationships between personal identities and subjectivities—including artistic identities and affiliations—with professional learning and growth as an art educator.
Explore Doctoral Dissertations and Master's Theses. Learn More
The Center for Arts Education Research (CAER) undertakes both applied and basic research. To date, researchers have carried out a number of funded assessment studies focusing on the impact on student learning of school-cultural institution collaborations. In many cases, senior and junior faculty work together with doctoral students on research teams. Learn More
Our dedicated art studios allow you to actively create art while you continue your studies. In fact, all of our degree tracks require studio work. While each studio space supports specialized courses, many students work across studios integrating a variety of materials and processes.
For our policy on studio use, please refer to our FAQ.
An active program of projects and collaborations keeps the Program in dialogue with the world beyond Teachers College, contributing to a vibrant learning environment. Our projects vary in focus and nature, and often provide opportunities for students to network and gain valuable experience in the field.
These yearly or biyearly symposia invite local, national, and international artists, scholars, and educators to explore timely issues with our students and faculty. Registration is open to participants from within and beyond Teachers College; generally offered for credit and non-credit.
A competitive, funded research fellowship at the Whitney Museum of American Art, awarded to an Art and Art Education student every school year.
Colonel Eugene Myers was a student at Columbia University just before World War II. He collaborated with Professor Edwin Ziegfeld on the development of his seminal text Art Today, which was co authored by Ray Faulkner and Gerald Hill. Thanks to the generous support of the Myers Foundations, the Program in Art and Art Education has been able to sponsor and sustain a series of projects.
The GRAE is an annual symposium that provides a forum for doctoral students in art education to discuss their research projects and explore with each other and faculty from partnering institutions the questions and issues they raise. This project is a collaboration of Teachers College, Pennsylvania State University, and Ohio State University.
The Program in Art and Art Education has a long and rich relationship with Haystack. Students from the Program regularly attend Haystack courses during the summer sessions in Maine, earning credit towards their degrees at Teachers College. In addition, teams of students and faculty members travel each fall to the Haystack Art Schools Collaborative.
The art and art education faculty of Teachers College have collaborated with counterparts at the Central Academy of Fine Arts (CAFA) Beijing, PRC, on the development of an Art Education Master's Program for Chinese students. As part of this collaboration, there have been ongoing faculty exchanges. In addition, CAFA students have shown their work in the Macy Art Gallery, and several have now completed doctoral study in our Program. Before COVID-19, Teachers College students have also taken summer courses at CAFA.
Working with artists from the South Miami Arts Center, a group of Teachers College doctoral students and faculty explored the creation of a community/performance work that centered on the theme of The Kitchen. The project engaged local restaurant workers, families, and children in a weeklong site-specific and participatory event. This project was documented in all its phases and used for research and pedagogical purposes. Following this collaboration, team members worked at multiple sites in Miami and New York City to engage community members in making works that explore memories of place.
The Comic Book project is a world-renowned literacy initiative that engages young people in writing, designing, and publishing original comic books leading to academic reinforcement, social awareness and character development. The program was founded in 2001 at Teachers College by Dr. Michael Bitz, who maintained contact with the Art and Art Education Program through lectures and workshops on his work.
The Macy Art Gallery is one of the last spaces at Teachers College still in its original use. The Gallery presents a wide range of exhibitions by national and international artists, graduate students, faculty members and alumni, as well as examples of artworks by children of all ages. The year-round exhibition schedule reflects the commitment of Teachers College to cultural diversity in education and the visual arts.