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Art Education (BA)

Hours — 59-77 Credit Hours
Effective Jan. 2020
Last Revision 5/11/2020
Holokai Category: Arts & Humanities and Professional Studies

Program Requirements


Art Content — 38 Credits

Course Number Title Semesters Offered Credit Hours Prerequisites
ART 119 Drawing and Design Principles F, W 3.0
ART 210 Digital Design F, W, S 3.0 Art Ed majors: ART 119, 156 or 265 *See Academic Advisor to register
ART 212 Digital Photography F, W, S 3.0 Art Ed majors: ART 119, 156 or 265 *See Academic Advisor to register
FILM 218 Basic Video Production F, W, S 3.0
ART 220 Experience in Visual Arts F, W, S 3.0
ART 221R Figure Drawing F, W 3.0 ART 119
ART 225 Painting Concepts F, S 3.0 ART 119
ART 265 Beginning Sculpture F, W 3.0
ART 201 Global Art History I F, W, S 3.0 ENGL 101
ART 202 Global Art History II F, W 3.0 ENGL 101
ART 306 Global Art History III F, W 3.0 ENGL 101, ART 201 or ART 202
ART 337 OR Art Methods for Secondary Teachers W 2.0
SCED 350 General Methods for Secondary Teachers F, W 2.0 EDU 312, corequisite SCED 491
ART 442 OR Reading in Aesthetics F, W 3.0 ART 201 or 202 or 316; and senior standing
HUM 442 Philosophy of Art F, W 3.0 HUM 151 and 251; or FILM 102 and 300


Education — 21-39 Credits

Course Number Title Semesters Offered Credit Hours Prerequisites
EDU 212 Foundations of Education F, W, S 2.0
EDU 200 Human Growth and Learning in Schools F, W, S 3.0

Recommended Electives

Course Number Title Semesters Offered Credit Hours Prerequisites
HWST 101 Introduction to Hawaiian Studies F, W, S 3.0 (Required for Hawaii License Track)
EDU 340 Multiculturalism & Culturally Responsive Teaching through Sheltered Instruction F, W 2.0 (Required for International Track)


Course Number Title Semesters Offered Credit Hours Prerequisites
SPED 300 Education of Exceptional Students F, W, S 3.0 EDU 200
EDU 305 Computer and Technology Assisted Instruction F, W, S 2.0 EDU 212 for Education majors only or TESOL 240 for TESOL major/certs only
EDU 312 Effective Pedagogy F, W, S 3.0 EDU 212
EDU 385 Education Assessment in the Classroom F, W, S 3.0 EDU 312
SCED 401 A Multicultural Approach to Reading in the Content Area F, W 3.0 EDU 312, Corequisite SCED 491 (except non-certification track)
SCED 430 Classroom Management in Secondary Contexts F, W 2.0 EDU 312, Corequisite SCED 491 (except non-certification track)
SCED 491 Observation and Practicum F, W 3.0 EDU 312, corequisite SCED 401, SCED 430, and
formal admission to TE
SCED 492 Student Teaching F, W 12.0 Successful completion of all preliminary courses
including SCED 491


Additional Program Requirements

Application to the Teacher Education Program must take place before professional year courses may be taken.

Application Deadlines


February 15 for those beginning professional year courses in fall semester.

May 15 for those beginning professional year courses in winter semester.

No grade below “C-” accepted.

All courses in the Education major can be retaken 1 time to improve a grade lower than C-.

If the second attempt is lower than a C-, the student will be removed from the major.


Program Outcomes


Upon completing a major in Secondary Education, students can demonstrate an understanding of these outcomes:

  1. Learner Development - The teacher candidate designs and implements developmentally appropriate and challenging learning experiences.
  2. Learning Differences - The teacher candidate creates inclusive learning environments that enable each learner to meet high standards.
  3. Learning Environments - The teacher candidate works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.
  4. Content Knowledge - The teacher candidate understands the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
  5. Application of Content - The teacher candidate uses differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  6. Assessment - The teacher candidate uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
  7. Planning for Instruction - The teacher candidate plans instruction that supports every student in meeting rigorous learning goals.
  8. Instructional Strategies - The teacher candidate uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
  9. Professional Learning and Ethical Practice - The teacher candidate uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  10. Leadership and Collaboration - The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, and to collaborate with learners, families, colleagues, other school professionals.