phd art education canada

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Requirements

Our mission is to inspire, engage and provoke educators to understand, inquire into, and model curricular and pedagogical possibilities of deep involvement with the visual arts in culture and society. Within a large research orientated university situated on traditional Musqueam land, the Art Education Program strives to:

• Stimulate and conduct research within a vibrant and collaborative research community that focuses on methodologies and content relevant to the visual arts in culture and society.
• Provide for, model, and develop socially responsible and ecologically aware exemplary teaching practices in and across contexts with a focus on the visual arts in culture and society.
• Provide leadership, and engage with local, national, and international arts and culture organizations and professionals.

The research interests of faculty in Art Education are diverse. They encourage a wide spectrum of student inquiry: art based research, a/r/tography, art curriculum, teacher education, First Nations art and education, histories of art education, multiculturalism, museum education, the study of contemporary art and curatorial practice, studio practices, technology and visual culture, theory/practice relationships, and gender studies. For more information on research in art education, please click on faculty members profiles below as well as the  a/r/tography site.

The Department of Curriculum and Pedagogy offers a PhD concentration and MA and MEd specializations in Art Education, along with a secondary Teacher Education (BEd) major, Diploma and Certificate in Art Education.

All graduate program applicants in the Department of Curriculum and Pedagogy (EDCP) must meet the minimum entry requirements established by the Faculty of Graduate and Postdoctoral Studies , which oversees graduate work at UBC. Applicants who do not meet the minimum requirements will be considered for admission only in exceptional circumstances.

Doctor of Philosophy

In addition to the Faculty of Graduate and Postdoctoral Studies requirements , the Curriculum Studies graduate program requires a master’s degree with high standing in a relevant educational discipline and evidence of potential to carry out research.

• A Master’s degree with high standing in a relevant educational discipline,
• A sample of work demonstrating scholarly writing,
• A letter of intent describing the focus of the proposed research,
• The support of three referees, one of which must be from a member of your thesis supervisory committee.
• For students possessing a thesis-based Master’s degree from other than a relevant educational discipline, it may be possible to proceed into the Ph.D. after taking the core course requirements of an appropriate Master’s degree in education at UBC.

Master of Arts

In addition to the Faculty of Graduate and Postdoctoral Studies requirements, the program normally requires:

• One-two year/s of teacher education; or a four-year Bachelor’s degree in Education. In special circumstances teacher education may be waived for those applicants who have a university degree with sufficient standing and experience related to their proposed field of study.
• Normally 18 credits of senior course work or a professional concentration in the area of interest.
• Normally two years’ teaching experience or other relevant professional experience.

Master of Education

Same as for the MA. However, applicants for MEd must be inclined to focusing their studies on application of educational theory in their professional practice.

Bachelor of Education (BEd)

Please see link for information

Diploma and Certificate

The PhD in Curriculum Studies is a flexible, research-oriented doctoral program designed for students interested in the organization of learning within educational settings. If you are admitted, you will take your first doctoral seminar in the first term and second doctoral seminar in the second term of the first year. In addition to these six credits, you will need two research methodology and two specialization courses (18 credits total). You will select your courses in consultation with your supervisor(s) or program coordinator, based on your prior academic work and research interests. Students in the PhD program typically reach candidacy by the end of the second year of their studies. In exceptional circumstances, students are allowed to take additional year to reach candidacy. Normally, students devote two to three years of developing, carrying out research, and writing dissertation to make an original contribution to knowledge in the area of specialization.

The university allows doctoral students up to six years to complete program requirements.

Please browse our admissions page for more information and applications to the Department.

Doctoral Seminars

The EDCP 601 and 602 doctoral seminars are core academic experiences for students and foster a collaborative environment for learning and research. All students are required to successfully complete both EDCP 601 and EDCP 602. EDCP 601 examines the emergence of contemporary conceptions of curriculum and pedagogy, looking across various historical and theoretical influences. Emphasis is placed on analysis of varied conceptual, philosophical, and political perspectives, explicit and tacit rationales for formal education, and consequent principles that infuse conceptions and enactments of curriculum and pedagogy. EDCP 602 unpacks the epistemological and ontological positions of various paradigms used in contemporary studies of curriculum and pedagogy. These include hermeneutic, critical, feminist, and post-structuralist thought. The course examines how scholars of curriculum and pedagogy interpret educational events, focusing on how methods and claims are informed by notions of truth, reality, and subjectivity.

Coursework and Specialization

In consultation with a supervisor(s) or program coordinator, students in the PhD program are expected to take minimum six credits of courses in their specialization so that they are familiar with current theory and research. Most of the courses in the student’s specialization are completed prior to reaching candidacy. PhD students typically take additional courses to give them the breadth and depth of understanding of contemporary theories, issues and debates expected of those pursuing the highest degree awarded by the university. These courses are recommended when they are considered a necessary contribution to the student’s scholarship.

Research Methods

PhD students are expected to be familiar with the various methods used in contemporary educational research and to become expert in the particular methods they use in their own research. Developing proficiency in research methods—including the strengths and weaknesses of each approach—normally requires enrolling in available courses and reading widely in the research methods literature. Before research proposals are approved, students are expected to demonstrate that they have acquired the knowledge and skills necessary to successfully carry out their research plan. Students are required to complete a minimum of six credits in research methods courses at 500 – 600 level (excluding EDUC 500 or equivalent.)

Comprehensive Examination

All students in the PhD program are required to successfully complete a comprehensive examination after most of their coursework is completed and before they present their research proposal. The examination is prepared in consultation with the student’s research supervisory committee or program advisory, depending on when it is taken. Details about the comprehensive examination and choices that students make related to the format of the examination can be found at https://edcp-educ.sites.olt.ubc.ca/files/2013/08/EDCP_Guidelines_Comp_Exam_Dec2010.pdf.

Research Proposal

Students develop research proposals which must be presented to and approved by a research supervisory committee. The committee comprises of a research supervisor and at least two other committee members.

Students are recommended to be admitted to candidacy upon completing the required courses, successful completion of comprehensive examination, and successfully defending their research proposal.

PhD Dissertation

The PhD dissertation is an original piece of research that contributes to knowledge in the student’s area of specialization. Research supervisory committees provide direction to the student, read and critique drafts of the dissertation, and, when the dissertation is complete, participate in the final oral examination.

PhD Registration and Residency

All doctoral students are full-time students and are expected to engage in their studies on a full-time basis. All students must register when they begin their studies. Students must remain continuously registered until the degree is completed, except for periods of time for which the student is away on anapproved leave of absence. Failure to register for two consecutive terms may result in the student being required to withdraw. Each student’s program of study must be approved by the home graduate program. All doctoral students are assessed fees according to Schedule A. Programs are paid for on a per-degree rather than a per-course basis, and there is no limit on the number of courses taken or audited during a program. Students have six years to graduate from the doctoral program, with extensions granted only under exceptional circumstances. A one-year parental leave from the program is available, and requests made for other special circumstances are considered.

For more information on requirements, see the doctoral program guides: PhD Program Guidelines

For questions, please email the Graduate Program Assistant .

The program consists of a minimum of 30 credits: 21 credits of coursework plus 9 credits of thesis. A maximum of 6 credits may be taken at the 300-400 level.

Required Courses

EDCP 562 (3) Introduction to Curriculum Issues and Theories

EDUC 500 (3) Research Methodologies in Education

EDCP 5XX – 9 credits of Art Education content at 500 level (3 courses)

EDCP 599c (9) Thesis

Art Education Courses

EDCP 504 Review of Research in Art Education: Theory and Practice

EDCP 514 Arts-Based Educational Research: A/r/tography

EDCP 520 Perspectives, Practice, and Curriculum Issues in Contemporary Art Education

EDCP 521 Historical and Social Foundations of Art Education

EDCP 522 Psychological Foundations of Art Education

EDCP 523 Seminar in Art Education

EDCP 524 Technology, Virtual Worlds, and Digital Visual Culture in Art Education

For more information on requirements, see the master’s program guides: Master’s Program Guidelines

The program consists of a minimum of 30 credits. Students select either a program consisting entirely of courses (30 credits) or 27 credits of coursework plus a graduating project (3 credits). A maximum of 6 credits may be taken at the 300-400 level.

For B.C. teachers: Teacher Qualification Service requires a capstone experience (e.g., EDCP 590 (3) Graduating Paper ).

Apply Online

Find and approach a potential supervisor.

The most important first step in applying for admission to our graduate program is finding and approaching a potential supervisor in the department. This gives you an opportunity to discuss the research you are interested in completing as a graduate student. We make every effort to match an applicant with a supervisor. However, if there are no supervisors available, we will not be able to offer an admission to an applicant. Anyone interested in applying for admission to graduate program in our department is advised to visit the Curriculum and Pedagogy website via the Faculty page to find faculty whose research aligns with their interests. There is a space in the application form for you to list your preferred supervisors.

Apply online

Submit your application online

Complete the online application. To be considered for admission, submit your completed application including all supporting documents, by the deadlines noted below. Note: the online application will be open October 1.

For detailed application process and requirements, click here .

Please follow the instructions on the online application portal.

Early submissions are encouraged.

* The department deadline for receipt of completed, master program applications is December 1. * References are due December 12.

* The department deadline for receipt of completed, doctoral program applications is December 1. * References are due December 7.

Supporting Documents Checklist

Document type

• Scanned copies of all official transcripts and degree certificates (if any). Submit | Online.
• Three letters of recommendation (one of which for doctoral applicant must be from a member of the thesis supervisory committee). Submit | Online.
• CV/resume. Submit | Online.
• Evidence of English language proficiency. Submit | Online.
• Sample of Writing for doctoral applicants (no more than ten pages). Submit | Online.
• Any additional information. Submit | by email attachment to [email protected] .

Upload supporting documents online

Transcripts & Degree Certificates

Applicants will be asked to upload transcripts with their grade key (usually located on the back of the transcript). Even if the applicant does not yet have final marks on the transcript, we still require a copy as evidence of registration and academic progress (we do not accept printed student’s records).

Upload scanned transcripts and degree certificates (if any) online. Please be advised that if you are admitted you will be required to submit original transcripts and degree certificates (if any) in the SEALED and ENDORSED envelopes as soon as possible after admission is offered. Students are not allowed to register in courses until this requirement is met.

Statement of Intent for MA and PhD Applicants

In the application portal, you will be given the opportunity to add a Statement of Intent (maximum 2 pages) describing why you choose to pursue graduate studies at UBC and in which area of research you want to concentrate your work. For more information, click here .

Statement of Intent for MEd Applicants

Please write a summary of your reasons for wishing to enroll in the program of your choice, and what it is that you hope to achieve in completing this program.

Letters of Recommendation

We require three letters of recommendation (one of which for doctoral applicant must be from a member of the thesis supervisory committee). See detailed requirements .

Referees will be able to upload their letters once you have submitted your application, so please ensure that they are able to submit by the deadlines noted above and that you provide them with appropriate timelines.

Submit other supporting documents

Evidence of English Language Proficiency

Applicants from a university outside Canada in which English is not the primary language of instruction must present evidence of competency to pursue studies in the English language prior to the application deadline in December. Test scores must have been taken within the last 24 months at the time of submission of your application, and official test scores ordered from the testing agency is required.

TOEFL minimum scores

Test Format | Minimum Score Internet-based | 92 (minimum 22 on each component) Computer-based | 237 Paper | 580

TOEFL Institution Code: 0965 TOEFL Department Code: 85

Detailed language requirements and other acceptable English proficiency tests

Permanent Residents

Permanent Residents are required to provide proof of immigration status and date of landing by submitting a copy of the Record of Landing Form or a copy of both the front and back of their Permanent Resident card.

Additional Information

You are welcome to submit additional information, regarding professional employment experience, publications, or awards, which you feel should be taken into account in considering your application. These can be sent by email attachment to [email protected] .

Mailing Address

Department of Curriculum & Pedagogy Faculty of Education University of British Columbia Scarfe Building 2125 Main Mall Vancouver BC V6T 1Z4 Canada

Important Numbers

Apply for graduate programs: Alan Jay 604.822.5367 Email: [email protected]

Apply for undergraduate programs: Contact the Teacher Education Office

Area Coordinator

Marie-France Berard

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Shannon Leddy

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Doctor of Philosophy

Application & Tuition

Develop a career as an educator in the arts, and gain a PhD in Education. Combine critical arts studies and arts educational theory, while developing an arts specialization and building a broad interdisciplinary knowledge across the arts.

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Program Overview Program Design & Courses Locations Future Pathways Student Experiences Contact

PROGRAM OVERVIEW

Designed for.

MA holders who want to deepen their knowledge of education theory, while specializing in arts education.

Program Format

• 20 units of coursework plus Doctoral exam and thesis
• In-person classes, typically at the Burnaby campus
• Late afternoon or evening classes

Intake Schedule

Applications are accepted biennually.

Next Start Term Fall 2024

PROGRAM DESIGN & COURSES

Program design.

Our Arts Education PhD program:

• is firmly grounded in critical arts studies and educational theory affecting arts education
• allows for specialization in a particular arts area while maintaining interdisciplinary across the arts
• ensures links between arts students and other doctoral students

Students are required to complete a minimum of 20 units of course work and the successful completion of both the Doctoral Comprehensive Examination and the Doctoral Thesis.

Courses in research methodology may be required depending upon the student's research interests.

Students complete: Either 901A/901B or 902A/902B: 

EDUC 901A-3 - Seminar in the History of Educational Theory A

The historical roots of educational thought are examined from a broad cultural perspective. Major works in disciplines such as philosophy, psychology and sociology which have had significant impact on educational theorizing will be studied. Special attention will be paid to the relationship between theory and educational practice. Corequisite: EDUC 901B.

EDUC 901B-3 - Seminar in the History of Educational Theory B

A further consideration of concepts explored in the EDUC 901 "A" course, with a view to providing students with opportunities to apply these ideas within their own educational settings. Corequisite: EDUC 901A.

EDUC 902A-3 - INTERDISCIPLINARY SEMINAR IN CONTEMPORARY EDUCATIONAL THEORY A

Contemporary educational theories and theories from supporting disciplines (e.g., psychology, sociology, philosophy) will be examined and analysed. The relationships among contemporary theories, current practice and educational change will be focal. Corequisite: EDUC 902B.

EDUC 902B-3 - INTERDISCIPLINARY SEMINAR IN CONTEMPORARY EDUCATIONAL THEORY B

A further consideration of concepts explored in the EDUC 902 "A" course, with a view to providing students with opportunities to apply these ideas within their own educational settings. Corequisite: EDUC 902A.

Plus all of:

EDUC 943-5 - ARTS-BASED INQUIRY IN EDUCATIONAL RESEARCH

This doctoral seminar will explore modes of inquiry through the arts that are important for education. Participants will be introduced to, and learn to practice, various arts-based methods including narrative, performative, poetic, autobiographical and living inquiry.

EDUC 944-5 - AESTHETIC WAYS OF KNOWING AND EDUCATION

This course explores, critically, the historical and emergent role and responsibility of the arts in human development, learning and personal transformation. Aesthetic ways of knowing with a focus on metaphor, imagination and archetype are examined together with various Indigenous and cultural perspectives. The course will consider how differing conceptions of arts and the work of artists can influence and have value for education and society, and in particular for arts education and educational researchers.

EDUC 945-5 - DOCTORAL SEMINAR IN ARTS EDUCATION

The course provides a broad theoretical overview of problems and ideas associated with the nature and provision of arts education in the schools.

EDUC 983-5 - DOCTORAL COMPREHENSIVE EXAMINATION

The examination is graded on a satisfactory/unsatisfactory basis.

Normally, the comprehensive examination is completed in the term in which course requirements are completed, or the term immediately following.

EDUC 899-15** - DOCTORAL THESIS

A major part of this program is original research. A thesis describing this is submitted and defended. Normally, before the fourth course a thesis research plan is presented to the supervisory committee. Upon entry to the program, every term students enroll in EDUC 899-15 Doctoral Thesis.

**Effective January 1, 2018, the unit value of EDUC 899 increased to 15 units from 10 units.

At SFU, campus life is rich with opportunities to engage with people, ideas and activities that contribute to personal development and a better world.

Perched atop Burnaby Mountain, Simon Fraser University's original Arthur Erickson-designed campus includes more than three dozen academic buildings and a flourishing sustainable residential community.

Simon Fraser University respectfully acknowledges the unceded traditional territories of the Coast Salish peoples, including the səl̓ilw̓ətaʔɬ (Tsleil-Waututh), kʷikʷəƛ̓əm (Kwikwetlem), Sḵwx̱wú7mesh Úxwumixw (Squamish) and xʷməθkʷəy̓əm (Musqueam) Nations, on which SFU Burnaby is located.

Our Surrey campus is a vibrant community hub in the heart of one of Canada’s fastest-growing cities. With easy access to transit, the modern campus is conveniently situated between Metro Vancouver and communities south of the Fraser River.

Simon Fraser University respectfully acknowledges the unceded traditional territories, including the Semiahmoo, Katzie, kʷikʷəƛ̓əm (Kwikwetlem), Kwantlen, Qayqayt and Tsawwassen Nations, on which SFU Surrey is located.

Our Vancouver campus transformed the landscape of urban education in downtown Vancouver. The campus comprises multiple facilities clustered in the core of one of the world’s most liveable cities.

Simon Fraser University respectfully acknowledges the unceded traditional territories including, the Sḵwx̱wú7mesh Úxwumixw (Squamish), səl̓ilw̓ətaʔɬ (Tsleil-Waututh) and xʷməθkʷəy̓əm (Musqueam) Nations, on which SFU Vancouver is located.

The non-departmental structure of this faculty makes it relatively easy for students to take advantage of a wide variety of faculty expertise, and for students to develop a view of arts education which encompasses the curriculum as a whole.

• Lynn Fels  (Academic Coordinator)
• Ching-Chiu Lin  (Academic Coordinator)
• Vicki Kelly
• Ching-Chiu Lin
• Michael Ling

FUTURE PATHWAYS

Where can this program take you? The world is changing rapidly and so is the full range of career and academic opportunities that await.

Occupations

• Faculty members at universities and colleges
• District arts leaders for school boards
• Leaders in arts education at the provincial ministry level
• Community arts workers
• Performers and artists
• Educational consultants
• Researchers

STUDENT EXPERIENCES

Meet some Arts Education PhD alumni.

"Each faculty member I have encountered thus far has been generous with their time and supportive in their roles."

"I was attracted to SFU by the way in which the creative and interdisciplinary aspects of my research were embraced."

"Having worked with the PDP program, I was aware of Simon Fraser University's excellent reputation in the field of education. So much innovative thinking has come out of this faculty and it is a true honor to be a part of it."

"Follow your heart and your path will be revealed as you walk it."

Shannon Leddy , 2018 Graduate

LEARN MORE ABOUT THIS PROGRAM

Curious to know more about the program?

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We believe the optimal route to becoming an art educator is via the studio and the classroom. Our learning environment in the Faculty of Fine Arts is firmly grounded in art practice. While increasing your knowledge and technical skills, you will also gain crucial real-world teaching experience; internships in community sites and schools form the core of our undergraduate curriculum. Our programs emphasize your development as researcher, professional teacher, and artist. By attending small classes and receiving lots of personal attention, you will grow as a person, educator, researcher and artist.

UNDERGRADUATE PROGRAMS

Concordia is home to one of Canada’s top Art Education programs and our graduates are most sought-after art teachers in Quebec. We offer one of the only BFA Community-based Art Education degree (90 credits) programs in Canada.  

As a student teacher, you’ll have internships in community art programs and schools. Halfway through your degree, you can apply to our BFA Specialization (120 credits), a unique program that leads to a teacher certification in Quebec and is transferable across Canada. The specialization requires an extra year’s worth of credits. 

Our students’ qualifications are recognized and honoured around the world—from France, the U.K. and Germany to Japan and South America.

GRADUATE PROGRAMS

MA in Art Education

The MA in Art Education helps students develop a critical understanding of the theories, approaches and practices that influence the teaching of visual arts. Award-winning faculty are leading experts in their fields, contributing to a supportive environment for the development and pursuit of innovative ideas and directions.

The program is highly student-centered: it’s small enough that students enjoy individual attention but large enough to sustain an amazing community of graduate students from around the world.

PhD in Art Education

The PhD in Art Education, the only one of its kind in Canada, is designed to offer students advanced study and research training in the teaching of visual arts. 

The PhD program is considered a world-leader in doctoral-level studies of Art Education. No other program has had multiple award-winning students of the coveted Elliot Eisner Doctoral Research Award. Students develop their own research direction in concert with the research and teaching expertise of the graduate faculty. Program course work emphasizes individual development of critical abilities and research practices so that graduates may become leading contributors to the field of art education.

Field schools

The Faculty of Fine Arts is a leader in developing field schools and Art Education faculty have recently led field schools in Iceland and Japan. More than study trips, these are intensive, place-based studios and carefully structured courses. These  Summer Field Schools allow students to travel, learn and earn credits in another country under the supervision of a faculty member of the Faculty of Fine Arts. Field schools are a collaboration with the Faculty of Fine Arts and Concordia International. Students enroll in them through the Faculty as they would any regular course.

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