Art Education, B.F.A.

• Students will demonstrate the ability to make art using two and three-dimensional materials appropriate for use in elementary and early childhood settings. 
• Students will demonstrate the ability to make art using two and three-dimensional materials appropriate for use in secondary settings. 
• Students will write an arts unit of instruction centered on relevant themes and demonstrates the ability to write that match assessment. 
• Students will recall the kinds of assessment used in the elementary and secondary art classroom and demonstrate its use in the arts unit of instruction by creating various assessment tools. 
• Students will recall various teaching strategies used for challenging different kinds of learners and integrative learning. 
• Students will develop communication skills and motivational strategies for teaching.
• Students will gain expertise in curriculum development and lesson planning. 
• Students will successfully develop and teach two demonstration lessons as part of the Young Artists Workshop. 
• Students will begin to master successful teaching skills and behaviors and become aware of how such skills and behaviors are measured through the ADEPT assessment instrument, which student teachers and all first year teachers in South Carolina must successfully master. 
• Students will gain knowledge of the Collaborative Educational Leader and be able to describe each element of the framework. 
• Students will observe or practice teaching in a school setting for at least 3 hours each week for a total of 30 hours. 
• Students will record observations of teaching content, interaction patterns, classroom management, use of technology, use of time and space, and knowledge of students. 
• Students will write reflective papers and or a case study on a specific issue or situation that they observe between  K-12 students and the teacher. 
• The student will discuss appropriate dispositions that underlie the knowledge and practice required of candidates: Integrity, Intellectual Spirit, Justice, and Stewardship. 
• Students will create digital artworks by utilizing contemporary interactive technologies.  
• Students write original scripts for their animation and video films. 
• Students will develop curriculum outlines for integrating digital technologies in to the K-12 art curriculum. 
• Students will analyze and respond to assigned course readings in writing. 
• Students will present assigned course readings to class. 
• Students will analyze historical and contemporary approaches to children's artistic development through written responses. . 
• Student will demonstrate a grasp of course readings via midterm test. 
• Students will develop research skills by conducting art projects in an after school setting and documenting observations of children's art making with field notes. 
• Students will write a research paper based on their observations of children's art making. 
• Students will pass the praxis II exam and qualify for certification in the state of South Carolina 
• Students will develop ways to apply the art curriculum to the public school classroom utilizing interdisciplinary approaches to plan and initiate a K-12 sequential curriculum that incorporates art production, art criticism, aesthetics, art history and art assessment, and conforms to National, State and local Visual and Performing Arts Standards for each grade level or course they teach. 
• Students will develop and use effective classroom management strategies. 
• Students will write and teach age/grade appropriate lesson plans for the grade levels assigned. 
• Students will successfully complete the requirements of the ADEPT evaluation system for Adept Performance Standards one, two, three and ten. 
• Document the student teaching experience through self-evaluation checklists, journal entries, lesson plans, and a visual record of student art making and art making processes (photographs). 

New freshmen who meet University admissions standards are eligible for admission to degree programs offered by the college. A student who wishes to enter the College of Arts and Sciences from another college on the Columbia campus must be in good standing and have a cumulative GPA of 2.00 or higher. A student who wishes to enter the College of Arts and Sciences from another UofSC campus must fulfill one of the following requirements:

1. Be in good standing, meet the admission requirements for a baccalaureate degree on the Columbia campus, and have a cumulative GPA of 2.00 or higher.
2. Be in good standing and have completed 30 semester hours with a GPA of 2.00 or higher on a UofSC campus.

Some programs in the College of Arts and Sciences have special admission requirements established by the department or committee that supervises the specific degree program, for example, Cardiovascular Technology, Biological Sciences, Chemistry, Biochemistry and Molecular Biology, Economics, Environmental Science, the Bachelor of Arts in Interdisciplinary Studies, and the Bachelor of Science in Interdisciplinary Studies. These requirements are listed in the sections of this bulletin that describe department and special degree programs.

International applicants must be proficient in the English language. A score of 550 or above on the paper version of the TOEFL (Test of English as a Foreign Language) is required. (A score of 210 or higher on the computerized version is required, and a minimum score of 77 on the Internet version is required.) The Office of Undergraduate Admissions also accepts the International English Language Testing System (IELTS) or the PTE Academic Test (PTE). Students must score at least a 6.5 on the IELTS, or at least a 53 on the PTE.  English proficiency scores are not required for international students from countries where the primary language of instruction is English nor from graduates of high schools in the United States.

An English proficiency test will be administered to international students, except those from English-speaking countries, upon arrival at the University. All international students must demonstrate sufficient proficiency in written and oral English to progress at the University level. Students who are not proficient in English will be required to take noncredit, concentrated English language training until proficiency is demonstrated.