Ph.D.

The Ph.D. and masters degree programs in Art Education promote and facilitate philosophical, theoretical, socio-political, and methodological inquiry in the field.  We are interested in the development of radical inquiry, meaning inquiry into commonly held assumptions about education, art and design, art institutions, and society. To do so, we offer a variety of courses that are located at the intersection of perennial questions in art education and contemporary problems facing art educators through the lenses of feminist, queer, and postcolonial theory, curriculum studies, critical race perspectives, contemporary art theory, visual culture studies, museum education, anti-methods, qualitative and post-qualitative inquiry, philosophical methods, arts-based research, anti-oppressive pedagogies, and phenomenological methods.

The program is highly individualized, enabling students to explore in depth their areas of research in relation to the field and faculty expertise. We also encourage students to explore the broader intellectual resources available at UNT and the surrounding cultural institutions. The program offers financial support through scholarships and teaching fellowships to qualified graduate students. Access to research funding and program development is also available through the Onstead Fellowships.

Through their course of study, students work closely with faculty and advisors to design innovative and original research projects that make significant contributions to the theory and practice of art education. Our graduates further their careers by becoming researchers and leaders in higher education, and educators in schools, communities, and museums.

For more information, contact Assistant Professor of Art Education and Graduate Program Coordinator for Art Education, Tyson Lewis.

Student accomplishments

Emily Jean Hood - Art Education, Mar 2017

We congratulate art education doctoral student Emily Jean Hood on her recent article, "Creative Matter: New Materialism in Art Education Research, Teaching, and Learning," which appears in the March 2017 issue of Art Education. This article, co-authored with Dr. Amelia M. Kraehe, breaks new ground. Hood and Kraehe explore materiality and the power of things as a framework for understanding and pursuing art education practice as a form of research.

Art Education and Art History
Art Education

We congratulate art education doctoral student Emily Jean Hood on her recent article, "Creative Matter: New Materialism in Art Education Research, Teaching, and Learning," which appears in the March 2017 issue of Art Education. This article, co-authored with Dr. Amelia M. Kraehe, breaks new ground. Hood and Kraehe explore materiality and the power of things as a framework for understanding and pursuing art education practice as a form of research.

Alumni accomplishments

Lynda Wilbur AEAH

Lynda Wilbur enjoys providing meaningful gallery and art-making experiences for students and adults at the Nasher Sculpture Center in Dallas. As Manager of Tour Programs, she coordinates school tours, teaching resources, and works with a team of educators to engage visitors with innovative tours and workshops. Program launches this year include Skype distance learning school tours and "Scope out Sculpture" on Periscope.

Art Education and Art History
Art Education

Lynda Wilbur enjoys providing meaningful gallery and art-making experiences for students and adults at the Nasher Sculpture Center in Dallas. As Manager of Tour Programs, she coordinates school tours, teaching resources, and works with a team of educators to engage visitors with innovative tours and workshops. Program launches this year include Skype distance learning school tours and "Scope out Sculpture" on Periscope.