M.F.A. in Studio Art vs. M.A. in Studio Practice for Art Educators: What’s the Difference?
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If you’ve ever thought you don’t have enough time to really focus on your own artistic work, or you’re having trouble balancing your responsibilities as a teacher with your passion as an artist, you’re not alone. One of the challenges of both teaching and creating art is finding the right balance between developing artistic and teaching skills. It can also be especially difficult to find quality professional development opportunities that are geared toward artists.
In fact, in 2013, researchers noted many professional development opportunities for artist educators had little to do with art at all. In a 2019 survey of teachers, personal learning and development was one of the top five concerns for the coming year,—ahead of even essential job duties like preparing students for state assessments.
In part to fill this gap and, due to increasing pressure on teachers to develop their skills, many art educators pursue graduate education. According to the National Center for Education Statistics, the number of people completing visual and performing arts master’s degrees in the U.S. has been steadily increasing since the early 2000s, and education master’s degrees show a similar trend.
This presents two broad pathways to consider: Should you pursue a program like an M.F.A. in Studio Art that empowers you to elevate your personal creativity, or should you opt for a traditional master’s in art education program to focus on your ability to inspire creativity in others?
At Teachers College, we decided to create an option that gives you both: The M.A. in Studio Art for Art Educators. For this article, we’ll focus specifically on comparing the structure and outcomes of our Studio Practice for Art Educators master’s program to a Master of Fine Arts (M.F.A.) in Studio Art.
Master of Arts vs. Master of Fine Arts: Understanding the Difference
Many artists and art educators choose to pursue an advanced visual arts degree, such as an M.F.A. for holistic purposes. An advanced degree in visual arts can provide a way to connect with other artists, hone your own craft, and learn proven strategies for inspiring creativity in yourself. Graduate education can also help you advance in your career.
According to the Bureau of Labor Statistics, art teachers have a projected job growth of 8% over the next ten years.
Both a traditional M.F.A. and the Teachers College M.A. in Studio Art for Art Educators can help you grow as an artist and take your art education career to the next level, but they’re designed to help you excel in different ways.
What is an M.F.A.? A Master of Fine Arts is a specialized graduate degree focused on artistic and creative fields, emphasizing hands-on practice, studio work, and creative projects within a specific discipline.
What is an M.A? A Master of Arts degree is a graduate degree that typically encompasses a wide range of subjects and includes coursework and research.
Degree Overview: M.F.A. vs. M.A.
| M.F.A. | M.A. | |
|---|---|---|
| Time to Complete | 2-3 years | 2 years |
| Part Time or Full Time | Full time | Part time or full time |
| Credits to Complete | 60+ semester hours | 32 semester hours |
| Areas of Study | Artistic studies like dance, filmmaking, theater, design | Humanities or arts |
| Terminal Degree? | Yes | No |
What is an M.F.A. in Studio Art?
If you want to teach at the collegiate level, have the time to focus solely on graduate studies, and are interested in specializing in one particular type of visual art, an M.F.A. might be the right option for you.
An M.F.A. in Studio Art is a terminal degree, similar to a Ph. D., and it’s often the minimum requirement to teach art at a four year university. Most in-person M.F.A. programs often require a full-time commitment. According to CAA, the preeminent international leadership organization in the visual arts, an M.F.A. degree requires 60 semester hours or 90 quarter hours of credits.
An Master of FIne Arts degree can typically be completed in two to three years, full time. In addition to in-person M.F.A. programs, there are low-residency programs, which are a hybrid of online learning and in-person residencies once or twice a year.
As referenced in the name, students in an M.F.A. in Studio Art program tend to focus on either one artistic medium or pick a combination of a couple. Some potential mediums include painting, drawing, illustration, ceramics, photography, video, printmaking, and textiles.
What is an M.A. in Studio Practice for Art Educators?
The M.A. in Studio Practice for Art Educators combines the parts of an art education degree with the aspects of an M.F.A.
The breadth of this degree makes it an excellent option for art educators who work in primary and secondary education, as well as artists or teachers in the public, non-profit or private sectors.
While an Master of Fine Arts tends to have a more focused curriculum, an M.A. can give you the chance to take coursework in a variety of studio arts. In the case of the M.A. in Studio Practice for Art Educators (Hybrid) from Teachers College, Columbia University, students are able to take a blend of diverse studio art courses or focus on one area while also completing classes in key art education topics.
The average length of an in-person M.F.A. degree is two to three years, and often requires a full-time commitment. By contrast, an Master of Arts degree can often be completed part-time while you work. This gives you the opportunity to advance your skill set without sacrificing other parts of your life.
An M.A. in Studio Practice for Art Educators combines coursework on education with coursework in visual arts. Since many of these programs offer in-person residencies, they are also an excellent way to build a network.
“Students who have some experience as teachers, might be unsure of themselves as artists because maybe it’s been a long time since they’ve actually done a lot of art work. They are re-engaging, and there’s a whole bunch of people who are doing the same thing,” said Mary Hafeli, professor of art and art education in the Teachers College M.A. in Studio Practice for Art Educators (Hybrid) program.
Besides helping students refine their artistic style and explore new mediums, an M.A. in Studio Practice for Art Educators may also give students practical skills to assist with their job search and help them position themselves for advancement.
“We have a whole course called professional practices, where students learn to develop an artist CV, an artist statement about their work, a website that showcases their work,” Hafeli said of the M.A. in Studio Practice for Art Educators (Hybrid) program. “They learn how to enter their completed works into juried exhibitions, and they learn how to write grants for special projects.”
In addition, if the Master of Arts program features online learning, art educators are able to take what they learn in online teaching methods and apply it to their own classrooms.
“There have been some things developed that allow the kinds of experiences to take place in an online community that didn’t exist before,” said Hafeli. “Especially since we had to go online last year, that has pushed that development forward quite a bit among all of our instructors.”
About the M.A. in Studio Practice for Art Educators (Hybrid) from Teachers College, Columbia University
The Teachers College M.A. in Studio Practice for Art Educators (Hybrid) is a 32-point, studio-based program. The hybrid structure gives students the best of both worlds. Students take classes online during the academic year, and attend Summer Residencies on campus in New York City. During the Summer Residencies, students have opportunities to hone their craft alongside a community of their peers.
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“There’s Inherent Value in Exhibiting Artwork”: The Benefits of a Capstone Exhibition Experience
Comments Off on “There’s Inherent Value in Exhibiting Artwork”: The Benefits of a Capstone Exhibition ExperienceFaculty, friends, and family gathered in the Macy Art Gallery at Teachers College this summer for the opening night of YOU ARE HERE, the capstone exhibition presented by the inaugural cohort of the M.A. in Studio Practice for Art Educators (Hybrid) program. For recent graduates Karyn Raz and Lauren Trager, the event marked the culmination of a year’s worth of intensive learning and artistic development.
“The opening night was really special,” said Raz. “After viewing everyone’s art virtually for a year, I felt so proud to witness the outcome of all of our hard work in person.”
What Are the Capstone Project and Exhibition All About?
The capstone project and exhibition are foundational components of the M.A. in Studio Practice for Art Educators (Hybrid) program’s innovative curriculum designed to deepen and sustain the studio production of art educators. As students engage in studio courses throughout the program, they create art and receive invaluable feedback from faculty and peers that allows them to grow in their practice. At the end of the program, each student selects and refines a body of work from their time at Teachers College to create their individual capstone project. Our students then get to culminate the program by displaying each of their capstone projects as part of a cohort-run exhibition, at the Macy Art Gallery on campus or another space in New York City. This is an opportunity to share your work with a global audience while also expanding your artistic skills and portfolio.
Q&A With M.A. in Studio Practice for Art Educators (Hybrid) Program Graduates Karyn Raz and Lauren Trager
We spoke with Raz and Trager about their capstone experiences and the importance of creating and exhibiting your art.
Tell me about your professional background.
Raz: For the past four years or so, I’ve been teaching art full-time at a school for gifted children in Los Angeles, CA. Before that, my background was in illustration.
Trager: I’ve primarily worked as a scenic artist in a few different fabrication studios, and I’ve also been involved as a community organizer at an art center in Brooklyn. Before the pandemic, I was teaching art workshops and classes.
Why did you choose the M.A. in Studio Practice for Art Educators (Hybrid) program?
Raz: When I delved into teaching full-time, I was struggling to find a community of other art teachers, so the cohort-based structure of the program was really appealing. I was also drawn to the hybrid model, since it allowed me to finish the program while continuing to work.
Trager: I liked the idea of pursuing a program based in New York, while also being able to connect with artists throughout the country. I applied for the program during the pandemic, and I think a lot of the students in our cohort had a yearning for community during the solitary time.
How would you describe your capstone project?
Raz: “Exquisite Doodles” was inspired by a drawing activity that I was doing with my students as a warm up. It started as a loose doodle, and from there I began to incorporate various patterns, colors, textures, and gradations to generate a visual language. Each new doodle built onto the last one, in series of threes. 
Trager: My capstone project encompassed two large-scale installations, titled “Looping Thoughts, Empty Prayers” and “Shared Air”. Both of my pieces explored the concepts of consciousness, isolation, and multiple realities through the mediums of sculpture, assemblage, and installation.
What are the steps you took in order to launch your group exhibition?
Raz: The process started by selecting and refining our individual capstone projects, which entailed a body of work we had created over the course of the program. After that, we planned the logistics and layout for the group capstone exhibition using a digital floor plan of the Macy Gallery. The last few steps involved transporting our work to the gallery and installing it.
Trager: There were courses throughout the program that served as milestones in our capstone experience. We also got guidance and support from faculty at every step of the process, from planning what we wanted to show and digitally plotting logistics to preparing images and learning how to physically install our work.
How did you collaborate with your cohort during the program and the capstone experience?
The connection we built as a cohort was really organic. We grew closer to each other over the course of our virtual classes and cultivated an incredible community where we were able to share resources and ideas about teaching and artmaking. I still come back to these conversations from time to time.
Raz
Trager: By the time the Summer Residency came along, we were familiar with each other’s work and it became easy for us to imagine how the capstone might come together. And when it came to putting the exhibition together, everyone was so generous with offering their time and support. Someone in my cohort actually picked me up and drove me to the gallery with my work, since I don’t have a car.
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Why do you find it important to nurture your own art practice regularly?
Making art keeps me in touch with the whole reason I teach at all — it’s important for me to nurture my own artistic practice regularly so that I feel the passion and spark of making art and can pass it on to the students I teach. The program gave me a structure to make my own artwork, even within my busy day, and that has reinvigorated my teaching.
Raz
Trager: I’ve realized that feeding my art practice allows me to expand the possibilities of what my work can grow into. That’s why I find it important to create art and learn new things every day.
What makes the experience of showcasing an art exhibition valuable?
Raz: There’s inherent value in exhibiting artwork in a community since it allows you to cultivate artistic confidence and skills. And I can impart the skills that I learn to my students, so that they have the tools to pursue opportunities and put their work out in the world.
Putting together an exhibition gives you endless opportunities to boost your artistic development, whether that means connecting with other artists or learning a new skill. Being able to photograph two large-scale works together in the capstone exhibition has already opened the doors to new collaborations in my own art practice.
Trager
Do you have any advice for students who are putting on their first art exhibition?
Raz: Make sure you have a plan in place and communicate with all of the artists showcasing work in the exhibition. Take time to contemplate how the pieces will converse with each other in dialogue with the space.
Trager: I would encourage students to put thought into the fragility of their work. I wish I had considered how easy it would be to transport my pieces at the start of the capstone process.
About the M.A. in Studio Practice for Art Educators (Hybrid) from Teachers College, Columbia University
The Teachers College M.A. in Studio Practice for Art Educators (Hybrid) program combines the best elements of a traditional studio master’s or M.F.A. program with the educational component of an art education program. The degree was designed to give students the space, time, community, and feedback to continue to grow as professional artists and art educators. As a hybrid program, the M.A. in Studio Practice for Art Educators allows students to learn online during the academic year and spend immersive Summer Residencies in New York City. During these six-week residencies, students have the opportunity to connect with our internationally renowned faculty and bond with their fellow cohort of artists.