Museum Education Thesis Statements
The Master of Arts (MA) in Art Education is an individualized program designed for art education professionals who are dedicated to understanding, interpreting, and positioning themselves in relation to the language, theory, and social context of the arts and visual culture. Students in the program prepare to become exemplary facilitators and designers of active learning in schools, museums, cultural institutions, alternative community settings, and interactive media.
In keeping with the critical and diverse role that the arts and visual culture play in society, MA in Art Education students investigate the dynamic relationship between personal experience, professional goals, art education, and the public sphere. The students who pursue this degree become versed in current issues in areas such as cultural diversity, critical pedagogy, media literacy, feminist educational practice, arts advocacy, and school reform. The culminating thesis project combines critical inquiry and social engagement with students' past and present experiences. Students approach their thesis through a variety of methods of inquiry and forms of documentation, including organizing exhibitions, developing and implementing curriculum, and using digital technologies.
Each year, the School of the Art Institute of Chicago celebrates the culmination and closure of students' studies at the master's level. In studio areas, the celebration takes place in the form of the thesis exhibitions, while the academic areas complement this with the thesis abstracts publication. This thesis abstract collection gathers and showcases thesis research undertaken in six programs: Master of Arts in Arts Administration and Policy; Master of Arts in Art Education; Master of Arts in Modern and Contemporary Art History; Master of Arts in Art Therapy and Counseling; Master of Arts in Teaching; and Master of Science in Historic Preservation.
Each year, the School of the Art Institute of Chicago celebrates the culmination and closure of students' studies at the masters level. In studio areas, the celebration takes place in the form of the thesis exhibitions. The academic areas complement this with the publication of students' theses.
The SAIC Thesis Repository contains theses submitted since November 2013.
Theses submitted prior to November 2013 are listed in the Flaxman Library catalog.
The time is nearing.
Topics have been chosen, research is in full swing, students are starting to ponder color schemes and costume choices. That can only mean that the time for one of the most difficult steps in the process is at hand: the writing of the thesis statement.
The thesis statement, best written when students are in the middle of their research so the statement is based on knowledge but still has a chance to be flexible, helps direct students through their argument and, later, judges and teachers through the project’s ultimate point. It is so important, and for a lot of students, so daunting.
There are no hard and fast rules for thesis-statement writing, but here are a couple of guidelines to ease students’ path.
- Keep it short. Thesis statements should hover between 40-60 words. Too short, and there’s not enough information to explain the argument. Too long, and too many details have been included. Plus, if the students are creating an exhibit, and they only have 500 student-composed words to use, it doesn’t make sense to use up 100 of those words on just the thesis.
- Include all five W’s. The thesis is the first thing the viewer reads, so we should know immediately the who-what-where-when, and also the why-is-this-important.
- Include the theme words. Judges and teachers need to know how the topic relates to the theme, especially if the topic is obscure, extremely narrow, or isn’t immediately clear in its connection to the theme words.
- Leave facts out, put arguments in. We don’t need to see every detail of the topic in the thesis. Leave those for the project itself. What we need to see in the thesis is the student’s argument, or the point he/she is trying to make.
- Write, revise, research, revise. Students should not use the first draft of their thesis statement, but instead should revise based on feedback, go back to their research or conduct new research to make sure the thesis is accurate, and then revise once more.
If you can, show students good examples of thesis statements, as well as bad examples. Here is a good resource to get you started. While a good thesis statement doesn’t automatically ensure a good project, it certainly makes the project better and helps the student find a focus.