Kathy Miraglia headshot

Kathy Miraglia

Professor

Art Education, Art History & Media Studies

508-910-6936

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College of Visual & Performing Arts 204D


Teaching

Programs

Teaching

Courses

Field-based pre-practicum opportunities for students to conduct and assess observations of learners and teachers. Students will record, interpret, and analyze behavior in written or digital form. Emphasis is placed on expanding the student's view of the relationship between the environment, developmental stages, and learning objectives. Fifteen practicum hours required outside of class.

Field-based pre-practicum opportunities for students to conduct and assess observations of learners and teachers. Students will record, interpret, and analyze behavior in written or digital form. Emphasis is placed on expanding the student's view of the relationship between the environment, developmental stages, and learning objectives. Fifteen practicum hours required outside of class.

Field-based pre-practicum opportunities for students to conduct and assess observations of learners and teachers. Students will record, interpret, and analyze behavior in written or digital form. Emphasis is placed on expanding the student's view of the relationship between the environment, developmental stages, and learning objectives. Fifteen practicum hours required outside of class.

Development of curriculum units in the visual arts applicable to educational settings in public schools as well as other selected institutions. From a basis in understanding the broad goals of art education, students plan appropriate learning experiences. Curricula will be designed based upon traditional concepts and principles of art in a context of human development, physical and social environment, and aesthetics. Students learn to define overarching concepts, developing lessons that are standards-based and content specific. Students work both independently and collaboratively to construct a conceptually based curriculum using the "backward design" model in which assessment criteria guides the development of learning activities. In accordance with the recommendations of the Massachusetts Department of Elementary and Secondary Education, students seeking teaching certification in either PreK-8 or 5-12 will have readings and field practicum specifically for the intended age range. Fifteen practicum hours required outside of class.

Development of curriculum units in the visual arts applicable to educational settings in public schools as well as other selected institutions. From a basis in understanding the broad goals of art education, students plan appropriate learning experiences. Curricula will be designed based upon traditional concepts and principles of art in a context of human development, physical and social environment, and aesthetics. Students learn to define overarching concepts, developing lessons that are standards-based and content specific. Students work both independently and collaboratively to construct a conceptually based curriculum using the "backward design" model in which assessment criteria guides the development of learning activities. In accordance with the recommendations of the Massachusetts Department of Elementary and Secondary Education, students seeking teaching certification in either PreK-8 or 5-12 will have readings and field practicum specifically for the intended age range. Fifteen practicum hours required outside of class.

Development of curriculum units in the visual arts applicable to educational settings in public schools as well as other selected institutions. From a basis in understanding the broad goals of art education, students plan appropriate learning experiences. Curricula will be designed based upon traditional concepts and principles of art in a context of human development, physical and social environment, and aesthetics. Students learn to define overarching concepts, developing lessons that are standards-based and content specific. Students work both independently and collaboratively to construct a conceptually based curriculum using the "backward design" model in which assessment criteria guides the development of learning activities. In accordance with the recommendations of the Massachusetts Department of Elementary and Secondary Education, students seeking teaching certification in either PreK-8 or 5-12 will have readings and field practicum specifically for the intended age range. Fifteen practicum hours required outside of class.

This course satisfies the Art Education Electives. Offered as needed to present advanced material to advanced undergraduate students. The specific topic is stated when the course is scheduled. Maybe repeated with change of content.

Students work with teachers in regional schools or educational agencies and with college faculty to create and implement new program models that improve school-based experiences. Students make connections to a site and build a working relationship with the staff there; write a proposal; design and plan a program; carry out their collaborative plan; and evaluate its effectiveness. The course provides students with opportunities to grow professionally through sharing, modeling, research, and reflection. It consists of five seminars, site implementation, a supervisory visit, and individual consultations. Not open to BFA.

Biography

Kathy Marzilli Miraglia teaches in the graduate and undergraduate programs in Art Education as a Professor of Art Education in the College of Visual & Performing Arts at the University of Massachusetts Dartmouth. Kathy holds an Ed.D in the Teacher Education and School Improvement Doctoral Program from the University of Massachusetts Amherst. She earned a Bachelor of Fine Art in painting and a Master of Art Education from the University of Massachusetts Dartmouth.

In 2017 Kathy was awarded the Kathy Connor’s Teaching award from The National Art Education Association (NAEA) Women’s Caucus. In 2005, she received the Higher Education Art Educator of the Year award by the Massachusetts Art Education Association. In 1994, her elementary art program was awarded the Outstanding Arts Program and in 1996 was named Outstanding Arts Educator by the Massachusetts Alliance for the Arts.

In 2016 she presented three national Webinars sponsored by the NAEA’s Research Commission: Research in the Art Room: Stories from Teachers; Classroom-based Teacher Research in Art Education; and What is Research? From gatherer to cultivator: Making the most of data in the classroom.

Her most recent publications include:

Miraglia, K. M. & Smilan, C. (Eds). (2014). Inquiry in action: Paradigms, methodologies and perspectives in art education research. Reston, VA: The National Art Education Association.

Klein, S. & Miraglia, K.M. (2017). Developing Visually Reflective Practices: An Integrated Model for Self-Study. Art Education, March, 25-30.

Miraglia, K. M. (2017). Creating authentic preservice teaching experiences through service- learning In L. Nanney Hersey & B. Bobick (Eds) Handbook of research on the facilitation of civic engagement through community art (117-152).Hersey, PA: IGI Global Publications.

Miraglia, K.M. (2017). Learning in situ: Situated cognition and culture learning in a study abroad program. In R. Shin (Ed.). Convergence of contemporary art education, visual culture, and global civic engagement (pp.121-141).Hersey, PA: IGI Global Publications. 

Miraglia, K. (in press). Women’s Leadership in the Arts. In K. Keifer-Boyd, L. Hoeptner-Poling, S. Klein, W. Knight, and A. Pérez de Miles, NAEA Women’s Caucus Lobby Activism Book: Based on the Lobby themes since 2008. NAEA and Taylor and Francis Publishers.

Currently she serves as the Preservice Division representative to the NAEA Research Commission. Previously she served as Higher Education Eastern Division Director for NAEA, as secretary on the board directors for the New England Educational Research Organization, reviewer for Art Education the Journal for NAEA, and as chairperson of the board of directors of the New Bedford Art Museum/Artworks. 

Kathy Miraglia is a practicing artist and has exhibited her drawings, paintings and pastels nationally and regionally. Her artwork is featured in the book A Passion for Teaching, ASCD (1999). Kathy maintains a national exhibition record and a private studio where she pursues drawing and painting. Her paintings investigate the important roles woman have played throughout history drawing on the heroic female figure and reflecting her interest in biblical narrative, mythology, and history. The images that she creates are also influenced by trips to Italy, in particular, Sicily having been inspired by rich Moorish and Byzantine mosaics and patterns that are prevalent in Sicilian architecture.

Red Veil
Tristezza (detail)
Lamentata (detail)
I Dreamed I was Floating
Pensiersoso (detail)

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