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Note from the Editor:
Artists tend to be the object of many stereotypes,
not all of them positive. Fortunately for artists, not all ofthese stereotypes are true. The “starving artist,” laboringalone and unrecognized, is a rare breed today, when nearly
every artistic ﬁeld is supported by a vibrant and networked
community, with education and training programs to match.
Another common belief about artists is that their career
paths may oﬀer less security than other professions, and are
rarely clear-cut and established. This stereotype is often true,
especially in the current environment of rapid technologicaland economic change, but student interest in the arts
remains as strong as ever. Because of this, aspiring artists
need all the help they can get in selecting the right degree
program to meet their personal, academic, and career goals.
The array of degree programs available to arts students in
the U.S. is extensive, and Christine M. Giancatarino oﬀers
an overview of the options. Connections interviews Adam
Rogers, Director of the Oﬃce of Admissions at the Schoolof Visual Arts in New York, to get his take on hot ﬁelds invisual arts and what students should look for in a visual arts
program. Jeannette Tien-Wei Law demystiﬁes the process of
selecting and applying for U.S. music programs, including
how to approach the all-important on-campus audition.
This issue’s Arm Chair Tour features the EducationUSA
center in La Paz, Bolivia, including an interview with
Rosemary Romero. EducationUSA Marketing Coordinator
Martin Bennett rounds out our three-part series on videoconferencing with some tips on using the new EdUSA
Connects meeting platform.
This issues is also accompanied by a PowerPoint
presentation entitled “Studying the Arts in the USA.” To
ﬁnd this PowerPoint and others, please visit the Connections
section on the EducationUSA website.
It was great to connect with many of you at NAFSA in
Kansas City. Your questions, comments, and requests help
us improve Connections and make it more relevant to yourcenter—so please don’t hesitate to share your thoughts.
– Shannon B. Harrison, Editor, Connections
Senior Program Manager
Institute of International Education
sharrison@iie.org

VO LUME 4 : I S S UE 3: JULY 2010

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Pursuing a degree in the arts at a U.S. institution of higher education is a dynamic and powerful way for students toexperience cultural exchange while expanding their artistic potential. The most common areas of study generally aredance, design, ﬁlm, music, theater, and visual arts. These ﬁelds continue to evolve with the introduction of new technology
and media forms. Students might wonder what kind of degree program is best for them, and might seek help deciphering ademanding application process. This article presents general information to help clarify the various degrees and application
requirements in the arts at both the undergraduate and graduate levels.
UNDERGRADUATE DEGREE STUDY

Students who have completed high school and are interested inapplying to undergraduate programs in the arts should ﬁrst identify
their area of interest. Though arts programs are becoming moreinterdisciplinary, it is imperative that students clearly identify theirarea of focus in order to produce a competitive application. This
will also help advisers mentor students about which degree option
might be best. There are three degree options that encompass mostundergraduate studies in the arts: Bachelor of Arts (BA), Bachelor ofFine Arts (BFA), and Bachelor of Music (BM).
Bachelor of Arts (BA)
The BA is a liberal arts degree awarded by many U.S. institutions ofhigher education. Students who choose to study an arts ﬁeld within
the context of a liberal arts curriculum will experience a program“designed for the student who desires signiﬁcant breadth of experience and understanding rather than professional specialization”(“Drawing BA and BFA Emphasis,” 2009). This means that in addition to taking applied, practical coursework in their art specialization, they will also be required to take liberal arts classes to broaden
their educational experience. Students who obtain BA degrees in
the arts are often skilled in multiple disciplines, and many pursue
careers or advanced studies in the arts and related ﬁelds. The BA
degree is often awarded in the areas of dance, design, ﬁlm, music,
theater, and visual arts. For more information on the liberal arts,
please refer to EducationUSA Connections, Vol. 2, Issue 2: Liberal Arts
Colleges.
Bachelor of Fine Arts (BFA)
In slight contrast to the BA degree, the BFA degree is a “professional
degree program which oﬀers a conservatory approach to training”
in the arts (“Bachelor of Fine Arts”). The “conservatory approach”
is a specialized curriculum that requires students to focus entirelyon their art. This means that most classes will focus on practical,
applied training and very few classes will be required outside thesubject area. Unlike the BA degree, the BFA is not part of a larger
liberal arts curriculum. The aim of BFA degree programs is to prepare students for careers as artists or to prepare them for graduate
study in their subject areas. The BFA degree is often awarded in theﬁelds of dance, design, ﬁlm, theater, and visual arts. Occasionally,
BFA degrees are awarded in music, but many schools award the BM
instead.
Bachelor of Music (BM)The BM is best suited for students interested in focusing speciﬁcallyon music. The BM is considered a professional degree where the“curriculum is focused on teaching not only the performance side ofmusic, but also practical and academic skills … [preparing] the student for a professional career in music” (“Bachelor of Music,” 2010).
Much like the BFA degree, very few classes are required outside thestudent’s music concentration. The BM degree is unique to ﬁelds
related to music.
Notes on Applying
It is important to note that application procedures will vary fromschool to school. Generally speaking, undergraduate arts applicantsshould have strong high school grades, a well-written personal statement, and excellent letters of recommendation. All international students whose ﬁrst language is not English will be required to submit
IELTS or TOEFL scores, and most will be required to take the SAT I.
In general, BA programs in the arts do not require auditions. SomeBA programs will require students to submit a portfolio at the timeof application, and many programs will require interviews.
Conversely, BFA and BM applicants will be required to submit portfolios, and in nearly all cases, an in-person audition will be mandatory in order to be considered for acceptance. In general, BA, BFA,
and BM programs take four academic years to complete.

961*)&-*:%&8;
In academic year 2008/2009 34,854 international students studied
Fine and Applied Arts, up 5.2 percent from the previous year, according
to Open Doors 2009. Students studying Fine and Applied Arts makeup 6.8 and 4.3 percent of the total international undergraduate andgraduate population, respectively.
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GRADUATE DEGREE STUDY
Graduate study in the arts encompasses a wide range of ﬁelds withvarious degrees and specializations. The graduate application process is extremely competitive and very intense, and as a result it isimportant for international applicants to prepare applications well inadvance of the deadlines. While not all graduate programs require
an undergraduate degree in the same ﬁeld, it is crucial that students
have some recognizable experience in their intended ﬁeld of study
and be able to demonstrate their ability to conceptualize and produce work. Dancers and musicians must have signiﬁcant years of
training before entering a graduate program. Most design, ﬁlm, theater, and visual arts students must have previous experience. A clear
area of focus in a speciﬁc subject area is imperative for students
applying for graduate programs in the arts. Graduate programs
welcome applications from students with BA, BFA, and BM degrees.
Before applying to a graduate program, students must identify
what kind of graduate degree they want to pursue, as there are signiﬁcant diﬀerences among the degrees. If students are interested
in academic, theoretical studies, they might be suited to the MA
or PhD research degrees. However, if students are interested inapplied, practical studies in which they will be creating work in theirdisciplines, they might be suited to the MM, MFA, or DMA degrees.
The most common graduate degree options in the arts are: Masterof Arts (MA), Master of Music (MM), Master of Fine Arts (MFA),
Doctor of Musical Arts (DMA), and Doctor of Philosophy (PhD).
Master of Arts (MA)The MA is an advanced degree, usually two years in length. The
curriculum will consist of coursework in a specialized ﬁeld, and aﬁnal thesis is required. The MA is primarily available for academic,
theoretical ﬁelds of study in the arts. Because it is a research-based
degree, students will be producing papers as opposed to building
performing and applied art pieces. Some examples of ﬁelds thataward the MA degree are dance studies, ﬁlm studies, theater history and theory, performance studies, musicology, and music theory.
Many students who obtain the MA degree choose to further theirstudies by eventually obtaining the PhD degree.
Master of Music (MM)The MM is an advanced degree in an area of applied music performance and composition. It usually takes two years to complete thedegree. The curriculum will consist primarily of applied coursework
in a student’s area of study, with few theoretical classes to augment
study. Students who are interested in working as professional musicians in the areas of performance, conducting, and composition will
want to pursue the MM degree. Some students choose to further
their studies by obtaining the Doctor of Musical Arts (DMA) degree.

Master of Fine Art (MFA)
The MFA is an advanced degree in an area of applied or performing
arts. While program lengths vary, it is important to remember thatmost MFA programs take at least three years to complete. The MFA
is considered a terminal degree; this means it is the highest degree
awarded in an applied or performing art discipline. With the exception of the Dramaturgy and Dramatic Criticism program at the Yale
School of Drama, the Doctor of Fine Arts (DFA) degree does notexist in graduate study in the United States. Instead, the MFA is thehighest degree a student can obtain for applied study. Most students
applying to graduate school in the arts will apply to MFA programs.

<%0".16,#6='6%5.)*>6"'1,*6%*0$"*2.0,
With the broad spectrum of disciplines that fall under the auspices of “thearts,” it is no surprise that the ﬁeld lends itself to interdisciplinary study. The
programs highlighted below represent a very small sampling of the hundreds ofprograms that put a unique spin on the “traditional” art ﬁelds:
Studio for Interrelated Media (SIM)
Massachusetts College of Art and Design (MASSART)SIM is a place that generates the kinds of ideas with the potential togrow into entirely new art forms. The artists place their concept at theforefront of their artistic process—followed by a determination of themedia and skills best suited for the realization of their ideas. This method nurtures artists that use many diﬀerent methods to create - writing,research, animation, entrepreneurship, web authoring, performance art,
programming, curatorial, robotics, event production, installation, sound,etc. as well as combinations among all these activities.
http://sim.massart.edu
Interactive Telecommunications Program
New York University (NYU)
ITP is a two-year graduate program located in the Tisch School of theArts at NYU whose mission is to explore the imaginative use of communications technologies—how they might augment, improve, and bringdelight and art into people’s lives. The website describes the program
as “a Center for the Recently Possible.”
http://itp.nyu.edu/itp
Digital + Media
Rhode Island School of Design (RISD)
Structured to promote thought and work that crosses traditional lines
between disciplines, the Digital + Media curriculum challenges students
to consider non-standard approaches to the computer as a creative andexpressive medium. Study of technology, art and design is balanced withinquiry grounded in conceptual, critical, social, cultural and historicalconsiderations.
www.risd.edu/digital_media.cfm

Program descriptions coutesy of the university websites

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The degree curriculum consists primarily of applied practical work,with a few theoretical classes to augment study. Students will be
required to create work during their years of study and to produce aﬁnal creative piece for their thesis. This degree is suited to students
who would like to pursue a professional arts career or university
teaching career. The MFA degree is awarded in most art ﬁelds; however, it is rarely awarded in music. Instead, students who intend
to further their career as musicians or who want to teach at theuniversity level in applied music ﬁelds will choose the DMA track.
Student who are interested in working as actors, directors, dancers,
choreographers, designers, visual artists, and ﬁlmmakers are suited
to the MFA degree.
Doctor of Musical Arts (DMA)The DMA degree is the highest degree awarded in the applied ﬁeldof music. DMA programs usually take about ﬁve years to complete.
The DMA is a terminal degree intended for musicians who wish tocombine the highest attainments in their area of specialization with
doctoral-level academic study in music. DMA students combine
applied studies with theoretical research and write a thesis or dissertation. This doctorate degree is best suited to students pursuing
an advanced music degree in the areas of performance, conducting,and composition.
Doctor of Philosophy (PhD)
The PhD is the highest degree awarded for the academic, theoreticalﬁelds of study in the arts. The PhD usually takes ﬁve to seven years
to complete. Generally speaking, most PhD programs will focus on
theoretical research with little to no applied work. The curriculum forprograms includes coursework followed by exams and an original
research dissertation. Students who receive PhDs in arts ﬁelds very
often pursue university teaching careers. PhDs are awarded in academic theoretical areas such as dance studies, ﬁlm studies, theater
history and theory, performance studies, and musicology and music
theory.
Notes on Applying
Just like undergraduate programs, the application requirements forgraduate programs will vary from school to school. Students shouldhave at least a 3.0 grade point average (GPA) in their undergraduate
studies, a clear study objective, three solid letters of recommendation, and GRE scores. All international students whose ﬁrst language
is not English will be required to submit IELTS or TOEFL scores.
Furthermore, most applications for graduate programs will require
students to submit portfolios and creative work samples.

According to Columbia University School of the Arts, the “Faculty
Admissions Committee considers an applicant’s professional promise, talent, background, and depth of commitment to his or her
ﬁeld…accordingly, the most critical part of the application is the creative materials which allow the committee to evaluate these considerations most clearly” (“Admissions FAQ”). These creative materials
play a crucial part in the application process, especially for students
applying to MM, MFA, and DMA programs. For PhD applicants, it
is important to have strong writing samples and a solid academic
background. PhD applicants should also identify a professor within
the department in which they plan to work.
Because graduate arts programs are extremely competitive, it isimperative for students to submit all required portfolio materials
and writing samples exactly as requested by the school. Each school
will have its own unique guidelines, so students should visit thewebsites of desired programs in order to fully understand all requirements. Failure to follow guidelines and submit exact materials in theformat and length demanded will likely result in a denial of admission. For some areas of study within the dance, music, and theater
ﬁelds, an in-person audition may be required.
U.S. higher education institutions have a wonderful range of programs to suit the interests of students, at both the undergraduate
and graduate levels. Having clear goals and a deﬁned subject areais the best way for students to approach the application process.
Embarking on a degree in the arts is both a demanding and rewarding experience, and international students are highly encouraged toapply.

WORKS CITED
Admissions FAQ. (n.d.). Columbia University School of the Arts. Retrieved June15, 2010 from http://wwwapp.cc.columbia.edu/art/app/arts/admissions/faq.jsp
Bachelor of Fine Arts. (n.d.). University of Southern California School of Theater.
Retrieved June 15, 2010 from http://theatre.usc.edu/degree-programs/bachelorof-ﬁne-arts.html
Bachelor of Music. (2010). University of Rochester Eastman School of Music.
Retrieved June 15, 2010 from www.esm.rochester.edu/degrees/bm.php
Drawing BA and BFA Emphases. (2009, January 8). University of Colorado,
Denver College of Arts and Media. Retrieved June 15, 2010 from http://cam.
cudenver.edu/va/drawing.htm

Christine Giancatarino is a Program Oﬃcer for the Arts University
Placement Services Division at the Institute of International Education.

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For an insider’s perspective on international enrollment in U.S. visual arts programs, Connections interviewed Adam
Rogers, Director of Admissions at the School of Visual Arts in New York City. Adam Rogers is a committed educatorand administrator and has traveled to over 35 countries promoting art and design education to international students. He
is also a working artist who has exhibited extensively in New York, Chicago, and London. Rogers is most passionate about
sculptural installation and holds an MFA from the Pratt Institute and a BFA from Illinois State University.
Connections: What are some of the recent trends, emerging ﬁelds, andhot programs in visual arts education?

Adam Rogers: There are several recent trends in visual arts education, but digital video is the most exciting.
Digital video is the future of graphic design.
Think graphic design that moves in time andspace, and is accompanied by a sound track.
This is “motion graphics” for communication
designers. In motion graphics, students learn toexperiment with a new form of design that allows
them to shoot digital video, capture TV, design
typography, create animation, and mix together asoundtrack—all in an eﬀort to form videos witha graphic vision of their own. Motion graphics
is not necessarily limited to designers. At the
School of Visual Arts, students can study motion
graphics as part of the Advertising; Graphic
Design; and Computer Art, Computer Animation,
and Visual Eﬀects degree programs.

lives can ensure that students will make a viable living in the arts.
The ﬁve major factors to consider when choosing an art college are:accreditation, faculty, facilities, curriculum, and location.
Most international students can understandaccreditation as the U.S. equivalent of a school
being certiﬁed by a ministry of education to grant
degrees. Students should understand that bychoosing an accredited college, they can ensurethat other institutions will be likely to accept their
credits in transfer and that the institution willmeet high standards for faculty, curriculum, andeducational substance.

Investigating faculty is an essential part of an
applicant’s college research. Does the intended
college have enough faculty or is the student-tofaculty ratio high, meaning that the class sizes
are large? Are the instructors practicing artists?
In the competitive marketplace, to be successful
in the art world, an individual must be “good,”
Connections: What distinguishes art education in
Adam Rogers, Director of Admissions
savvy, and connected. Does the faculty at a given
at School of Visual Arts
the U.S. from art education in other parts of theinstitution have industry connections and make aworld?
living doing what the student hopes to do profesAR: Representing a school in Manhattan may skew my perspective, sionally? Or will students just learn theory and not be exposed to
but arts education in the U.S. is a unique experience where artists real-world experiences?
can freely express themselves and be exposed to multiple cultural
Although it may be diﬃcult for an international student to visit a colinﬂuences. This is especially true in New York City. The School oflege campus in the United States, the facilities can be an important
Visual Arts draws from so many diverse perspectives and multiculfactor in choosing an institution. With the technological advances oftural inﬂuences. Students are exposed to over 1,000 arts professionthe past 10 years, students must have access to the most up-to-date
als on our faculty and are accompanied by more than 800 fellow
equipment. It is also important for students to learn software andinternational students from over 45 diﬀerent countries. Arguably,
work on “industry-standard” equipment. If a student’s chosen prothe U.S. and especially New York are the most cosmopolitan places
fession predominantly uses certain software, the program of study
on earth.
should include relevant training.
Connections: What factors should international students consider whenInternational students should be sure that the college curriculum
applying to visual arts programs in the U.S.?
is sensitive to their linguistic and cultural needs, but they also need
AR: All young artists want a program that encourages self-actualiza- to know that they will held to the same standards as local students.
tion and discovery of personal voice. This is certainly important, but Visual art curricula that emphasize practical training, career devela school that also focuses on training artists for their professional
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individual. When selecting pieces to include in a portfolio, students
should think about which works distinguish them from the rest of
the applicants.

International students currently make up 18% of the SVA students
enrolled in graduate, undergraduate and special programs.

opment, internships, and the business side of art will better prepare
students for the real world.

Obviously, a high level of English proﬁciency is required for admissions. Believe it or not, the dreaded TOEFL or IELTS exam is not
the main determining factor for most international students. Most
colleges in the United States oﬀer ESL programs and some colleges(like SVA) oﬀer ESL studio programs. An ESL studio allows a student
to earn credits toward a degree while studying English at the same
time.

Visual Arts Resources

The last key component to consider when searching for an art
school is the location of the campus. As visual artists, students
crave stimulating environments. A student should consider what acollege’s location has to oﬀer; a location that supports a young artist’s industry is very important. If students are able to network andcreate connections within an industry while still in school, they will
be ahead of the competition.

Association of Independent Colleges of Art and Design (AICAD)
AICAD is a consortium of 36 leading art schools in the United States.
The AICAD website provides information for students and parents
about studying art and design at the college level, including searchingfor art schools, art and design majors, degrees oﬀered, careers in art
and design, degree deﬁnitions, and applying for admission and ﬁnancial aid. The ‘proﬁle sheets’ available on the website make great handouts for advising centers.

Connections: How do you think visual arts education will change in thenext decade?

http://www.aicad.org

AR: Visual arts education in the next decade will increasingly include
online programming. A relatively new phenomenon is “low residency” programming. This means that students complete the majorityof their degrees online, but are required to physically attend classes
on campus for short periods of time, typically in the summer. This isa great opportunity for international students and career professionals who are unable to uproot and relocate to a new city or foreigncountry.
Connections: How does a visual arts degree help international students
after graduation?
AR: Degrees from the United States are not only prestigious, butthey also show employers that applicants can communicate visually and possess polished creative problem-solving skills. Most
employers seek staﬀ members that have multicultural exposure andcan bring numerous solutions to any given situation. Students candevelop all of these skills at an American college.
Connections: What do admissions counselors look for when reviewing
applications from international students for visual arts programs?
AR: More than anything, admissions counselors look for potential.
Obviously, for the visual arts, students need to possess not only creative potential, but also academic excellence. A student’s portfolio
should consist of their best work and represent the student as an

National Association of Schools of Art and Design (NASAD)
NASAD is an association of approximately 300 schools of art anddesign, primarily at the collegiate level, but also including postsecondary non-degree-granting schools for the visual arts disciplines. NASADis also the national accrediting agency for art and design and art anddesign-related disciplines. Advisers can do a ‘simple search’ on the
NASAD website to ﬁnd out if a school or program is accredited. http://nasad.arts-accredit.org/ (click on Member Lists, scroll down to ‘simple
search’). The NASAD Directory, which lists accredited institutions andmajor degree programs, can also be purchased as a print edition for$20 US.
National Portfolio Day Association (NPDA)
National Portfolio Day is an event speciﬁcally for visual artists anddesigners held at various dates and locations throughout the U.S. It isan opportunity for those who wish to pursue an education in the visualand related arts to meet with representatives from colleges accreditedby NASAD. Representatives are available to review artwork, discuss
their programs and answer questions about professional careers in art.
All Portfolio Day events are free, open to the public and do not require
pre-registration. For students with resource or EducationUSA advisers
who are planning travel to the U.S., National Portfolio Days are a great
opportunity to meet with representatives of multiple accredited art anddesign schools at one time. A schedule of National Portfolio Day event
dates and locations is available on the NPDA website.
http://www.portfolioday.net/
These resources were compiled by Jennifer Russell, International Specialistat the College Board.
EducationUSA / CONNECTIONS/ JULY2010/

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