fullofpink

I'm unsure what programs you are participating in, but depending on what they are they could really range in terms of personal experience vs. professional experience vs. academic experience. However, I can offer simple instructions on how to present yourself: please be yourself. While these are potential networking opportunities, I wouldn't go too far into the scholarship of people you will meet, instead I would concentrate on just a few choice things they have been doing (recent exhibitions, a recent article, etc.). Actually, I have found that most scholars are more interested in what *I* have been doing in terms of research or field-interest over what they have accomplished for themselves. In fact, most of the questions I answered to my host was about the program I was attending and what I hoped to do with the experience. Also, even moreso, most of my conversations were about gossip or light-hearted topics (like movies, actors, people we both know, etc.). Scholars aren't always talking about art all the time - of course it's a favorite topic and things will be discussed ("Have you seen that XXXX exhibition? I think it's crap!" "Well of course you know the XXXX chair, it's over in the Medici Collection"), but don't think that having an encyclopedic knowledge about their previous work or about art history will win them over - if they like you as a person they are more willing to continue communication if that if what you are hoping for. I also found the scholarship that I was suppose to produce during these summer studies way below the requirements of what I had been doing in school and especially way below what I had been producing for research grants I had received as well. My work during these programs were seen more as exercises rather than serious. I would definitely be prepared to ask 2-3 thoughtful questions about whatever topic your tour guide or lecturer is discussing; however, I would really brush up on your small talk skills and learn how to speak politely of EVERYONE. I attended a similar program where I met the director of the Worcester museum and when he found out my host institution, he would not leave my side and wanted to know EVERYTHING about my director, our programming initiatives, our recent awards and upcoming exhibitions, and how awesome the director was in securing all of that - however, the director at the time was under intense scrutiny and had little to do with any of the above topics -- so, be prepared to put on your diplomat face!

If you want to teach both Art history and Studio, then yes - you will need a MFA and a PhD -- some schools will love this in an applicant especially top art schools (RISD, Yale, AIChicago, etc). However, I doubt you will want to work on both degrees at the same time; however, I do know of a few professors who teach both studio and art history and this degree combo worked well for them

I think having a post-bac will make you a much stronger candidate for art history graduate work - and although the suggestion of doing coursework as a graduate is valid, it will honestly slow you down during your studies and it will cost a lot more to complete coursework at the grad level cost than it will if you are participating as an undergraduate (At my institution, if you are a graduate student and you take undergraduate classes, you are still paying it at graduate level price, which is roughly 3x more than undergraduate credit price). Your graduate studies for a MA should be: 1) finish the coursework you need to specialize in, 2) complete your qualifying exams, 3) write your thesis. You shouldn't add a fourth step to a 2-year commitment in trying to add another year (18-24 credits=1-2 semesters of full art history) of art history knowledge to such a tight schedule. And while your one class out in the field is pretty impressive, I'm not sure how well it has endowed you with methodological/research skills for writing art history or a really wide-range of art history understanding that will help you succeed in your qualifying exams. In short: getting the experience and knowledge before proceeding any further and really confirming that this field is for you will produce not only a stronger application but will also provide you the skills that will make you not only a stronger candidate but also a stronger student.

I love Target!

2 conferences in a year is great. I wouldn't recommend doing any more. You should be presenting different papers at each conference; however, both papers should be extremely relative to what you wish to research, especially if you are applying to grad school (as opposed to already being in grad school - if you are already in grad school, make sure that your papers are being peer-reviewed and that your adviser signs off on it. You aren't just representing yourself - you are also representing your department). Plan conference presentations strategically. You are presenting to your academic peers who are not shy about pointing out flaws or issues in your research, and also to academics who will be interested in giving advice or pointing out scholarship that will help your own research. However, don't go to conferences thinking that you will find the greater majority being the latter, academics will lose respect for you if your presentation isn't tight. Additionally, conferences should enhance or stimulate your current research - if you find yourself spending a significant amount of time producing NEW scholarship (instead of extrapolating on what you are working) then you aren't doing much for your intended area. Hence why I would limit how many you seek, just as a suggestion.

Absolutely not.

Thanks! I agree about the PhD program and I will start doing the dates. This is pretty helpful

I have a question about how to describe your graduate education status on your CV: I have a BA in art history and will be attending a PhD program (MA-PhD) this fall. The department only awards a masters as partial requirement for fulfillment of the PhD; therefore, there are no students who attend solely for a masters. Currently my CV states: 2010 BA, Art History - College name How do I indicate my current graduate situation? I understand that currently I am a MA Student who expects to receive the MA in 2015 (2015 MA, Art History - College Name (Expected)); or if the department states that I should finish my PhD in 6 years, should I put PhD (2018 PhD, Art History - College Name - MA Student). Simply curious how other people are listing their status. Yale's graduate student page doesn't even state the status, simply the year the student is currently (First Year, Second Year, Sixth Year), etc. [http://arthistory.yale.edu/graduate/graduate_students.html]. My department only lists students as "Current Students" or "ABD".

Hey OP, I would take the job. If you find it is too much of a burden, you can always resign without too much of a smear on your reputation. Plus, if the job is in your field, networking opportunities + your masters will take you much much farther career-wise than just doing the masters.

I found the exercise useful. After writing that first paper, we went through the rest of the methodologies and theories, and then the final paper was to incorporate the new methodologies and theories and how that had changed our perception of the field. Also, this was one of my interview questions at a school - so it does come up. Blargh.

You poor kids, this definition or defense of art history, more likely than not, will be one of the first papers you write in your art historiography course.

Second: Dorothy Johnson is an incredible scholar, especially if you are interested in Academic art. I'm not familiar with GWU to give comment, but I will say that DC is ridiculous expensive to live in

I'm impressed with UMass' MA program, and I hear that the Texas schools are also top-notch (esp. in regards to contemporary/modern study).

Graduate Study for the 21st Century: How to Build an Academic career in the Humanities, Gregory Colon Semenza (2010) Getting What You Came For: The Smart Student's guide to Earning a MA or PhD, Robert Peters (1998)

PM'd you!

Oh man, I know the stress! I also know that one of the schools I applied to has a waitlist that is active until May, so even if you don't hear back by April 15th, you might hear back even later (not that I'd give it my consideration, but still...).

FYI, One of the schools I applied to say decisions will not arrive until April 1st. Otherwise, I agree

I feel as if these these questions are informative only to a certain point. I do not mean to be so critical, but after reviewing some of your posts, it seems to me that the hardest issue to comprehend is "fit" vs. measurable qualifications [ranking of undergraduate institution vs. # of application cycles vs. bachelor type , etc.]. One should not compare themselves to other applicants. Period. Especially in terms of why someone is getting in compared to you. As Flaneuse said, she researched the process for 2 years. I've research the process for 3 and I got into my top choice - which is, granted, not on your list but the reason I didn't apply to any of the schools on your list is because they do not have anyone who specializes in my area at all (except for Harvard, but I really did not like the POI's methodologies, and knew we'd clash.) There are a number of resources that are available at your school's library (or, at the very least, interlibrary loanable from your public library) that will help guide you through the process of applying to graduate school and how to determine a good fit. I heavily suggest you check them out, especially in terms of beginning the research process which you will inevitable deal with 150% of the time during your graduate career.

This is actually incorrect. All students are offered a work-study internship in one of the 4 museums (The Clark, WCMA, Mass MOCA, Bennington, or another one nearby) that awards about ~100/week. 1/3 of students are offered a comprehensive financial package, another 1/3 are partial tuition, and the final 1/3 pay their own.

I agree Seeking, it does happen. You are correct. I also agree with the above statements in terms of personal decision (it is an important factor to consider and it is important to note if your advisor is placing their students); however, I also have friends who went to lower-ranked programs that are currently on TT or are curators in very established museums. They are amazing individuals and excellent scholars, and their success is a product of their hard work.

Yes, a cannon can knock your legs off! [The Patriot, anyone?] The canon, eh. It's ok. Sometimes it's fun to spruce things up! It's also very important for art historians to engage and disengage with the canon, as fit.

1. Visiting. If you can, visit the campus. My number 1 for 4 years straight immediately dropped down to my last choice after visiting. While this particular school had everything I theoretically needed and (what I thought I) desired, the faculty's intentions, methodologies and even language were antithetical with my own philosophies. When I visited my second choice, I was impressed with the faculty, its students, and its pedagogical objectives. I felt comfortable speaking with the professors and the students (where at my former first choice I recognized that I should really, really, really think before speaking because word choice was obviously too important to them), and the resources there were AMAZING. The website in no way conveyed the resources and opportunities they had that were able to give me a research advantage. 2. Funding Go where the money flows. When and if I get accepted to other schools, the funding counts. And if the money speaks the right dialect, then I'll visit the program (if not previously arranged) to get a feel for the school. Again, visiting counts for a LOT. Will my stipend cover my rent and food? I do not want to take out a loan since they will be unsubsidized. So beign able to afford to live, even marginally comfortable, is key. I had to put myself through my college as an undergraduate and I could barely function between working, my loans, and my schoolwork, and now as a working adult, I know that I am most comfortable AND functional if I don't have to worry about finances. 3. Advisor I'm looking for a compatible advisor - someone who meets me halfway. I was fortunate (or maybe unfortunate??) as an undergrad to have 5 different advisors, and I really recognized that some I worked better with than others. I really want someone who is down to earth, encourages me to seek my own opportunities while also guiding me to ones that they think will work best, and who will give me the time of day. Some advisors only meet with their students once a semester, some meet once a week. I know that for me, I want a very private and guided individual who will give me the time when I need it and also keep to a strict schedule (like once a month, more if need be). 4. Opportunities I want to be a curator, so being near museums that I can either work or intern at is very important to me. [Also, finding an advisor who supports that goal was a big issue too]. Being in a location too far from museums is not preferable, so I didn't apply to places that didn't have such opportunities. Also, in this bracket, I put research resources (museums, libraries, school affiliations), scholarship and travel funding opportunities, curating opportunities, and publishing opportunities. Things I'm not so worried about: -Job Placement As someone who looks as applicant profiles, I know that the individual's experiences speaks more than the name of their school. Going to an Ivy might get you an interview, but it won't guarantee you a job. Jobs are more about researching and publishing and (in curatorial) having good experience rather than just your school name, so if your students are able to get published and present at conferences that says a lot more about the school than if someone is getting a job. -Location I'm okay if a big city is a few hours away, or if I'm living in one. I just need to know if I can live close enough to the school so I don't have to lug books miles and miles. I can also entertain myself pretty easily, whether its through events locally or camping out on my laptop at home. -Teaching Opportunities I'd actually prefer to not teach, but some people are really gung-ho on this. That's cool! I'd rather spend my time working with the art itself rather than babysitting a class of 100 undergraduates (some TAs do this). However, if it's EXPECTED that I teach a heavy load, then I might have to heavily reconsider a school's offer. Hm, I wonder if I might think of more..

I feel these are the questions that we were thought in 4th grade NOT to answer. "Don't tell strangers on the internet your full name, what elementary school you go to, what time the bus picks you up...." ArtilleryClinton, I found your original post very appropriate with the right amount of information. Thank you for extolling a bit more, but really, anyone who has looked at the Ivy school's websites will realize that they provide (or heavily hint) at much of that information already.

Columbia accepts admits with and without funding. Many other top tier programs only accept the students that they can provide funding for.

This has made me laugh out loud waaaaaaaaaaaaay more than once! LOVE IT! So genius.