The Master in Art Education is a two-year part-time programme offered by the Hanze University of Applied Sciences Groningen and the NHL Stenden University of Applied Sciences. It leads to the internationally recognised Master of Education degree. After completing the programme, students can progress to positions that require innovation, research and interdisciplinary thinking and action.
The Master in Art Education takes the diversity in the art education field as its starting point. Professionalisation, social urgency and current theory come together in the design of innovative art education practices. During the Master, three characteristics form the guiding principle of the programme: the meaning of art for personal and social development, the value of dialogue and research into one's own practice.

The education is organised in three master workshops. These workshops work integrally on the five national competencies: artistic, art pedagogical, research, cultural entrepreneurial and critical reflective capacity. The emphasis is on the roles of artist (Artist), researcher (Researcher) and educator (Teacher), with one role being central in each workshop.

The programme offers students a certain degree of flexibility to determine their own pace of study by spreading the master modules over 2, 2½ or 3 years.
The Master of Education programme distinguishes itself from similar programmes by the integration of study and work, and the broad access to expertise of lecturers and researchers from both the Hanze University of Applied Sciences (Knowledge Centre Art & Society; Minerva Academy; Prince Claus Conservatory; teacher training college) and NHL Stenden (Art & Education, and the educational lectorates).
 

• Initiates and leads activities that result in the transfer of knowledge and skills acquired in the master's program by interacting and collaborating at different levels. (4d)
• Based on analysis, creates social and/or economic value from the knowledge and insights acquired in the master's program in an ethically responsible manner and knows how to make this convincingly visible to third parties. (2d, 3d, 4e)
• Positions his/her own professional thinking and actions in various networks, within and outside his/her own field of expertise, in a convincing and enterprising manner. (2c, 4b, 4c)
• Documents and presents imaginatively in consciously chosen media his/her own competence development from the perspective of the artist, educator, researcher and entrepreneur. (1a, 5a)
• Gives meaning to questions and developments in his/her field of expertise and related domains by operationalizing them through research. (3a,b,c, 4a)
• Independently and critically assesses his/her knowledge and professional actions in various roles and contexts. (5b,d)
• Makes his role as an inspiring and innovative art educator true by inventively and consciously switching between the perspectives of the artist, educator, researcher and entrepreneur. (1c, 2a,b)
• Substantiates and defends his art education vision based on a critical analysis, national and international sources, interdisciplinary expertise and social involvement. (1b, 5c,d)
• Makes original contributions to the current artistic-educational discourse, for experts as well as for laymen. (1d)
• Through reflection, self-monitoring and dialogue, provides guidance to a process of life-long professionalization. (5a)