ATTITUDES OF TEACHER CANDIDATES TOWARDS

ART EDUCATION

Gay Lynn P. Smith

April 2006

Chapter One:Chapter One:

The ProblemThe Problem

IntroductionIntroduction

Debate of nonessential or core subject Debate of nonessential or core subject

Goals:2000 – core subjectGoals:2000 – core subject

NCLB – must be highly qualifiedNCLB – must be highly qualified

Criteria for highly qualified outlined in Criteria for highly qualified outlined in SB2042SB2042

Coursework and CBST/CSETCoursework and CBST/CSET

ProblemProblem Teachers lack artistic skills & training toTeachers lack artistic skills & training to teach content teach content Teachers commit to curriculum:Teachers commit to curriculum:

◦◦BenefitsBenefits ◦◦Understand contentUnderstand content

◦◦Confident in skills to teach Confident in skills to teach (Gardner, 1990)(Gardner, 1990)

SB2042 does not address artistic skills, onlySB2042 does not address artistic skills, only content and methodology.content and methodology. Is there a disconnect between content and Is there a disconnect between content and

application of the arts?application of the arts?

Historical Overview of Art EducationHistorical Overview of Art Education Agreement of art benefits in educationAgreement of art benefits in education

Argument in art methodology:Argument in art methodology:– Taught only by sensitive artists Taught only by sensitive artists (Mangravite,1930)(Mangravite,1930)

– Artists needed examination and theory to teach Artists needed examination and theory to teach (Haggerty, 1935)(Haggerty, 1935)

– Art only for self expression Art only for self expression (Eisner, 1965)(Eisner, 1965)

– Anyone can coach and motivate art Anyone can coach and motivate art (Lowenfeld, 1987)(Lowenfeld, 1987)

– Art principles and elements Art principles and elements (Smith, 1987)(Smith, 1987)

Research by Oreck (2001)Research by Oreck (2001)

ORECK: Influences on teachers’ ORECK: Influences on teachers’ use of the arts in the classroomuse of the arts in the classroom

423 K-12 teachers423 K-12 teachers Supported benefits of artSupported benefits of art Rarely taught artRarely taught art Factor analysis: Self-efficacy, self-image, lack Factor analysis: Self-efficacy, self-image, lack

of support, and time constraintsof support, and time constraints Created arts-based professional development Created arts-based professional development

to build confidence in skills and self-image to build confidence in skills and self-image as artist and implement more art in as artist and implement more art in

classroomclassroom Current study to project possible actions from Current study to project possible actions from

teachers’ attitudes as suggested by Oreckteachers’ attitudes as suggested by Oreck

Significance of the ProblemSignificance of the Problem

Provides an opportunity to assess:Provides an opportunity to assess:

deficiencies in candidates art backgrounddeficiencies in candidates art background effectiveness of visual art courses in teacher effectiveness of visual art courses in teacher

candidates’ programcandidates’ program

Unprepared candidates will minimize art Unprepared candidates will minimize art instruction instruction (Gardner, 1990; Schwartz, 1989)(Gardner, 1990; Schwartz, 1989)

Future teachers inability to teach the artsFuture teachers inability to teach the arts

Purpose of the StudyPurpose of the Study

Evaluate artistic attitude of multiple subject Evaluate artistic attitude of multiple subject teacher candidates for future lesson plansteacher candidates for future lesson plans

Assess level of skills to competently teach theAssess level of skills to competently teach the arts by standardsarts by standards

Examine any needed change in SB2042 toExamine any needed change in SB2042 to address deficienciesaddress deficiencies

Research QuestionsResearch Questions

Attitude of confidence to teach:Attitude of confidence to teach:– Performance skillsPerformance skills– Historical and cultural perspectiveHistorical and cultural perspective– Aesthetic valuingAesthetic valuing– Artistic perceptionsArtistic perceptions– State and National standard K-12 contentState and National standard K-12 content

Attitude of prerequisite to teach: Attitude of prerequisite to teach: – Adequate art training prior to SB2042Adequate art training prior to SB2042

LimitationsLimitations

Limited to populations within SB2042Limited to populations within SB2042

Generalized to only SB2042 programsGeneralized to only SB2042 programs

Self-reporting surveys reactive methodsSelf-reporting surveys reactive methods– PilotPilot– ConfidentialConfidential– AnonymousAnonymous

DelimitationsDelimitations

SB2042 multiple subject studentsSB2042 multiple subject students

California University of Phoenix studentsCalifornia University of Phoenix students

SB2042 multiple-subject graduate studentsSB2042 multiple-subject graduate students

Definition of TermsDefinition of Terms NAEA Standards (2000)NAEA Standards (2000)

NCLB – highly qualified “subject matter NCLB – highly qualified “subject matter competent”competent”

SB2042 – 2002SB2042 – 2002

Art Methodology CourseArt Methodology Course

Art EducationArt Education

Arts EducationArts Education

Chapter Two:Chapter Two:

Literature ReviewLiterature Review

Purpose of Art EducationPurpose of Art Education

• Effects of Art on Learning

a) emotion/motivation b) communication

c) use of senses d) aesthetic sensitivity

e) problem-solving f) self-understanding

g) respect diversity h) assessment

i) Integration of art and life

(Bloom, 1956; Cornett, 2003; Gardner 1993; Goodwin 2004; Parson,

1987; Getty Educational Foundation, 1996)

Purpose of Art EducationPurpose of Art Education

Effects of Art on Child Development a) cognitive and social b) emotional; c) communication d) curious learners e) multiple intelligence

(Piaget, 1959; Kellogg, 1969; Vygotsky, 1978; Lowenfeld, 1987; Gardner, 1990)

Arts Education StandardsArts Education Standards

National Arts Education Association (1993, 2000)National Arts Education Association (1993, 2000)

California Visual Art Framework (1996; 2005)California Visual Art Framework (1996; 2005)

Standards of Quality and Effectiveness for Standards of Quality and Effectiveness for Professional Teacher Preparation ProgramsProfessional Teacher Preparation Programs

Subject –specific SB2042 – Standard 8 (2002)Subject –specific SB2042 – Standard 8 (2002)

Impact of Legislation on Art Impact of Legislation on Art EducationEducation

Proposition 13 (1978)Proposition 13 (1978)

Goals 2000Goals 2000

No Child Left Behind (2001)No Child Left Behind (2001)

SB 2042 (2002) Implemented (2003)SB 2042 (2002) Implemented (2003)

Art Methodology PracticesArt Methodology Practices Art Education History Art Education History (Eisner 1979; Efland 2004)(Eisner 1979; Efland 2004)

Art Education TheoristsArt Education Theorists– Elliott Eisner – discipline based art educationElliott Eisner – discipline based art education– Howard Gardner – Arts PROPELHoward Gardner – Arts PROPEL– Ellen Dissanayake – species centeredEllen Dissanayake – species centered– Peter London – community based artPeter London – community based art

Modern Art Programs - TheoriesModern Art Programs - Theories

Theory to Practice – foundational knowledge; Theory to Practice – foundational knowledge; application and performance skills; integration application and performance skills; integration

(Schwab, 1969; Grauer 1999; Fink, 2003)(Schwab, 1969; Grauer 1999; Fink, 2003)

Multiple Subject Teacher as ArtistMultiple Subject Teacher as Artist

Teachers’ Attitude Towards the ArtsTeachers’ Attitude Towards the Arts– Discipline of content (structured)Discipline of content (structured)– Curriculum content (standards)Curriculum content (standards)– Pedagogical content (perform, explain, Pedagogical content (perform, explain,

demonstratedemonstrate (Ryan & Cooper, 2000)(Ryan & Cooper, 2000)

Role Modeling and BehaviorRole Modeling and Behavior (Grauer, 1999; Siegesmund, 1999; Oreck 2001)(Grauer, 1999; Siegesmund, 1999; Oreck 2001)

Teacher as ExpertTeacher as Expert (Seifert, 1999; Mangravite, 1932; Lowenfeld, 1987) (Seifert, 1999; Mangravite, 1932; Lowenfeld, 1987)

Assessment Practices of Assessment Practices of Art EducationArt Education

Teacher Candidate Assessment for Teacher Candidate Assessment for Performance ContentPerformance Content

(McKean, 1999; Bach, 2005)(McKean, 1999; Bach, 2005)

Assessment of Teacher Candidate AttitudesAssessment of Teacher Candidate Attitudes (Tyler, 1969; Fink, 2003; Koster, 2005)(Tyler, 1969; Fink, 2003; Koster, 2005)

Assessment of Art Methodology PracticesAssessment of Art Methodology Practices (Angelo & Cross, 1993; Fink, 2003; Tyler, 1969; Diamond, 1998)(Angelo & Cross, 1993; Fink, 2003; Tyler, 1969; Diamond, 1998)

Literature SummaryLiterature Summary

Benefits of the artsBenefits of the arts

Legislation demands the artsLegislation demands the arts

National Standards for skillsNational Standards for skills

Teachers attitude must be positive as artistTeachers attitude must be positive as artist

Various assessment practices of art educationVarious assessment practices of art education

Chapter Three:Chapter Three:

MethodologyMethodology

Design of the StudyDesign of the Study Likert scale to study attitudesLikert scale to study attitudes Survey addressed the six research Survey addressed the six research

questionsquestions Non-experimental exploratory research Non-experimental exploratory research

study / collect data and information onlystudy / collect data and information only Analyze existing phenomenonAnalyze existing phenomenon Help determine attitudes that may result in Help determine attitudes that may result in

trends, change, or forecast future trends, change, or forecast future needsneeds

Population and SamplingPopulation and Sampling Teacher candidates in SB2042 Teacher candidates in SB2042

University of Phoenix, California campusesUniversity of Phoenix, California campuses

Convenient and pragmatic Convenient and pragmatic

Completed their Masters of Arts Education Completed their Masters of Arts Education in Teacher Education (MAED/TED) in Teacher Education (MAED/TED) coursework prior to the student teaching coursework prior to the student teaching block block

InstrumentationInstrumentation

Visual Arts Education Survey (VAES) Visual Arts Education Survey (VAES) Art performance skills (2, 6, 8, 9,)Art performance skills (2, 6, 8, 9,) Content knowledge of historical art perspectives Content knowledge of historical art perspectives

(4, 10, 19)(4, 10, 19) Aesthetic value (5, 7)Aesthetic value (5, 7) Artistic perception (1, 3,17)Artistic perception (1, 3,17) State standards (15, 18)State standards (15, 18) Previous art training (C,D,E,16)Previous art training (C,D,E,16) Demographics (A, B, F, G)Demographics (A, B, F, G)

ValidityValidity

Content – covers what it purports to coverContent – covers what it purports to cover

Construct – format, clarity, bias-free, Construct – format, clarity, bias-free, language, cultural wording, interpretation language, cultural wording, interpretation

and directness of questionsand directness of questions

Panel of ExpertsPanel of Experts

ReliabilityReliability Internal consistency of the six areasInternal consistency of the six areas

Five items from Likert scale - Cronbach’s Five items from Likert scale - Cronbach’s alpha reliabilityalpha reliability

Coefficients greater than or equal to .70Coefficients greater than or equal to .70

Dichotomous items: demographics of Dichotomous items: demographics of students and eligibilitystudents and eligibility

Procedures - PilotProcedures - Pilot Data Collection Data Collection

--30 volunteer who had completed 30 volunteer who had completed

coursework coursework

-16 students responded-16 students responded

-Email-Email

-Random by Program Director-Random by Program Director

-San Diego campus only-San Diego campus only

Cronbach’s alphaCronbach’s alphaSpearman Brown Prophecy Formula

Sub domain (Items) Alpha Corrected LengthSub domain (Items) Alpha Corrected Length

Performance Skills (2, 6, 8, 9)Performance Skills (2, 6, 8, 9) .92 .96 .92 .96 Historical and Cultural (4, 10, 19)Historical and Cultural (4, 10, 19) .85 .85 .92 .92 Aesthetic Value (5, 7)Aesthetic Value (5, 7) .91 .91 .95 .95 Artistic Perception (1, 3, 17)Artistic Perception (1, 3, 17) .87 .93 .87 .93 State Standards (15, 18)State Standards (15, 18) .91 .91 .95 .95

Eliminated questions 11, 12, 13, 14

Procedures - ResearchProcedures - Research Data CollectionData Collection

– 100 MAED/TED students100 MAED/TED students– Distributed by faculty in student teaching Distributed by faculty in student teaching

blockblock– UOP CA campuses (San Diego, So Cal, No UOP CA campuses (San Diego, So Cal, No

Cal, Central Valley, Sacramento)Cal, Central Valley, Sacramento)

Procedures - ResearchProcedures - Research

Data AnalysisData Analysis– Exploratory, looking for patternsExploratory, looking for patterns– Raw scores in Microsoft ExcelRaw scores in Microsoft Excel– Mean score and SD for each constructMean score and SD for each construct– Percentages per question and constructPercentages per question and construct– Analysis of Variance on Art ExperienceAnalysis of Variance on Art Experience– Statistical Package for Social Sciences SPSSStatistical Package for Social Sciences SPSS

Chapter Four: Chapter Four:

Results Results

DemographicsDemographics

100 eligible students100 eligible students

Self-Identified ArtistSelf-Identified Artist (did not define visual artist)(did not define visual artist)

– 26%26%

Previous Art ExperiencePrevious Art Experience– 62% K-862% K-8– 65% High School 65% High School

13% 3+ courses13% 3+ courses

– 62% Undergraduate62% Undergraduate 18% 3+ courses18% 3+ courses

Question OneQuestion One

Performance SkillsPerformance Skills

63% confidence level63% confidence level

37% lacking confidence37% lacking confidence

Question TwoQuestion Two

Historical and Cultural PerspectiveHistorical and Cultural Perspective

75% confidence level75% confidence level

25% lacking confidence25% lacking confidence

Question ThreeQuestion Three

Aesthetic ValuingAesthetic Valuing

51% confidence level51% confidence level

49% lacking confidence49% lacking confidence

Question FourQuestion Four

Artistic PerceptionsArtistic Perceptions

54% confidence level54% confidence level

46% lacking confidence46% lacking confidence

Question FiveQuestion Five

State Standards State Standards

63% confidence level63% confidence level

37% lacking confidence37% lacking confidence

Performance 63% Historical 75% Artistic Perceptions 54% Aesthetic Valuing 51%

Question SixQuestion Six

Prior Art Experience Prior Art Experience

75% agree beneficial for more in undergrad75% agree beneficial for more in undergrad 62% had undergraduate visual art62% had undergraduate visual art

Previous 3+ ExperiencePrevious 3+ Experience

Median –”typical”Median –”typical”

3 more (18) 0-2 courses (82)3 more (18) 0-2 courses (82)

Historical 4.6 3.8Historical 4.6 3.8Artistic 4.1 3.2Artistic 4.1 3.2Performance 4.5 3.7Performance 4.5 3.7Aesthetic Value 4.6 3.5Aesthetic Value 4.6 3.5

Analysis of Variance on Art ExperienceAnalysis of Variance on Art Experience

Self-Identified ArtistSelf-Identified Artist

Median “frequency”Median “frequency”

Artist (26) Non-Artist (74)Artist (26) Non-Artist (74)

Performance Performance 4.3 4.3 3.53.5

Historical Historical 4.24.2 3.83.8

Aesthetic Aesthetic 4.04.0 3.53.5

ArtisticArtistic 4.04.0 3.33.3

Analysis of Variance on Art ExperienceAnalysis of Variance on Art Experience

Chapter Five

Summary, Conclusions,

Recommendations

SummarySummary

Positive effects of art overwhelming Positive effects of art overwhelming Decline of resources – 50 years legislationDecline of resources – 50 years legislation Goals 2000 and NCLB – core subjectGoals 2000 and NCLB – core subject Downward spiral of best practicesDownward spiral of best practices Lack of confidence = will not teachLack of confidence = will not teach 75% suggest more undergraduate courses75% suggest more undergraduate courses

CONCLUSIONSCONCLUSIONS

Majority confident:Majority confident:– 63% performance; 75% historical; 63% performance; 75% historical;

51% aesthetic; 51% artistic 63% standards51% aesthetic; 51% artistic 63% standards

Justification of non-confident teachersJustification of non-confident teachers

75% historical75% historical

CONCLUSIONS – cont.CONCLUSIONS – cont.

Confidence in standards at contradictionConfidence in standards at contradiction

Students see four expectations as one idea Students see four expectations as one idea of art instructionof art instruction

CSET/Standards for demonstration skillsCSET/Standards for demonstration skills

Prior experience neededPrior experience needed

IMPLICATIONSIMPLICATIONS Inclusion of the Visual ArtsInclusion of the Visual Arts

– Third to half will not teachThird to half will not teach– Will need additional trainingWill need additional training

State Standards and Artistic SkillsState Standards and Artistic Skills– Knowledge and demonstrationKnowledge and demonstration– Generations lacking artistic model (CEs)Generations lacking artistic model (CEs)

Methodology Changes in SB2042Methodology Changes in SB2042– Correspond to demonstration standardsCorrespond to demonstration standards– Prerequisite prior SB2042Prerequisite prior SB2042– Eliminate IHE assumptions of student skillsEliminate IHE assumptions of student skills

RECOMMENDATIONSRECOMMENDATIONS Future ResearchFuture Research

– Compare demographics regarding attitudeCompare demographics regarding attitude Art training; artists; no training non-artistArt training; artists; no training non-artist

– Longitudinal studyLongitudinal study– Mix methodology Mix methodology – Evaluate other core subject attitudesEvaluate other core subject attitudes– Assess teaching and knowledge attitudeAssess teaching and knowledge attitude– Examine: affective, cognitive, behavioralExamine: affective, cognitive, behavioral– Expand to cross sample of other IHEExpand to cross sample of other IHE

RECOMMENDATIONS cont.RECOMMENDATIONS cont.

Educational PracticesEducational Practices– Assess demonstration in MAT 534Assess demonstration in MAT 534– Prerequisite course prior to SB2042Prerequisite course prior to SB2042– Include performance based assessment in Include performance based assessment in

CSETCSET– Workshops for previous “non-core” coursesWorkshops for previous “non-core” courses– Restore arts K-8 with accountability of teacher Restore arts K-8 with accountability of teacher

and districtand district– Promote legislation to support educational Promote legislation to support educational

training in the artstraining in the arts

QuestionsQuestions