Getting through Security: Preservice Art Teaching at a Youth Treatment Center

Autor/inn/en	Baer, Stephanie; Helton, Mikayla
Titel	Getting through Security: Preservice Art Teaching at a Youth Treatment Center
Quelle	In: Art Education, 74 (2021) 3, S.26-30 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Helton, Mikayla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2021.1876467
Schlagwörter	Art Education; Preservice Teachers; Residential Programs; Youth Programs; Juvenile Justice; Institutionalized Persons; Teaching Experience; Student Teaching + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Sozialer Wohnungsbau; Jugendsofortprogramm; Jugendgerichtshilfe; Teaching practice; Unterrichtspraxis
Abstract	When Mikayla Helton, Stephanie Baer's preservice art education student, first asked what she thought about her creating and teaching a summer art class at a youth residential treatment center, Baer was intrigued and fearful. Nichols and Sullivan (2016) described the importance of experiencing dissonance as a young teacher, encountering contexts outside your own. Venable (2005) highlighted a need to serve juvenile offenders through art and the impact such a partnership could make. It did not surprise Baer that Helton, an always empathetic and compassionate student, would be interested in an experience like this. However, Baer was concerned with how her quiet demeanor would play out in such an environment. Would she have trouble with classroom management? Would they listen to a young woman with little teaching experience? Would she appear confident enough for students to learn something from her? Could she attain similar outcomes to what Kisida and Bowen (2019) described with underserved populations (i.e., decrease in undesired behaviors and disciplinary infractions, increase in test scores, and compassion)? When Baer asked Helton why she was interested, she shared how she found a need and wanted to fill it. This article shares Helton's experience through narrative and offers an important perspective from a young, energetic voice in the field of art education. Helton's work serves as an example of how one can step up when a need is recognized and use personal strengths to benefit others. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01