Policy and Practice of Art Teaching in Schools as Perceived by Educators and Artists

Autor/inn/en	Bachar, Pnina; Glaubman, Rivka
Titel	Policy and Practice of Art Teaching in Schools as Perceived by Educators and Artists
Quelle	In: Arts Education Policy Review, 108 (2006) 1, S.3-13 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
Schlagwörter	Teaching Methods; Artists; Art Teachers; Art Education; Teacher Attitudes; Foreign Countries; Comparative Analysis; Interviews; Educational Policy; Observation; Questionnaires; Israel + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Artiste; Artist; Künstler; Künstlerin; Art teacher; Kunsterzieher; Kunsterzieherin; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Lehrerverhalten; Ausland; Interviewing; Interviewtechnik; Politics of education; Bildungspolitik; Beobachtung; Fragebogen
Abstract	Approaches toward teaching art in schools and methods of teaching art vary according to the teachers' perceptions of the major goals. As the Israeli school curriculum does not set clear guidelines for art teaching, the teachers themselves are free to formulate their aims, curricula, and teaching methods. The purpose of this study was to investigate the various approaches to the question of what should be emphasized by art teachers. For this purpose, the authors sought the opinions of leading figures in art education, and compared them with the thinking and the practice of art teachers in Israeli schools. The research instruments used were focused interviews with art experts and art teachers, a questionnaire administered to art teachers, and observations of art teachers in the classroom. The findings show substantive differences between the various approaches to art teaching in schools. Artists who are actively engaged in the practice of art adhere to the studio approach, while art teachers whose main career is in education advocate the cognitive-academic approach. Between these two, the authors found a small group of art teachers who integrate both approaches in their classroom work. The implications of this study are relevant both for educational researchers and policymakers. (Contains 1 table, 4 figures and 2 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10