Date of Award

2013

Document Type

Open Access Thesis

Degree Name

Master of Arts in Education (MAE)

Department

Education

First Advisor

Vicki Olson

Second Advisor

Paula Winter

Third Advisor

Denny Greseth

Abstract

Art programming, both inside and outside of school, is beneficial to children. It is beneficial because art competencies promote higher order thinking, problem solving skills, self-efficacy, and engagement. It has been shown, however, that not all American students have access to quality art programming. If students are not getting regular art programming from art teachers are they getting a version of art instruction from their classroom teachers? In this study 56 elementary teachers at a mid-western school district were surveyed and interviewed on how they have used visual art in the classroom. These teachers have varying degrees of visual art experience and knowledge. However, they all agree on the value of visual art and support more art programming in schools. A simple way to improve the district's art program would be to support collaboration between art teachers and classroom teachers. This may involve hiring more art teachers, providing joint planning time, and altering daily school schedules. In reflection the researcher was surprised to find a clear solution to mediocre art programming: make better use of the art professionals that are already employed in the district.

Identifier

SC 11.MAE.2013.Zaccariello.A

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