ERIC Number: ED360244
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
The Studio in a School Association Professional Development/Mentoring Program, 1991-92. OREA Report.
The Studio in a School was an experimental program in which artists train selected classroom teachers with no formal art background to link art activities with other content area subjects. This professional development/mentoring program for classroom teachers then enabled the teachers to provide turnkey training to other colleagues in their school. The program took place in six elementary schools that participated in school-based management/shared decision-making. The program consisted of on-site, hands-on workshops for participants, plus planning sessions between individual teachers and artists, supervised classroom presentations, exhibitions of student art work, and turnkey training workshops. Evaluators concluded that the workshops were well planned and modeled effective art teaching techniques. They reported that teachers were comfortable with the materials, techniques, and classroom environment. The children were interested and active in class discussion. Supplies and equipment were found to be generally adequate. Teachers felt that the program had a positive impact on students' art awareness, abilities, self confidence, and ability to make critical distinctions. They agreed that art education was an important part of the curriculum and should not be abandoned in times of budgetary restrictions. They felt that with the proper training, art could be taught successfully by teachers without an art background. Evaluators recommended that the program be expanded, be implemented earlier in the school year, and a refinement in school selection procedures be requested to ensure full support for the program at the school level. Five appendices include results of interviews with classroom teachers and principles. (DK)
Descriptors: Art Education, Art Teachers, Artists, Educational Research, Elementary School Students, Interdisciplinary Approach, Mentors, Modeling (Psychology), Primary Education, Professional Development, Teacher Education, Teacher Workshops, Teaching Models
Office of Research, Evaluation, and Assessment, New York City Public Schools, 110 Livingston Street, Room 734, Brooklyn, NY 11201.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: New York City Public Schools, Brooklyn, NY.