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ERIC Number: EJ772035
Record Type: Journal
Publication Date: 2006
Pages: 11
Abstractor: ERIC
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1063-2913
Policy and Practice of Art Teaching in Schools as Perceived by Educators and Artists
Bachar, Pnina; Glaubman, Rivka
Arts Education Policy Review, v108 n1 p3-13 Sep-Oct 2006
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.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel