A Place for the Arts: The Past,the Present and Teacher Perceptions

Purnell, Paula G.

doi:10.1207/s1541180xtaj0203_3

Cited by 6 publications

(3 citation statements)

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“…This includes planning time, time to collaborate with arts specialists or other artistic teachers, and perceived time to execute arts integrated lessons and activities (LaJevic, 2013;Oreck, 2006;Saraniero, Goldberg, & Hall, 2014). Administrative support is also a contributing factor to integration frequency, as chronicled through different research designs (Bellisario and Donovan, 2012;Purnell, 2004;Van Eman et al, 2008). Purnell (2004) used a survey design to determine the roadblocks to arts integration of 75 elementary school teachers, representative of urban, suburban, and rural school environments.…”

Section: Review Of Related Literature On Arts Integrationmentioning

confidence: 99%

“…Administrative support is also a contributing factor to integration frequency, as chronicled through different research designs (Bellisario and Donovan, 2012;Purnell, 2004;Van Eman et al, 2008). Purnell (2004) used a survey design to determine the roadblocks to arts integration of 75 elementary school teachers, representative of urban, suburban, and rural school environments. Survey respondents cited a lack of both administrative support and collaboration/planning time with fellow teachers as the main hindrances to successful arts integration implementation.…”

Section: Review Of Related Literature On Arts Integrationmentioning

confidence: 99%

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Challenges and Supports to Elementary Teacher Education: Case Study of Preservice Teachers’ Perspectives on Arts Integration

Hipp¹,

Dowell²

2019

Journal for Learning through the Arts

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This case study investigates the factors that challenge and support preservice teachers' (PST) arts integration beliefs and practices. The participants include a total of 74 PSTs enrolled in a mandatory university arts course at a large Southern university across three consecutive semesters. Concurrent with arts class enrollment, PSTs are also enrolled in their capstone, semester-long, student teaching experience. The authors used PSTs' end-of-semester reflections and the primary data source. Findings illustrate that PSTs can be creative through arts integration within teaching and learning, while still acknowledging challenges at the school level. The authors detail how they revamped existing elementary preservice arts classes to focus on arts-integrated instructional practices. In addition, findings illustrate the need for strategic inservice training for mentor teachers on the efficacy of arts integration in elementary settings and for administrative support for the arts at the school level. Because teacher candidates must confront a variety of tasks necessitating creative and adaptive thinking in an era focused on standards and high-stakes testing, learning about, engaging with, and infusing arts-integrated learning into teacher preparation aligns with the ideals of a liberal arts education (Lorimer, 2012, p. 86). In the United States (US), complex questions confront public education in the 21 st century and require that teacher educators assume an active stance in improving teacher quality. Historically, political interests, spurred by the passage of the No Child Left Behind Act (NCLB) (2001) and the Every Student Succeeds Act (ESSA) (2016), both reauthorizations of the original Elementary and Secondary Education Act (ESEA) (1965), have resulted in a preoccupation with formulaic, packaged, and scripted curricula (Altwerger, 2005; Coles, 2003) and high stakes tests (Garan, 2002, 2004; Johnson & Johnson, 2006) that silence teacher voices and stifle creativity, particularly in high stakes discipline-specific areas, such as literacy and math (Allington, 2002b). Within the past several decades, personal and political forces have intensified (Allington, 2004; Garan, 2002; Schneider, 2014, 2016), shaping the types of instruction public school children, especially urban elementary children, receive, narrowing curriculum and teaching to content specifically presented by a state high stakes test. Escalating mandates derived from NCLB (2001) and ESSA (2016) legislation have increasingly dictated how educators, especially elementary teachers, teach in the US. For instance, often the literacy "forced" on urban elementary children does little to foster creativity (Finn, 1999; Meyer, 2010). Within the last 15 years in many elementary schools, social studies and science have been short shrifted, simply because they are not high stakes tested subjects (An, Capraro, & Tillman, 2013; Center on Education Policy, 2006). Of particular note, 71 percent of America's school districts have reduced arts, science, and social studies in...

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Section: Review Of Related Literature On Arts Integrationmentioning

confidence: 99%

Section: Review Of Related Literature On Arts Integrationmentioning

confidence: 99%

Challenges and Supports to Elementary Teacher Education: Case Study of Preservice Teachers’ Perspectives on Arts Integration

Hipp¹,

Dowell²

2019

Journal for Learning through the Arts

View full text Add to dashboard Cite

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“…Moreover, the location of the classrooms allocated to the residencies were situated far from the other classrooms, contributing to keeping the arts programs at the periphery of the school life, and creating barriers for teaching artists and teachers to develop relationships (Purnell, 2004).…”

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confidence: 99%

Examining the Role of Arts Education Partnerships in Sustaining Arts Programs in California Elementary Schools

Bauguil¹

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This study investigated three arts education partnerships in California elementary schools. The research questions that guided the inquiry were exploratory in nature and intended to reveal the day-today functioning of these partnerships, the challenges they faced, and the factors that contributed to their success, through the recounted experiences of the various institutional actors involved. The participants (n=21) comprised school principals and teachers, arts organizations administrative staff, and teaching artists. Qualitative inquiry methods (in-person interviews, classroom observations, and review of relevant documents) were used to analyze the data. The findings showed that the schools' administrators and faculty appreciated the arts residencies, and they reported the programs' positive impact on students. Despite many benefits, the arts partnerships held a small place in the schools' life: the arts programs were considered supplemental to the core curriculum at one school, rather than being fundamental to student learning, and the two other partnerships reached only one grade level (second grade). The study uncovered several ongoing challenges: lack of proper facilities for the residencies, finding the right teacher-teaching artist match, and inconsistencies in the arts programs. The findings also demonstrated that the teacher-teaching artist relationship was key for the programs' success. The study concluded with a discussion of recommendations for practice and future research. v ACKNOWLEDGEMENTS This dissertation is the culmination of a long journey, through which I have grown professionally and personally. Many people have accompanied me along this path and believed in me. I am forever thankful for their support. My deepest gratitude goes to the College of Education faculty for accepting me into the program, and for trusting me to complete this journey. Thanks, also, to my professors for their help and their dedication to seeing me succeed. I appreciated the diverse opinions and perspectives they presented. There was something to take away from each and every class, and my practice was made better because of this program.

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Artistic Realizations Found in Generalist Preservice Teachers’ Courses: Rigor, Confidence, and Connections

Hunter-Doniger

Herring

2017

Studies in Art Education

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A Place for the Arts: The Past,the Present and Teacher Perceptions

Cited by 6 publications

References 0 publications

Challenges and Supports to Elementary Teacher Education: Case Study of Preservice Teachers’ Perspectives on Arts Integration

Challenges and Supports to Elementary Teacher Education: Case Study of Preservice Teachers’ Perspectives on Arts Integration

Examining the Role of Arts Education Partnerships in Sustaining Arts Programs in California Elementary Schools

Artistic Realizations Found in Generalist Preservice Teachers’ Courses: Rigor, Confidence, and Connections

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