Art Teacher Training Must Change!

Miller, Phyllis

doi:10.2307/3192731

Cited by 3 publications

(2 citation statements)

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“…Only a small percentage of school districts provide certified art teachers or a formal art program at the elementary level (Miller, 1983), and the majority of elementary school art instruction is carried on by classroom teachers ( Chapman, 1971;1982, p. 67). Elementary teachers who have limited preparation in art education are able to introduce art activities in the classroom, but are not able to provide guidance in the process of percep tual development or guided criticism for their elementary students (Eisner, …”

Section: Background Of the Problemmentioning

confidence: 99%

The Effects of Structured Criticism Upon the Perceptual Differentiation and Studio Compositional Skills Displayed by College Elementary Education Students

Janov

1985

Marilyn Zurmuehlen Working Papers in Art Education

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IntroductionThis study attempts to investigate the possibility of obtaining an increase in the perceptual differentiation skills of elementary education students with limited art backgrounds and experience. The instructional strategy under consideration compares various degrees of student involvement with a structured criticism model. A description of the relationships among the level of perceptual differentiation, the degree of involvement in structured critique sessions, and the utilization of compositional strategies in students' drawings is intended to provide information regarding the question of critical periods in perceptual development as posed by Eisner (1980, p. 598).This information should prove to be helpful in the development of curriculum for preparing elementary classroom teachers.

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Section: Background Of the Problemmentioning

confidence: 99%

The Effects of Structured Criticism Upon the Perceptual Differentiation and Studio Compositional Skills Displayed by College Elementary Education Students

Janov

1985

Marilyn Zurmuehlen Working Papers in Art Education

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“…Future art teachers will need to be adequately prepared to meet the challenges of the advocated curricular changes. Teacher preparation programs have traditionally placed more emphasis on learning studio skills and less emphasis upon the study of art history (Hastie, 1984) and even less on the study of aesthetics and art criticism (Miller, 1983).…”

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confidence: 99%