Revisioning Visions: Narrative Case Studies of Classroom Teachers’ Changing Views of Drama

Seeking Harmony: Teachers' perspectives on learning to teach in and through the arts

“…This inquiry confirms previous findings that artist/teacher collaboration develops teachers' confidence and also their instructional expertise (Murray, 2001;Burnaford, Aprill & Weiss, 2001;Harland et al, 2005;Upitis, Smithrim & Soren, 1999;Wahlstrom, 2003) and encourages them to teach the arts in their own classrooms (Ingram & Riedel, 2003;Patteson, 2002;Smithrim & Upitis, 2001;Upitis, 2005). Further, it extends previous findings that the comfort and confidence levels with the arts can be increased in a program where there is a balance of subject expertise and integrative teaching strategies (Andrews, 1995(Andrews, , 1999Smithrim & Upitis, 2001).…”

“…Partnerships among arts organizations and educational institutions involving artists collaborating with teachers have been promoted as a means of enhancing teachers' arts learning and developing their artistic skills (Arts Education Partnership, 2001;Arts, Inc. & Performing Tree, 2000;Catterall & Waldorf, 1999;Delzell, Gonsalves & Sivill, 2009;Naples, 2001). Artist-teacher collaboration develops teachers' confidence and also their instructional expertise (Murray, 2001;Burnaford, Aprill & Weiss, 2001;Harland, Lord, Stott, Kinder, Lamont & Ashworth, 2005;Upitis, Smithrim & Soren, 1999;Wahlstrom, 2003), and encourages them to teach the arts in their own classrooms (Ingram & Riedel, 2003;Patteson, 2002;Smithrim & Upitis, 2001;Upitis, 2005). This author also found that course delivery involving artist-teachers is effective for increasing elementary teacher-candidates' expertise and confidence to teach the arts (Andrews, 1995(Andrews, , 1999.…”

“…A key element of the confidence-raising was the power of the arts to promote self-expression and the existence of an open, accepting environment. These themes appear in the literature where there is direct artist involvement with teachers (Burnaford, Aprill & Weiss, 2001;Murray, 2001;Upitis, 2005).…”

“…The integration of the arts into the school curriculum by teachers is more likely to occur when supported by artists whether in teacher education (Andrews, 1999(Andrews, , 2006Garcia, 2003;Upitis, Smithrim & Soren, 1999), professional development (Andrews, 2008a;Patteson, 2002;Smithrim & Upitis, 2001), or on-site in the classroom (ARTS, Inc. & Performing Tree, 2001;Murray, 2001;Smithrim & Upitis, 2005). However, artist/teacher collaboration also engenders scheduling and timetable challenges, and requires patience on the part of teachers, artists, course, teacher educators, and partner organizations, especially during the initial stages of implementation (Poetter & Eagle, 2009).…”

Noncognitive Factors in an Elementary School-Wide Arts Integrated Model

“…Similarly, Murray (2004) proposes a framework crowded with prepositions, discussing drama as something that can be done to, for, or with children. She develops her ideas into a continuum of status: peripheral, utilitarian, craft, and finally art.…”