The Importance of Self-Experience in Art for Future Generalist Teachers

Abstract

The personal attitude of teachers towards the subject they teach, their professional self-efficacy and expertise are essential for their ability to deliver subject content to pupils. However, the relationship of future teachers to the subject is formed earlier in their own educational history than at university. From it derives their interest in the subject and further education. Our research has shown that students specialising in primary education and afterschool education have negative memories of art education at primary schools and they evaluate the subject and its benefits as marginal.
 In this article, we will discuss how the transformation of the didactic approach when focusing more on the creative process rather than on the product can positively affect the already established relationship of future teachers to art education, and contribute to the understanding of the objectives of art education. This research was aimed at generalist teachers (primary school) and undergraduate students who will work in school clubs or as afterschool educators. The research was segmented into three phases where in the first phase of the research, we used a qualitative approach to determine the personal attitude of students to the subject of art education. In the second phase, we used the art-based approach. In this phase, didactic procedures inspired by creative art therapy and reflective experiential education were applied to change this attitude. Art-based approach was chosen mainly because it makes it possible to monitor the changes that take place in the process and at the same time, thanks to the process, it is possible to induce these changes. This type of research generates other, unexpected questions that enable a deeper understanding of the issue. In the third phase students presented their artworks and reflected on the creative processes, as well as on the course itself, its benefits, obstacles and transferable experiences.
 The conclusion of the research is that these methods can in a very short time change the attitude to one's own creative abilities / creative self-confidence / to update and expand the perception of the subject and its goals. At the same time, a need arises for deeper professional education that would facilitate students' didactic preparation of meaningful artistic activities.