Transferring Individual Self-Regulation Processes from Arts to Academics

The Artistic and Professional Development of Teachers

“…Even in schools with a strong commitment to the arts, pressures to raise test scores and adhere to a standardized curriculum can undermine teachers' creativity and autonomy (Amabile, 1996;Gordon, 1999). Limits on space and time and lack of ongoing training and support can further inhibit teachers' efforts to use artistic methods in classroom practice (Baum, Owen, & Oreck, 1997;McKean, 1998;Stake, Bresler, & Mabry, 1991). A teacher may feel that the arts are enjoyable and recognize potential cognitive and social benefits for students but still be unconvinced that learning and enjoyment in the arts is a judicious use of time.…”

A Tale of Five Countries: Background and Confidence in Preservice Primary Teachers in Drama Education across Five Countries

“…Thus, as Baum et al (1997) notes, primary aged school children tend not to be comfortable in moving their bodies creatively whether in dance, drama or movement to music. The strong focus on the basic skills testing in many schools in these western countries tends to marginalise the arts and train children not to take risks or be creative, so this could also have a bearing on the results from the western schools.…”

“…This subject now includes music, dance, drama, visual arts and sometimes media arts. Despite this reorganisation, according to Baum et al (1997) and Fraser et al (2007), with the increasing focus on basic skills testing in numeracy and literacy, in most westernised countries the arts are still marginalised and are often the first to drop off the timetable.…”

Teacher Education through Art: How to Teach Social Sciences through Artwork –The Student-Teachers’ Views

“…Teachers not being appropriately trained on how to use art in teaching or not considering it a serious teaching method might also be an important impediment in practice. (Amabile, 1996;Baum, Owen, & Oreck, 1997;Gordon, 1999).…”