Visual arts education: The potential for teacher delight or despair
Date
2017
Authors
Smyth, Jane
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This study investigates whether the anxiety evidenced in the
National Review of Visual Education (NRVE) (Davis, 2008),
regarding generalist primary teachers, also impacts on preschool
teachers’ delivery of Visual Arts. Taking a mixed-methods
approach the study is organised in three interlocking stages, the
first two of which seek to explore, at the preschool level,
whether the findings of previous studies are replicated in
preschools. The third and final stage, however, is designed to
take the issue beyond previous studies to consider what might be
done to address Arts anxiety at a local level while utilising
only existing resources.
Stage One uses both quantitative and qualitative questions to
survey a sample of preschool teachers in Canberra, in the
Australian Capital Territory (ACT) in relation to their teaching,
especially in the learning area of Visual Arts. The sample was
obtained by the snowball method: 50 requests for participation in
a confidential survey were dispatched by the researcher and 26
completed surveys were returned. Results from the survey showed
that this, albeit limited, sample of preschool teachers also
reported experiencing Art anxiety and a lack of confidence in
teaching Visual Arts. The final question of the confidential
survey invited respondents to indicate willingness to participate
in Stage Two and, if so, to provide contact details. Ten teachers
were then selected at random from the 25 who indicated
willingness to proceed to Stage Two. This second stage was a 30
minute individual interview with questions designed to allow
teachers to expand upon their survey responses and scope concerns
and issues. All ten teachers who were interviewed wished to be
selected to continue to Stage Three, an individualized
professional learning experience (after Rogers (1969)), offered
over three months in their place of work.
Selection for Stage Three was based on geographical situation as
well as level of teaching experience and preschool type to
maximise the diversity of the group. Each preschool teacher
worked with the researcher for up to three months on a trajectory
of her own choice and, consistent with the Rogerian learning
framework, evaluated her own progress towards self-chosen goals.
Using journal documentation and audio records of meetings with
the researcher a narrative of each teacher’s learning journey
was charted. All preschool teachers reported increased confidence
and enhanced direction in their teaching of Visual Arts. The
implications of the study for professional learning and further
research are explored within the context of this small-scale
study within a single location in Canberra, Australia.
The study has implications for individualized professional
development in preschools: The collaborative model developed and
trialled with preschool teachers has been recognised as having
potential for wider and immediate application.
Description
Keywords
Visual Arts anxiety, Early Childhood, teacher development, Visual Arts in preschools
Citation
Collections
Source
Type
Thesis (MPhil)
Book Title
Entity type
Access Statement
License Rights
Restricted until
Downloads
File
Description