Visual arts education: The potential for teacher delight or despair

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.