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Lesson Plans

Re: Preservice Art Education Programs

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craig roland (rol1851.EDU)
Wed, 19 Feb 1997 09:43:27 -0500

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I've been thinking about the questions Karen Hamblen ask:

>What do you wish had been addressed in your preservice course
>If you are now teaching, what deficiencies have you noticed in your
>What was exceptionally good in your preservice experience?
>What is essential to a good preservice art education program?
>What do you think needs to be covered in preservice art education
My immediate response to these questions would be to provide a "laundry
list" of items that would include things like the following:

1.National Standards in the Visual Arts and the various competencies required.
2. practical bases for planning curricular activities in the visual arts.
3. practical strategies for providing art instruction to varied student
populations in grades K-12 (including students with disabilities and from
culturally diverse backgrounds).
4. principles and procedures for assessing student learning and performance
in the visual arts.
5. practical procedures for organizing and managing the art room.
6. the history of art teaching in the United States.
7. theories of child development in art.
8. psychological research in the field of creativity and its implications
for art classroom practices.
9. uses of technology in promoting teaching and learning in the visual arts.
10. contemporary research on cognition and its implications for teaching art.

I don't think this list covers all the bases nor will it guarantee that
"quality" teachers result. Of course, we need to include in the program a
heavy dose of on-the-job training with lots of classroom experience. But,
there are also some things that I feel we just can't teach prospective
teachers. They need to bring these things with them to the program. I'm
speaking of things like a "passion for your subject and for learning" and
"the ability to inspire" others to learn and to do their best. I'm not
saying we can't TRY to "infect" prospective teachers with these qualities.
. .they are just, in my mind, the most difficult to teach for.

There are other things I think we should consider here as well. I don't
think we can continue to just train "art teachers" for the public schools,
or people who are just teaching "art for art's sake." We need to prepare
them to work as team members with other teachers in the "integrated" school
curriculum and to work in alternative community settings (e.g., museums,
hospitals, art centers, etc.).

There's more to say...but, I'm trying to keep it short. With all the talk
of reforming teacher education, this is a timely subject for the list.
Steve's recent posting regarding School Reform & University Curriculua
(which I also wanted to address) also speaks to this issue. Hopefully the
discussion will continue.


CRAIG ROLAND. Associate Professor-Art Education.
Department of Art, University of Florida, Gainesville Florida.
32611-5801. (352) 392-9165 - Art Ed Office (352) 392-8453 - Fax

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