Preparing Teachers of Art

By Congdon, Kristin G. | Studies in Art Education, Summer 1999 | Go to article overview

Preparing Teachers of Art


Congdon, Kristin G., Studies in Art Education


Day, M. (Ed.). (1997). Preparing Teachers of Art. Reston, VA: National Art Education Association. 154 pp. ISBN 1-890160-016

Despite some early misgivings, I found valuable information in the pages of Michael Day's anthology and some proposed directions for the field that were intriguing enough to keep me up late, for at least one night, thinking about our discipline and where it is headed. The engaging ideas can mostly be attributed to Jim Hutchens, who wrote the last chapter. However, several of the earlier sections (especially by Zimmerman, Galbraith, and DiBlasio) give credibility to his bold, and potentially frightening, proposals for the field.

There is no debate amongst the contributors to this anthology that Getty's DBAE approach is a positive one for art education. Most of the authors, and certainly the editor, are on record for supporting a DBAE approach. In fact, this publication is a result of an October 1995 symposium on art teacher preparation funded by the Getty Education Institute for the Arts (formerly the Getty Center for Education in the Arts). Selected participants were invited to publish their papers while including responses garnered from the attendees. This history may explain why all the authors present their research as if they are already sold on DBAE without debate about any possible shortcomings the approach might have. Their ideas are also infused with the now-all-too-clear awareness that higher education is currently under careful public scrutiny. As Hutchens states it, reflecting on several theorists, "The value system behind higher education has come under attack by legislators and university governing boards, and faculty are often viewed as the problem" (p. 140). This uncomfortable climate, in large part, informs the need to change, look good, and do better. But that is not all. Because schools have so often failed students and communities, because reform is clearly underway, and because the status of art education has always been tenuous, it seems clear that we must quickly and carefully chart our direction before it is done for us.

In Michael Day's introductory chapter on "Preparing Teachers of Art for the Year 2000 and Beyond," he posits a plan for recruiting, preparing, and retaining good teachers. Day claims that our field "carries the knowledge needed to help improve teacher preparation programs" (p. 4). He lists recent events that have had an impact on art education: publication of the National Visual Arts Standards; national certification in art by the National Board for Professional Teaching Standards; and the 1998 assessment by the National Assessment of Education Progress (p. 12). Other authors will repeatedly refer to these and other recent organizations and publications which are, like it or not, well on their way to changing the way art education is structured. Day gives us an organized approach for thinking about reform in teacher preparation programs. It is no surprise that the first programmatic component is Discipline Content.

Zimmerman's chapter looks at recent demographic research, gathered mostly from surveys, to find out who prepares art teachers and how they are prepared. Her chapter is useful, in part, because she describes the difficulty in finding accurate data. While she was able to make some preliminary findings, it is clear that more research is needed. She suggests, as do other contributors in this publication (notably Galbraith and Hutchens), that more established art education programs work with those who have not been brought up-to-date with current theory. Her second proposal is that the NAEA work with a private organization to maintain a database of demographic information on teacher preparation programs.

Galbraith examined books, articles, CD-ROM databases, and microfiches of college and university catalogues, as well as the Internet, to try to ascertain what art teachers are taught in preparation programs. She concludes that most art education programs have small numbers of faculty, many of whom have their primary focus elsewhere, and that the curriculum content of their preparatory programs is vast and varied.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Preparing Teachers of Art
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.