Art Teachers as Leaders of <i>Authentic</i> Art Integration

Smilan, Cathy; Miraglia, Kathy Marzilli

doi:10.1080/00043125.2009.11519044

Cited by 25 publications

(9 citation statements)

References 5 publications

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“…The sense of constant change that teachers have reported to feel (Smilan, 2016;Smilan & Miraglia, 2009) is also apparent in the answers to teacher survey. The two following statements illustrate the whirlwind of choices and responsibilities that the teachers face: "The educational system is changing constantly, and someone somewhere always seems to be smarter than the subject teacher.…”

Section: Art Teachers' Experiences Of Teaching Key Competencesmentioning

confidence: 92%

“…Smilan (2016) describes situations where art teachers feel they must learn or re-learn skill sets that they have previously perceived as outside the art discipline to keep up with the district or school requirements. Smilan and Miraglia (2009) encourage art teachers to embrace the possibility of discovering new pathways to support students' knowledge acquisition and to purposefully engage students in learning through the arts.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Supporting Students’ Key Competences In Visual Art Classes: The Benefits Of Planning

Löfström¹,

Vahter²,

Arov³

2019

The European Proceedings of Social and Behavioural Sciences

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Section: Art Teachers' Experiences Of Teaching Key Competencesmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Supporting Students’ Key Competences In Visual Art Classes: The Benefits Of Planning

Löfström¹,

Vahter²,

Arov³

2019

The European Proceedings of Social and Behavioural Sciences

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show abstract

“…Professional development options that could help teachers to bring more ICT practices into their curriculum may be limited ( Downing and Watson, 2004 ), or there may be a lack of training of how to make the best use of additional resources, such as how to offer interpretations of different online art collections ( Wetterlund, 2009 ). There can also be concerns over the qualifications of an art teacher, who may already be struggling with the basic pedagogical aspects of art education ( Smilan and Miraglia, 2009 ), much less considering how to integrate technology into the art classroom. Some have called for a greater emphasis on preparing art teachers with “the best digital tools and practices available today in the professional training, so they will be better equipped to innovate for tomorrow” ( Roland, 2010 , p.23).…”

Section: Literature Reviewmentioning

confidence: 99%

K-12 art teacher technology use and preparation

Strycker

2020

Heliyon

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Largely absent from educational/instructional technology journals, this study focused on how K-12 art teachers in a southern state used technology to support teaching and learning, uses they found to be the best, and what kinds of technology training they received as part of their initial teacher preparation. Findings indicated that presentation and resource access technologies had transformed the way art teachers in the study work with students and materials. They also had little use of technology to support students with special needs and had limited technology experiences in their own training. Elementary art teachers were found to have more examples of student higher-order thinking skills promoting technology use, while secondary art teachers had more student media creation and a desire to implement digital portfolios. Additional findings and interpretations are offered.

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“…A growing body of empirical studies has reported the teaching artists’ positive impacts on changing the educational dynamics in classrooms (e.g. Childs‐Davis ; Graham ; Graham & Zwirn ; Smilan & Miraglia ). Childs‐Davis () conducted a single qualitative case study at an urban high school in Los Angeles which examined the process of collaborative classroom practices between a high school teacher and a teaching artist.…”

Section: Introductionmentioning

confidence: 99%

Social Expectations and Workplace Challenges: Teaching Artists in Korean Schools

Paek¹

2017

Int J Art Design Ed

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Social interest in art integration for curriculum enrichment and innovation, particularly at the turn of the century, has promoted extensive institutional partnerships between cultural organisations and public schools in many countries. Stimulated by social demands for innovative educational practices, these institutional partnerships have increased the numbers of teaching artists sent to schools. These artists are expected to contribute to the development of students’ creative imaginations by providing learning opportunities beyond conventional classroom practices. However, the extent to which teaching artists are able to develop creatively within their socially expected roles remains unclear, especially considering the marginal status of the arts in formal education settings. A recent survey‐ and interview‐based study conducted by the present author in South Korea demonstrated that teaching artists in schools find the structured educational system often limits the scope of their classroom practice. This article reviews the teaching artists’ concerns and needs identified in the study context and discusses ways to support their professional development and expand the roles of institutions in improving the quality of their teaching practice. The discussion also examines historical and socio‐political factors that have influenced the persisting challenges of structural issues inherited in the Teaching Artists in Schools Program in South Korea to provide suggestions for more sustainable and instructive collaborations.

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Art Teachers as Leaders of Authentic Art Integration

Cited by 25 publications

References 5 publications

Supporting Students’ Key Competences In Visual Art Classes: The Benefits Of Planning

Supporting Students’ Key Competences In Visual Art Classes: The Benefits Of Planning

K-12 art teacher technology use and preparation

Social Expectations and Workplace Challenges: Teaching Artists in Korean Schools

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