Document Type

Dissertation

Date of Degree

Summer 2015

Degree Name

PhD (Doctor of Philosophy)

Degree In

Teaching and Learning

First Advisor

Rachel Marie-Crane Williams

Abstract

This is a qualitative, mixed-methods study that focuses on the experiences of pre-service teachers in an art methods for non-majors class. The purpose of this study is to describe the process of transforming pre-service elementary teachers’ apprehensive feelings and experiences about creating art. An examination of play, Thirdspace pedagogy, and contextual exploration within a humanistic approach all inform this study. The dataset exposed themes of apprehension and reluctance to art-making, community building, preconceptions about art and art-making, exploration, non-prescribed outcomes, learning from mistakes, and identity. The results of this study show evidence that explorative methods can alter the conceptions and approaches to art of pre-service teachers in an art methods for non-majors course. As a researcher, it is my hope that this study will impact art educators’ views of teaching art methods courses to non-majors.

Public Abstract

This qualitative mixed-methods study was created with an eye toward informing those involved with art education, specifically those involved in preparing beginning teachers to integrate visual art education as part of a core curriculum. The purpose of this study is to describe the process of transforming pre-service elementary teachers’ apprehensive feelings and experiences about creating art. The majority of pre-service teachers in this study had little artistic experience. An explorative method to teaching and learning is offered through an examination of play, Thirdspace pedagogy, and contextual exploration within a humanistic approach. The results of this study show evidence that explorative methods can alter the conceptions and approaches to art of pre-service teachers in an art methods for non-majors course. Implications can be extended to the future students of the pre-service teachers enrolled in an art methods course offering explorative art methods. These students will undoubtedly gain an education enriched by the pedagogical development of their teachers. The pre-service teachers who engage in explorative art methods will be equipped to encourage their students to learn through playful exploration. As a researcher, it is my hope that this study will impact art educators’ views of teaching art methods courses to non-majors.

Keywords

publicabstract, art methods, elementary art, non-artist, play-based, pre-service, psychogeography

Pages

x, 186

Bibliography

170-176

Copyright

Copyright 2015 Tiffany Ann Carr

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