Relevant bibliographies by topics / Art Art teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Art Art teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Art Art teachers"

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Peterson, Joan. "Assessing Art Teachers." Arts Education Policy Review 98, no. 1 (October 1996): 22–26. http://dx.doi.org/10.1080/10632913.1996.9935089.

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Sweeny, Robert. "Teaching Art, Teaching Artists, Teaching Art Teachers." Art Education 66, no. 3 (May 2013): 6–7. http://dx.doi.org/10.1080/00043125.2013.11519217.

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Galbraith, Lynn. "Research-Oriented Art Teachers: Implications for Art Teaching." Art Education 41, no. 5 (September 1988): 50. http://dx.doi.org/10.2307/3193078.

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Erickson, Mary, and Pat Villeneuve. "Bases of Preservice Art Teachers’ Reflective Art Judgments." Studies in Art Education 50, no. 2 (January 2009): 184–200. http://dx.doi.org/10.1080/00393541.2009.11518765.

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Donnelly, Nora P. "Regarding art and regarding future teachers regarding art." Irish Educational Studies 22, no. 1 (March 2003): 89–104. http://dx.doi.org/10.1080/0332331030220109.

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Smilan, Cathy, and Kathy Marzilli Miraglia. "Art Teachers as Leaders of Authentic Art Integration." Art Education 62, no. 6 (November 2009): 39–45. http://dx.doi.org/10.1080/00043125.2009.11519044.

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D'Angelo, James. "Computers for Art Teachers." Art Education 41, no. 5 (September 1988): 41. http://dx.doi.org/10.2307/3193077.

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Congdon, Kristin G., and M. Day. "Preparing Teachers of Art." Studies in Art Education 40, no. 4 (1999): 377. http://dx.doi.org/10.2307/1320556.

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Armstrong, Carmen, and Michael Day. "Preparing Teachers of Art." Journal of Aesthetic Education 33, no. 1 (1999): 107. http://dx.doi.org/10.2307/3333743.

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Stoehr, Kathleen J., and Janet M. Liston. "Tessellation art." Teaching Children Mathematics 23, no. 8 (April 2017): 512. http://dx.doi.org/10.5951/teacchilmath.23.8.0512.

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Engage students in discovering and creating tessellations through patterns from their everyday lives. Students make tessellations come alive as geometric shapes with no gaps or overlaps through hands on activities. Postscript items are designed as rich grab-and-go resources that any teacher can quickly incorporate into his or her classroom repertoire with little effort and maximum impact. Submit your quick game, puzzle, activity, or instructional strategy along with suggestions for how teachers of different grade bands (K–1, 2–3, 4–6) can use this idea. Send submissions of no more than 250 words to this department by accessing http://tcm.msubmit.net. See detailed submission guidelines for all departments at http://www.nctm.org/WriteForTCM
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Dissertations / Theses on the topic "Art Art teachers"

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Quin?ones, Agar V. "Student Art Assessments, Teacher Evaluations, and Job Satisfaction among Art Teachers." Thesis, St. Thomas University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745119.

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The purpose of this qualitative case study was to explore and recognize if district-created student art assessments and teacher evaluations influenced the job satisfaction of art teachers due to the increased teacher turnovers and teacher shortages. The experiences, beliefs, and perceptions of the art teachers were critical in understanding and establishing if the increased implementation of the accountability measures added to the stress level and job satisfaction experienced by art teachers. The sample for this case study comprised of 10 male and female art teachers who were certified to teach art within the State of Florida for at least five years and were currently or formerly employed in the Central Florida region. The art teachers were invited first through email invitations and subsequent participants were recruited through the snowball method. Data gathered in this study was collected through audio and visual recordings through the semi-structured interview process. The data collected were analyzed using NVivo 11 Pro (QSR International, 2017) software to uncover themes, patterns, and critical phrases shared by participants. The five themes were: (a) there is a greater level of stress is experienced by teachers from student art assessments and teacher evaluations than ever before; (b) there is much confusion and lack of information on the purpose, procedures, and calculation of student art assessments and VAM scores; (c) class size and an overloaded schedule are detrimental to both the already heightened stress level of art teachers; (d) a supportive, understanding, and appreciative leadership team at each school has a positive impact on an art teacher; (e) a teacher evaluation system that is applicable and fitting for performing arts courses is a necessity within the district. Research findings from this qualitative study exposed the experiences, perceptions, and challenges art teachers have encountered in relation to the district-created student art assessments and teacher evaluations, while teaching in the Central Florida region.

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Allison, Amanda Bain Christina Bittel. "Critical theory and preservice art education one art teacher educator's journey of equipping art teachers for inclusion /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6139.

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Willis-Fisher, Linda Salome Richard A. "A survey of the inclusion of aesthetics, art criticism, art history, and art production in art teacher preparation programs." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203045.

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Thesis (Ed. D.)--Illinois State University, 1991.
Title from title page screen, viewed December 21, 2005. Dissertation Committee: Richard A. Salome (chair), Jack Hobbs, Noreen Michael, Marilyn P. Newby, Fred A. Taylor. Includes bibliographical references (leaves 112-115) and abstract. Also available in print.
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Allison, Amanda. "Critical Theory and Preservice Art Education: One Art Teacher Educator's Journey of Equipping Art Teachers for Inclusion." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6139/.

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This qualitative action research study examines how critical theory defined and guided my practice as an art teacher educator while I provided inclusion training for seven preservice art teachers during their student teaching. Sources of data included a personal journal, the inclusion curriculum I created for the preservice teachers and questionnaires and interviews. Primary findings indicated that critical theory had a substantive impact on the evolving development of my teaching philosophy, in particular my attention to issues of power redistribution in the classroom and my developing notion of teaching as form of artistry. The findings of this study also indicate that the primary impact of critical theory upon the preservice teachers was the articulation of their personal narratives and its relation to the development of their teaching identities. Further, mentoring these preservice art teachers in critical theory increased their competence in solving educational dilemmas. A primary finding of this study was how significant of a role the supervising or mentor teacher plays in developing preservice teachers' identity. As this is acknowledged, valued and utilized, more collaborative relationships among these stakeholders in the education of the preservice art teacher can be forged. The study provides implications for art teacher educators as they provide inclusion training to preservice teachers. These include honoring narratives, articulating a broader notion of inclusion, and using context-specific instructional tools while preservice teachers are completing fieldwork with students with disabilities. One suggestion for future research is to conduct longitudinal studies which explore and validate the impact of critical theory upon art teacher educators and preservice art teachers during the student teaching semester and several years beyond.
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Knight-Mudie, Karen, and n/a. "Attitudes towards art competitions of senior secondary art students and teachers." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060811.154408.

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Growing concern for the popularity of art competitions that encourage participation of secondary school senior art students is reflected in debate by many Australian art educators. It appears that acceptance of the external goal of winning a prize may demonstrate that many students and teachers have not fully considered the adverse implications of extrinsic rewards on learning strategies relevant to artistic behavior. On the other hand the benefit of exhibitions of student art work appears to be overshadowed by the prevalence of art competitions. This study surveys attitudes and perceptions of art teachers and secondary senior art students towards art competitions supported by the school. Subjects include secondary senior art students and teachers from selected Brisbane Independent Schools. It appears that participation in art competitions is more frequent in these schools. Results may prove beneficial to art educators who are concerned with the issue of extrinsic rewards for artistic behavior.
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Breitenstein, Gary. "A Comparison of Texas Pre-service Teacher Education Programs in Art and the 1999 National Art Education Association's Standards for Art Teacher Preparation." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3156/.

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Texas programs in pre-service art teacher preparation vary little. Since 1970, the National Art Education Association (NAEA) has created voluntary standards in hopes of decreasing variability among programs. In 1999, the NAEA published Standards for Art Teacher Preparation, outlining 20 content areas that art pre-service programs should provide their students. To obtain information on the implementation and the extent to which these 20 standards are being implemented, a questionnaire was sent to all programs in Texas. The 20 standards were the dependent variable for the study. The four independent variables used in this ex post facto study were: the size of the institution where the program exists; the number of full-time art faculty; the number of full-time art education faculty; and, the number of undergraduate art education students who graduated last year. The 20 standards or provisions were scored on a Lickert scale with six options: zero (not taught) to five (comprehensively taught). The response size (N = 23) was 47% of the state's 49 approved programs. The results from the survey suggest no significant difference among programs. However, the results showed a significant difference in the number of provisions taught between programs with no art educators and those with 1 to 3 art educators. One art educator seemed to increase the number of pedagogical provisions taught but did not increase the extent or enhance the degree to which each provision was taught. A comprehensively taught response to the NAEA provisions on the questionnaire was further investigated through analysis of catalog course descriptions and correspondence with participants. The results are estimated in credit hours and indicate that there may be a point where time on task decides the limit that constitutes a comprehensive preparation. Perspectives on content are discussed and regarded as too subjective to define comprehensive preparation. Comprehensive time on task varies with content, which may imply an unconscious marker of time shared by educators that defines a comprehensive preparation for each provision. Changing and local standards in art pre-service programs may have produced a range of interpretations regarding the meaning of "comprehensively taught.";
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Taylor, Kristin Vanderlip. "Visual Art Communities of Practice| Cultivating Support for Beginning Visual Art Teachers." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816921.

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Visual art teachers, from beginning to veteran, often report experiencing feelings of professional isolation and a desire for content-specific support and collaborative professional learning experiences. Mentoring and Induction Programs (IPs) offered by schools and districts continue to fall short of meeting the needs of beginning visual art teachers in particular. There are a large number of visual art teachers in the state of California, especially in Los Angeles County, yet there are no visual art specific support networks for beginning visual art teachers to help them navigate their first years teaching. Collaborative learning groups, such as communities of practice (CoP), may offer visual art teachers opportunities to learn together and support one another in shared learning, yet none have been formally documented in Los Angeles County as a means of supporting novice art educators. The Exploratorium in San Francisco, CA has established a community of practice called the Teacher Induction Program (TIP) to support beginning science teachers with content-specific pedagogy during their first two years of teaching. Using the TIP as a framework, a visual art professional growth support community was outlined for this study based on the needs and concerns of visual art teachers reported throughout the literature. Beginning visual art teachers in Los Angeles County were interviewed to help the researcher better understand their existing and desired supports, as well as their individual needs and concerns as new teachers. The visual art CoP was proposed to them to elicit feedback about its anticipated values (immediate, potential, applied) based on their lived experiences as first or second year PK-12 public school visual art teachers in Los Angeles County.

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Bamford, Anne Kathleen. "The qualities of primary art teachers /." Electronic version, 2002. http://adt.lib.uts.edu.au/public/adt-NTSM20041011.182559/index.html.

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Bennet, C. "Art teachers' careers and career perceptions." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381777.

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Venet, Cheryl. "Art teachers' opinions of assessment criteria /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974694.

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Books on the topic "Art Art teachers"

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Schick, Eleanor. Art lessons. New York: Greenwillow Books, 1987.

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Clement, Robert. Art and design: Teachers' guide. [Guildford]: Southern Examining Group in collaboration with the National Extension College, 1987.

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Newman, Victor. First Nations art teachers' handbook. Victoria, B.C: The Division, 1998.

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Brouch, Virginia M. Appleseeds: For beginning art teachers. Reston, VA: National Art Education Association, 1987.

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Murder is an art. New York: Thomas Dunne Books, 1999.

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Gordon, Stewart. Etudes for piano teachers: Reflections onthe teacher's art. New York: Oxford University Press, 1995.

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Carson, Janet. It's art time II: A guide for beginning art teachers. Eau Claire, WI: Wellington Press, 1990.

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Understanding art: A guide for teachers. London: P. Chapman, 2003.

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Clement, Robert. GCSE art & design: A teachers' guide. (U.K.): Southern Examining Group in collaboration with National Extension College, 1987.

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Baker, Elaine. Amazing ideas for agitated art teachers. London: Collins Educational, 1991.

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Book chapters on the topic "Art Art teachers"

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Jokela, Timo. "Searching the Ways of the Art of Art Education in the North." In Artist-Teachers in Context, 73–81. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-633-0_9.

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Nordlander, Edvard, and Maria Cortas Nordlander. "The Noble Art of Problem Solving." In Technology Teachers as Researchers, 101–17. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-443-7_6.

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Guggisberg, Sonia. "Art as an Ecology of Knowledge." In Artist-Teachers in Context, 103–12. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-633-0_12.

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Zurayk, Afaf. "Presence and Absence in Art Education." In Artist-Teachers in Context, 139–47. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-633-0_16.

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March, Claire. "Mentoring for art and design." In Mentoring Teachers in the Primary School, 145–57. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-16.

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Castillo, Mónica. "The Compatibility of Teaching and Making Art." In Artist-Teachers in Context, 1–8. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-633-0_1.

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Tham, Hong Wan. "Art Education in Singapore and the Possibility of Living Differently." In Artist-Teachers in Context, 83–92. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-633-0_10.

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Kehk, Bee Lian. "Art Teachers as Reflective Practitioners in the Classroom." In Artistic Thinking in the Schools, 41–60. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8993-1_3.

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Gulla, Amanda Nicole, and Molly Hamilton Sherman. "Art as Exploration: Jacob Lawrence and the Great Migration." In Inquiry-Based Learning Through the Creative Arts for Teachers and Teacher Educators, 117–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57137-5_6.

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Smylie, Mark A. "Research on Teacher Leadership: Assessing the State of the Art." In International Handbook of Teachers and Teaching, 521–91. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4942-6_15.

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Conference papers on the topic "Art Art teachers"

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Koptseva, Tatiana A. "Innovative Forms Of Art Teachers’ Activities." In EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.51.

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Ardipal. "Teachers in Art Education: What Elementary School Needs to Do More with Art Appreciation." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.43.

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Bačlija Sušić, Blaženka, Jasna Kudek Mirošević, and Katarina Habe. "ART- EXPRESSIVE THERAPIES FROM PERSPECTIVE OF PRESCHOOL TEACHERS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1122.

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Septian, Ilham, and Rita Milyartini. "Cultural Art Teachers' perceptions toward Flipped Classroom Approach." In ICFET 2020: 2020 The 6th International Conference on Frontiers of Educational Technologies. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3404709.3404738.

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Guo, Cancan. "The Role of Art Design Teachers in Classroom Teaching." In 2017 International Conference on Education, Economics and Management Research (ICEEMR 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iceemr-17.2017.12.

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Forsler, Ingrid. "THINKING TOGETHER. ONLINE COLLABORATIVE LEARNING AMONG SWEDISH ART TEACHERS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0434.

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Mynbayeva, Aigerim. "Creative And Art Techniques In Stress Prevention For Prospective Teachers." In 9th International Conference on Cognitive - Social, and Behavioural Sciences (icCSBs 2020). European Publisher, 2020. http://dx.doi.org/10.15405/epes.20121.7.

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Zhou, Zhenyu, and Yana Levchnko. "CONTINUING EDUCATION OF MUSIC ART TEACHERS IN THE PR CHINA." In Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-571-89-3_30.

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Zhang, Xiaolei. "Analysis on the Strategies for Cultivating Kindergarten Teachers' Art Education Skills." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.307.

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Pronyaeva, Nadezhda Anatolevna. "The Specifics of Work With Gifted Children in Special Piano Lessons at Children’s Art School." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75365.

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The concept of “musical talent” is considered, as well as the main musical and performance abilities and skills of students-pianists. The features of teachers’ modern teaching approach in piano lessons with gifted children are characterized. The distinctive features of the manifestation of the basic musical talent of gifted children in the piano lessons are analyzed. The importance of enlightening the teacher to the individual characteristics of a gifted child is emphasized.
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Reports on the topic "Art Art teachers"

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Figlio, David, Morton Schapiro, and Kevin Soter. Are Tenure Track Professors Better Teachers? Cambridge, MA: National Bureau of Economic Research, September 2013. http://dx.doi.org/10.3386/w19406.

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Mahler, Patten Priestley. Are Teacher Pensions "Hazardous" for Schools? W.E. Upjohn Institute, December 2017. http://dx.doi.org/10.17848/wp18-281.

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Clotfelter, Charles, Helen Ladd, and Jacob Vigdor. Are Teacher Absences Worth Worrying About in the U.S.? Cambridge, MA: National Bureau of Economic Research, November 2007. http://dx.doi.org/10.3386/w13648.

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Barrentine, Scott. Analyzing the Online Environment: How are More Effective Teachers Spending Their Time? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5727.

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Fitzpatrick, Maria Donovan. How Much Are Public School Teachers Willing to Pay for Their Retirement Benefits? Cambridge, MA: National Bureau of Economic Research, October 2014. http://dx.doi.org/10.3386/w20582.

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Gagnon, Douglas, and Marybeth Mattingly. Beginning teachers are more common in rural, high-poverty, and racially diverse schools. University of New Hampshire Libraries, 2012. http://dx.doi.org/10.34051/p/2020.173.

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Carneiro, Pedro, Yyannú Cruz-Aguayo, and Norbert Schady. Where the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement. Inter-American Development Bank, April 2017. http://dx.doi.org/10.18235/0000700.

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Peters, Vanessa. Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/52.

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This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms.
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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).
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