1990 teacher viewpoint survey: the results and comparisons.Has art education changed in the last ten years? We can't say yes or no with any certainty CERTAINTY, UNCERTAINTY, contracts. In matters of obligation, a thing is certain, when its essence, quality, and quantity, are described, distinctly set forth, Dig. 12, 1, 6. It is uncertain, when the description is not that of one individual object, but designates only the kind. Louis. . However, we do think you will be interested in the results of our 1990 survey and some comparisons with our survey published in the May 1979 issue of SchoolArts  This article or section is written like an .Please help [ rewrite this article] from a neutral point of view. Mark blatant advertising for , using . . Our report concentrates on replies from art teachers. Although teaching experience and different grade levels were well represented, the sample is not necessarily representative of all art teachers. Also, notice that the totals for each question may not equal the number of respondents In the context of marketing research, a representative sample drawn from a larger population of people from whom information is collected and used to develop or confirm marketing strategy. (checks are often made in more than one category). Refer to Figures 1, 2 and 3 for specific information. [FIGURE 3 OMITTED]
Figure 1
Art Teachers Who Responded
Years of Teaching Experience
Totals
Total Number of
Survey
Participants 789 203 147 377
ART TEACHERS 739 * Years Years Years
or SUPERVISORS 0-5 6-10 11 or more
Elementary
School 326 (103) 32% (78) 24% (145) 45%
Junior High/
Middle School 120 (28) 23% (23) 19% (69) 57%
Senior High
School 167 (34) 20% (31) 18% (102) 61%
K-12 or Art
Supervisor 90 (23) 26% (14) 16% (53) 59%
Figure 2
Students Who Were Served
Total
Number
of Average
Students Teaching
Total Number of Survey Participants 789 Served Load
ART TEACHERS or SUPERVISORS 739 * 231,161 329
Elementary School 326 161,133 494
Junior High/Middle School 120 29,257 244
Senior High School 167 19,163 115
K-12 or Art Supervisor 90 21,608 240
Fourteen of the questions on the initial survey were repeated in 1990 in order to compare teacher viewpoints (programming) ViewPoints - A framework for distributed and concurrent software engineering which provides an alternative approach to traditional centralised software development environments. in 1990 with viewpoints from a decade ago. Seven new questions were added in 1990 to reflect more recent trends in art education. Also, our 1990 report includes responses at three levels of teaching experience. Differences between surveys, levels and teaching experience are discussed when they are at 10% or more. Who Responded? We received 789 replies to the 1990 Teacher Viewpoint Survey. Out of the 789 replies, this report will highlight the responses from 326 elementary elementary /el·e·men·ta·ry/ (el?e-men´tah-re) not resolvable or divisible into simpler parts or components. elementary not resolvable into simpler parts. elementary body 1. art teachers, 120 junior high art teachers, 167 senior high art teachers, and 90 K-12 art teachers and supervisors (see Figure 1). The remaining responses were from elementary classroom teachers, college students, museum educators This is a list of educators. See also: Education, List of education topics.
General
Comparisons of the 1979 and 1990 surveys. In the 1979 survey, 710 teachers responded and the report concentrated on the 600 replies from art teachers. We are pleased that more teachers responded to the second survey. We think the numbers of replies to both surveys allow for comparisons of the results. Students Served. As you can see in Figure 2, the 739 art teachers serve approximately ap·prox·i·mate adj. 1. Almost exact or correct: the approximate time of the accident. 2. 231,161 students. Teaching loads, based on numbers of students served at each grade level, are also shown. Comparisons of the 1979 and 1990 surveys. The average teaching load for elementary teachers was 76 students lower than the 1979 survey. Likewise, junior high teachers had 20 fewer students, senior high teachers had 12 fewer students, and K-12 had over 1,000 fewer students. With more teachers serving fewer students in 1990, class sizes are smaller at all levels. What is Taught? More than 75% of all respondents include basic design, drawing, painting, collage collage (kəläzh`, kō–) [Fr.,=pasting], technique in art consisting of cutting and pasting natural or manufactured materials to a painted or unpainted surface—hence, a work of art in this medium. , sculpture sculpture, art of producing in three dimensions representations of natural or imagined forms. It includes sculpture in the round, which can be viewed from any direction, as well as incised relief, in which the lines are cut into a flat surface. , printmaking printmaking Art form consisting of the production of images, usually on paper but occasionally on fabric, parchment, plastic, or other support, by various techniques of multiplication, under the direct supervision of or by the hand of the artist. and mixed media in their programs. Elementary teachers included sculpture, ceramics ceramics (sərăm`ĭks), materials made of nonmetallic minerals that have been permanently hardened by firing at a high temperature, or objects made of such materials. , weaving weaving, the art of forming a fabric by interlacing at right angles two or more sets of yarn or other material. It is one of the most ancient fundamental arts, as indicated by archaeological evidence. and architecture more often and lettering less often than secondary teachers. Use of computers in art was checked by 28% of teachers. Comparisons of the 1979 and 1990 surveys. The results were surprisingly similar. In 1979 we noted that relatively few teachers were introducing students to design in everyday life. Batik batik (bətēk`), method of decorating fabrics practiced for centuries by the natives of Indonesia. It consists of applying a design to the surface of the cloth by using melted wax. , for example, is still being taught by far more teachers than interior design, environmental design or industrial design. Nearly half of the elementary art teachers are now dealing with architecture, compared with 32% a decade ago. Program Enrichment enrichment Food industry The addition of vitamins or minerals to a food–eg, wheat, which may have been lost during processing. See White flour; Cf Whole grains. . Over 50% of teachers have art exhibits and take field trips to museums. New teachers arc more inclined to sponsor art clubs. Senior high teachers are more apt to have local artists visit, take field trips to museums and sponsor art clubs. Elementary teachers arc more involved in team teaching and having parents serve as volunteers. Comparisons of the 1979 and 1990 surveys. More teachers are taking their students on field trips to museums! Problems. The most common problem is inadequate space, equipment and storage. Elementary teachers are most concerned with short class periods and inadequate planning time. Senior high teachers are most concerned with inadequate budgets. Junior high teachers are most concerned with large class sizes (see question 3). Other problems bothering most teachers are not enough time for their personal artwork Artwork may refer to:
adj. Lacking interest or concern; indifferent. ap  a·thet students (see question 6). Very few teachers at any level were
uncertain about wanting to teach.
Comparisons of the 1979 and 1990 surveys. Elementary and junior high teachers are slightly less concerned about inadequate space, and senior high teachers are more concerned about unruly students in 1990. The Artist-Teacher Role. Over 50% of the teachers indicate that it is valuable for art teachers to also be practicing artists. Over one-third, particularly those with 0-5 years of experience, say it is absolutely essential (sec question 5). Teachers were asked about their own exhibition records (see question 6). Approximately 45% state that they have created but not exhibited their work. Over one third have exhibited in juried or invitational in·vi·ta·tion·al adj. Restricted to invited participants: an invitational golf tournament. n. An event, especially a sports tournament, restricted to invited participants. Adj. 1. shows. Comparisons of the 1979 and 1990 surveys. Overall, the results are similar. In 1990, fewer elementary art teachers and K-12 or supervisors say that it is absolutely essential for teachers to be practicing artists. Also, fewer elementary and junior high teachers report they have exhibited in juried shows. Other Professional Participation. Teachers were asked how often they personally visited museums or galleries during a year. Almost 50% say they attend from 1-5 times, and over 20% attend 6-10 times (see question 7). Participation in professional associations is low. Only 13% state that they are very active, and over 45% say they rarely participate (see question 8). Teachers with over 10 years of experience are more inclined to be very active. Approximately 40% of the teachers who have students eligible for the Scholastic Art Exhibit indicate that their students would enter this year (see question 9). Comparisons of the 1979 and 1990 surveys. Overall, art teachers attend art museums at about the same rate as in 1979. Elementary art teachers and K-12 or supervisors in 1990 appear to be slightly more involved in professional organizations. More secondary teachers (40%) in 1990 say that their students would enter the Scholastic Art Exhibit (25% in 1979). Curriculum Concerns: Integration. Elementary and junior high teachers are more inclined to integrate art with academic subjects than high school teachers. While many teachers (4-6%) occasionally teach relationships among the arts (see question 20), most also say they don't know Don't know (DK, DKed) "Don't know the trade." A Street expression used whenever one party lacks knowledge of a trade or receives conflicting instructions from the other party. enough about the other arts to relate them. Art History. The majority of respondents (48%) teach art history on a regular basis, and 45% teach it informally in connection with creative art activities (see question 17). Only 2% indicated that they rarely taught art history. The most frequently checked approaches are "famous artist and artworks This article is about the software drawing application. For art objects, see work of art. ArtWorks is an advanced vector drawing package for RISC OS created by Computer Concepts (now Xara) in 1991. It has been developed by MW Software since 1996. " (32%) and "historical de signs and techniques related to creative art activity" (25%) (see question 18). Programs. When asked to describe their art program 30% checked "develops openness to new ideas "New Ideas" is the debut single by Scottish New Wave/Indie Rock act The Dykeenies. It was first released as a Double A-side with "Will It Happen Tonight?" on July 17, 2006. The band also recorded a video for the track. , originality o·rig·i·nal·i·ty n. pl. o·rig·i·nal·i·ties 1. The quality of being original. 2. The capacity to act or think independently. 3. Something original. Noun 1. and imagination," and 25% checked "builds perceptual per·cep·tu·al adj. Of, based on, or involving perception. skills and ability to use media" (see question 21). Teachers with more than eleven years of experience checked "demonstrates that art is more important and not a frill" more often. Comparisons of the 1979 and 1990 surveys. In regard to curriculum integration, more junior high teachers shifted from the "occasional" to "regularly as part of their philosophy." At all levels, art history is being taught more often on a regular basis (48% in 1990 from 30% in 1979). Fewer teachers approach it informally (45% in 1990 from 57% in 1979). Also there was a gradual The Gradual (Latin: graduale, sometimes called the Grail) is a chant in the extraordinary form of the Roman Catholic Mass, sung after the reading or singing of the Epistle and before the Alleluia, or, during penitential seasons, before the Tract. shift away from perceptual skills and media in 1990. Additional Questions for 1990 Seven questions were added to the survey in 1990. These questions center around trends in education and society, multicultural mul·ti·cul·tur·al adj. 1. Of, relating to, or including several cultures. 2. Of or relating to a social or educational theory that encourages interest in many cultures within a society rather than in only a mainstream culture. education, discipline-based art education and resources. Trends in education and society. The four most frequently checked to pies, in order, are curriculum development (69%), creative thinking skills (61%), mainstreaming (49%), and safety in the artroom (35%). Less than one fourth mention showing achievements of women and minority groups, multicultural education, formal assessment/tests, and non-English speaking students (see question 11). Senior high teachers check assessment and safety more often, while elementary and junior high art teachers check mainstreaming and behavioral behavioral pertaining to behavior. behavioral disorders see vice. behavioral seizure see psychomotor seizure. objectives more often. Teachers with 0-5 years of experience are more concerned about behavioral objectives and "at-risk at-risk adj. Being endangered, as from exposure to disease or from a lack of parental or familial guidance and proper health care: efforts to make the vaccine available to at-risk groups of children. " students, and teachers with more than 11 years of experience are more concerned about safety. Multicultural education. Only 7% indicate that this is a major emphasis (see question 12). More than half of the teachers indicate that they have few multicultural activities. Discipline-based art education. Most teachers are "very familiar" with DBAE DBAE Discipline-Based Art Education DBAE Doctors in Britain against Animal Experiments (45%) or "acquainted" with it (39%). The majority of art teachers (50%) indicate that they support and practice most features of DBAE, 16% indicate that they strongly support it, and 20% say that they are not enthusiastic and have many concerns. Senior high art teachers are slightly less inclined to strongly support DBAE. The majority of teachers (55%) define/introduce the term aesthetics aesthetics (ĕsthĕt`ĭks), the branch of philosophy that is concerned with the nature of art and the criteria of artistic judgment. as "perceptual awareness or sensitivity to beauty." Only 6% state that they define aesthetics as "learning about theories and philosophies of art." Elementary and junior high art teachers are less inclined to introduce or use the term. More than half of the teachers (52%) view criticism as "a means of talking about art." Most (41%) use the term regularly, "as a process of inquiry in looking at art." Many (39%) use criticism during classroom critiques. Elementary art teachers are less inclined to use this term during classroom critiques. Resources. Teachers were asked to check three resources that they use most often. Large reproductions were checked most often (77%), followed by art textbooks (54%), slides (53%), filmstrips (24%), small postcard reproductions (22%), films and videos (both at 16%), and art games (6%). More than other groups, senior high art teachers tend to use slides. They also use filmstrips and reproductions less than other groups. The use of art textbooks appears to increase from elementary to high school. Commentary. It is difficult to briefly summarize sum·ma·rize intr. & tr.v. sum·ma·rized, sum·ma·riz·ing, sum·ma·riz·es To make a summary or make a summary of. sum all of the information in our two surveys. It is important to remember that the responses were voluntary and these percentages do not necessarily represent all art teachers. One of the most striking observations in comparing the two surveys is the large number of similarities. Not much has changed regarding the art-forms that are taught, the problems identified by teachers, the enrichment offered, and teachers' personal and professional development. One major difference is the greater number of teachers who are teaching art history on a regular basis. Our new questions suggest that many teachers (84%) are either very familiar or acquainted with discipline-based art education. While most are enthusiastic, some (20%) have many concerns about it. Responses to the questions on art history, art criticism aesthetics, and studio suggest that teachers may interpret To run a program one line at a time. Each line of source language is translated into machine language and then executed. DBAE in very different ways. Finally, we want to thank our readers who took the time and effort to respond to the survey, and credit the statistician, Michael Michael, archangel Michael (mī`kəl) [Heb.,=who is like God?], archangel prominent in Christian, Jewish, and Muslim traditions. In the Bible and early Jewish literature, Michael is one of the angels of God's presence. Thombs, who processed the replies, for providing this opportunity to portray por·tray tr.v. por·trayed, por·tray·ing, por·trays 1. To depict or represent pictorially; make a picture of. 2. To depict or describe in words. 3. To represent dramatically, as on the stage. "what's happening in art education today."
1. Teachers are selective
in what they teach.
Which of these art Middle
forms will you Class- Elemen- or Jr.
introduce this year? room tary High
A. Basic design 78.0% 87.1% 91.7%
B. Drawing 85.4 95.1 96.7
C. Painting 85.4 95.7 96.7
D. Collage 75.6 91.1 70.8
E. Mixed media, 2-D 70.7 82.8 74.2
F. Printmaking 75.6 89.6 85.0
G. Lettering, commercial-art 48.8 43.6 61.7
H. Photography still 14.6 7.1 6.7
I. Moviemaking or TV 7.3 6.1 2.5
J. Sculpture 80.5 85.6 74.2
K. Ceramics 68.3 72.7 74.2
L. Weaving, stitchery 51.2 81.3 47.5
M. Jewelry 24.4 25.5 15.0
N. Enameling 26.8 5.2 8.3
0. Batik 24.4 23.6 22.5
P. Fashion design 2.4 7.1 5.8
O. Architecture 39.0 49.7 38.3
R. Interior design 4.9 12.6 10.0
S. Urban or environmental design 14.6 13.8 9.2
T. Industrial design 7.3 2.5 4.2
U. Use of computer for art 29.3 18.1 22.5
V. Other 36.6 37.1 35.8
2. Teachers enrich their
program in many ways.
Which of these will you use
this year?
A. Local artists will visit or
exhibit at school 36.6% 36.8% 31.7%
B. Field trips to studios of local
artists 9.8 5.8 11.7
C. Participate in the Artist-in-
Education Program 24.4 16.6 10.0
D. Field trips to museums or
galleries 63.4 50.9 52.5
E. Hold a major art festival or
art exhibit 78.0 74.5 69.2
F. Have fund-raising event for
art program 12.2 8.0 10.0
G. Workshops or classes for
parents, administrators or
teachers 26.8 16.0 19.2
H. Have parents serve as art
program volunteers 14.6 27.6 16.7
I. Obtain TV or news
coverage of art program 26.8 25.5 24.2
J. Sponsor art club 24.4 16.9 29.2
K. Have open classroom with
activity center 17.1 16.6 12.5
L. Team teaching, art with
academic subjects 34.1 48.5 37.5
M. Team teaching, visual arts
with other arts 17.1 27.0 16.7
N. Other 14.6 24.2 14.2
3. Few teachers work in an
ideal situation. On the
reply card, mark the two
problems that MOST
concern you.
A. Class periods are too
short 17.1% 36.8% 25.0%
B. Classes are too large 24.4 28.2 57.5
C. Too many classes to
teach 9.8 30.7 13.3
D. Not enough planning,
preparation time 34.1 36.5 23.3
E. Inadequate space,
equipment, storage 56.1 41.7 34.2
F. Inadequate budgets,
supplies, resources 43.9 24.5 35.8
G. Other 12.2 10.7 13.3
4. Here are some additional
problems teachers may
face. Mark the TWO
problems that MOST
concern you.
A. Lack of administrative
interest, support 24.4% 30.1% 31.7%
B. Lack of parental,
community interest or
support 22.0 22.1 28.3
C. Unruly or apathetic
students 41.5 38.7 59.2
D. Not enough ideas for art
activities 7.3 6.7 4.2
E. Not enough time for my
own artwork 48.8 55.2 47.5
F. Uncertainty about
wanting to teach at all 19.5 12.0 10.0
G. Other 17.1 20.9 8.3
5. How important is it for
art teachers ALSO to be
practicing artists or
craftspeople? Mark ONE
answer.
A. Absolutely essential 36.6% 27.0% 39.2%
B. Valuable, not essential 43.9 54.3 43.3
C. Depends on the
teaching level 9.8 11.3 7.5
D. Not essential 9.8 7.7 10.8
E. Don't know 0.0 1.8 0.8
6. Have you exhibited your
own fine art or craftwork
in the last three years?
A. No, do not create art 9.8% 7.1% 6.7%
B. Have created, not
exhibited 48.8 53.1 42.5
C. Exhibited, juried or
invitational show 31.7 26.7 37.5
D. Exhibited, one-person
show 7.3 7.4 10.8
E. Have received
commissions and/or
sold works 29.3 30.1 33.3
F. Other 2.4 7.1 3.3
7. About how often do you
personally visit museums
or galleries during a
year?
A. Rarely, not available
where I live 9.8% 6.1% 8.3%
B. 1-5 times 68.3 52.1 47.5
C. 6-10 times 22.0 26.7 28.3
D. 11-15 times 7.3 8.6 9.2
E. 15 times or more 12.2 7.4 7.5
8. How active are you in art
education professional
associations?
A. Rarely participative 43.9% 44.2% 53.3%
B. Moderately active 36.6 42.3 35.8
C. Very active 17.1 12.9 10.0
9. Will your students enter
the Scholastic Art Exhibit
this year?
A. Yes 29.3% 9.2% 20.0%
B. No 68.3 87.7 79.2
10. How often do you
integrate art into
academic subjects such
as social studies,
science, language arts,
etc?
A. Rarely 34.1% 10.7% 15.8%
B. Occasionally, when the
"ART" doesn't get lost 9.8 28.8 22.5
C. Frequently, to stimulate
creative thinking 19.5 23.9 25.8
D. Regularly, part of my
basic philosophy of
teaching 36.6 32.8 28.3
E. Other 2.4 3.4 6.7
11. Art teachers are often
affected by trends in
education and society.
Mark up to FOUR items
that you are now dealing
with.
A. Creative thinkinc skills 61.0% 63.2% 56.7%
B. Formal assessment/
tests 17.1 20.2 24.2
C. Safe in artroom 29.3 29.4 34.2
D. Showing achievements
of women, minority
groups 14.6 18.7 18.3
E. Multicultural education 26.8 32.5 19.2
F. Mainstreaming 43.9 53.4 59.2
G. Non-English speaking
students 12.2 16.3 20.0
H. Behavioral objectives 29.3 33.4 35.0
I. Curriculum
development 65.9 66.9 55.0
J. "At risk," potential
dropouts 24.4 16.6 36.7
12. Some schools are
emphasizing multi-cultural
education. Mark
ONE answer to describe
your art-related involvement
in this area
A. Very much, a major
emphasis 9.8% 9.2% 5.0%
B. Some activities, but not
a major emphasis 31.7 40.5 37.5
C. Few activities, not a
major emphasis 58.5 49.4 56.7
13. Some art educators
advocate DBAE
(discipline-based art
education) that includes
creative, aesthetics, art
criticism, and art history.
Mark ONE.
A. Very familiar with DBAE 46.3% 44.5% 43.3%
B. Acquainted with DBAE 39.0 35.6 38.3
C. Never learned about
DBAE 14.6 19.3 18.3
14. If your answered A or B
to question 13 (above),
describe your
enthusiasm for DBAE.
A. Strongly support and
practice DBAE 19.5% 17.8% 15.0%
B. Support, practice most
features 51.2 49.1 48.3
C. Have many concerns,
not enthusiastic 17.1 17.8 21.7
15. The word aesthetics is
often used in art. How
do you define/introduce
this term to your
students? Mark ONE.
A. Don't introduce/use this
term in teaching 9.8% 26.7% 20.0%
B. Being creative,
imaginative 7.3 5.2 6.7
C. Understanding design
elements, principles 17.1 10.4 15.0
D. Learning about theories,
philosophies of art 7.3 5.2 5.8
E. Perceptual awareness,
sensitivity to beauty 56.1 45.7 46.7
F. Appreciating great
works of art 4.9 8.9 8.3
16. The phrase art criticism
is often used these
days. How do you
define/introduce art
criticism to your
students? Mark TWO.
A. Don't introduce/use this
term in teaching 9.8% 12.0% 13.3%
B. Regularly, as an
integrated part of studio
activity 12.2 12.6 16.7
C. Regularly, as a process
of inquiry in looking at
art 43.9 44.5 38.3
D. As a means of talking
about art 51.2 55.5 50.8
E. During classroom
critiques 39.0 27.6 40.8
F. Other 2.4 4.6 4.2
17. Some teachers
introduce art history.
Check ONE answer
that describes what you
do.
A. Rarely 2.4% 1.8% 3.3%
B. Informally, in connection
with creative art
activities 46.3 50.9 45.8
C. Regularly, as context for
creative activity or
during special class
periods set aside for
this. 48.8 45.1 49.2
D. Regularly, as a separate
course 2.4 1.8 0.0
E. Other 2.4 0.6 0.8
18. Check the ONE
approach to teaching art
history that you employ
MOST FREQUENTLY.
A. Chronological, earliest
times to present 7.3% 6.7% 8.3%
B. Visual arts in a selected
culture or period, not
chronological 17.1 15.3 13.3
C. Comparisons and
contrasts among very
different cultures/
periods. 0.0 7.4 7.5
D. Similarities in ALL the
arts of a selected culture
or period 2.4 0.6 2.5
E. Historical designs and
techniques related to
creative art activity 36.6 19.6 27.5
F. One broad theme as
interpreted across many
cultures (e.g., animals,
war, seasons 4.9 8.3 4.2
G. Famous artists, artworks 29.3 38.3 35.0
19. Which THREE
resources do you most
often use to introduce
students to works of art?
A. Art textbooks 53.7% 44.5% 51.7%
B. Slides 46.3 43.9 44.2
C. Films 19.5 10.4 18.3
D. Videos 34.1 18.4 28.3
E. Large reproductions 68.3 88.0 87.5
F. Filmstrips 36.6 28.8 30.8
G. Small postcard
reproductions 24.4 36.5 17.5
H. Art games 4.9 10.7 4.2
20. How often do you teach
relationships among the
several art forms (Music,
dance, drama, etc.)
Check ONE.
A. Rarely, not that essential
or valuable (usually) 17.1% 4.9% 10.0%
B. Rarely, not appropriate
at my grade level 4.9 7.7 5.0
C. Rarely, not
knowledgeable enough 17.1 22.4 24.2
D. Occasionally, for
perceptual awareness
or art motivation and
learning. 51.2 48.2 49.2
E. Frequently, for
perceptual awareness
or art motivation and
learning 7.3 6.1 7.5
F. Regularly, as a special
course or as part of my
basic philosophy 2.4 5.8 1.7
G. Other 0.0 5.5 10.8
21. Check the ONE
statement that best
applies to your art
program.
A. Builds perceptual skills
and ability to use media 36.6% 23.9% 24.2%
B. Develops openness to
new ideas, originality,
imagination 14.6 31.6 28.3
C. Nurtures awareness of
the uses of art in
everyday life 4.9 6.1 10.0
D. Presents a good
foundation in design
elements and principles 17.1 11.3 15.0
E. Develops an
understanding of a
variety of works of art 12.2 7.7 11.7
F. Demonstrates that art is
important, not a frill but a
solid subject 17.1 19.6 14.2
1. Teachers are selective
in what they teach.
Which of these art K-12 or
forms will you Senior Super-
introduce this year? High visor
A. Basic design 86.2% 86.7%
B. Drawing 91.0 93.3
C. Painting 89.8 88.9
D. Collage 69.5 81.1
E. Mixed media, 2-D 75.4 75.6
F. Printmaking 73.1 72.2
G. Lettering, commercial-art 64.7 46.7
H. Photography still 15.0 20.0
I. Moviemaking or TV 7.8 10.0
J. Sculpture 72.5 80.0
K. Ceramics 65.3 73.3
L. Weaving, stitchery 37.1 54.4
M. Jewelry 29.3 30.0
N. Enameling 19.2 18.9
0. Batik 35.3 34.4
P. Fashion design 14.4 11.1
O. Architecture 29.9 38.9
R. Interior design 16.2 15.6
S. Urban or environmental design 9.6 13.3
T. Industrial design 5.4 5.6
U. Use of computer for art 28.7 40.0
V. Other 38.3 36.0
2. Teachers enrich their
program in many ways.
Which of these will you use
this year?
A. Local artists will visit or
exhibit at school 48.5% 52.2%
B. Field trips to studios of local
artists 19.8 21.1
C. Participate in the Artist-in-
Education Program 10.8 17.8
D. Field trips to museums or
galleries 69.5 73.3
E. Hold a major art festival or
art exhibit 77.8 80.0
F. Have fund-raising event for
art program 22.8 20.0
G. Workshops or classes for
parents, administrators or
teachers 15.0 21.1
H. Have parents serve as art
program volunteers 10.2 21.1
I. Obtain TV or news
coverage of art program 32.9 32.2
J. Sponsor art club 53.3 28.9
K. Have open classroom with
activity center 15.6 18.9
L. Team teaching, art with
academic subjects 26.9 38.9
M. Team teaching, visual arts
with other arts 15.0 18.9
N. Other 17.4 17.8
3. Few teachers work in an
ideal situation. On the
reply card, mark the two
problems that MOST
concern you.
A. Class periods are too
short 23.4% 24.4%
B. Classes are too large 29.9 20.0
C. Too many classes to
teach 12.0 27.8
D. Not enough planning,
preparation time 24.6 34.4
E. Inadequate space,
equipment, storage 50.9 56.7
F. Inadequate budgets,
supplies, resources 47.9 32.2
G. Other 13.2 15.6
4. Here are some additional
problems teachers may
face. Mark the TWO
problems that MOST
concern you.
A. Lack of administrative
interest, support 30.5% 31.1%
B. Lack of parental,
community interest or
support 26.9 25.6
C. Unruly or apathetic
students 54.5 41.1
D. Not enough ideas for art
activities 6.0 4.4
E. Not enough time for my
own artwork 52.7 58.9
F. Uncertainty about
wanting to teach at all 10.8 6.7
G. Other 10.2 16.8
5. How important is it for
art teachers ALSO to be
practicing artists or
craftspeople? Mark ONE
answer.
A. Absolutely essential 34.7 38.9%
B. Valuable, not essential 52.7 48.9
C. Depends on the
teaching level 7.2 5.6
D. Not essential 4.8 6.7
E. Don't know 1.8 0.0
6. Have you exhibited your
own fine art or craftwork
in the last three years?
A. No, do not create art 4.2% 3.3%
B. Have created, not
exhibited 39.5 45.6
C. Exhibited, juried or
invitational show 45.5 36.7
D. Exhibited, one-person
show 7.8 10.0
E. Have received
commissions and/or
sold works 38.9 34.4
F. Other 6.6 4.5
7. About how often do you
personally visit museums
or galleries during a
year?
A. Rarely, not available
where I live 9.0% 6.7%
B. 1-5 times 58.1 38.9
C. 6-10 times 16.2 28.9
D. 11-15 times 9.0 10.0
E. 15 times or more 10.2 15.6
8. How active are you in art
education professional
associations?
A. Rarely participative 48.5% 40.0%
B. Moderately active 35.9 46.7
C. Very active 15.6 13.3
9. Will your students enter
the Scholastic Art Exhibit
this year?
A. Yes 40.1% 48.9%
B. No 59.3 48.9
10. How often do you
integrate art into
academic subjects such
as social studies,
science, language arts,
etc?
A. Rarely 31.7% 13.3%
B. Occasionally, when the
"ART" doesn't get lost 28.7 28.9
C. Frequently, to stimulate
creative thinking 18.0 32.2
D. Regularly, part of my
basic philosophy of
teaching 16.2 22.2
E. Other 3.0 2.2
11. Art teachers are often
affected by trends in
education and society.
Mark up to FOUR items
that you are now dealing
with.
A. Creative thinkinc skills 59.9% 63.3%
B. Formal assessment/
tests 34.1 20.0
C. Safe in artroom 41.3 36.7
D. Showing achievements
of women, minority
groups 13.2 17.8
E. Multicultural education 20.4 25.6
F. Mainstreaming 44.3 37.8
G. Non-English speaking
students 16.2 15.6
H. Behavioral objectives 24.6 23.3
I. Curriculum
development 70.7 84.4
J. "At risk," potential
dropouts 32.3 31.1
12. Some schools are
emphasizing multi-cultural
education. Mark
ONE answer to describe
your art-related involvement
in this area
A. Very much, a major
emphasis 3.6% 8.9%
B. Some activities, but not
a major emphasis 31.1 35.6
C. Few activities, not a
major emphasis 65.3 53.3
13. Some art educators
advocate DBAE
(discipline-based art
education) that includes
creative, aesthetics, art
criticism, and art history.
Mark ONE.
A. Very familiar with DBAE 41.3% 51.1%
B. Acquainted with DBAE 43.7 35.6
C. Never learned about
DBAE 14.4 13.3
14. If your answered A or B
to question 13 (above),
describe your
enthusiasm for DBAE.
A. Strongly support and
practice DBAE 9.6% 18.9%
B. Support, practice most
features 56.9 45.6
C. Have many concerns,
not enthusiastic 20.4 18.9
15. The word aesthetics is
often used in art. How
do you define/introduce
this term to your
students? Mark ONE.
A. Don't introduce/use this
term in teaching 7.2% 6.7%
B. Being creative,
imaginative 7.2 5.6
C. Understanding design
elements, principles 10.8 14.4
D. Learning about theories,
philosophies of art 12.0 4.4
E. Perceptual awareness,
sensitivity to beauty 59.3 65.6
F. Appreciating great
works of art 7.2 5.6
16. The phrase art criticism
is often used these
days. How do you
define/introduce art
criticism to your
students? Mark TWO.
A. Don't introduce/use this
term in teaching 5.4% 6.7%
B. Regularly, as an
integrated part of studio
activity 22.8 22.2
C. Regularly, as a process
of inquiry in looking at
art 37.1 44.4
D. As a means of talking
about art 52.1 48.9
E. During classroom
critiques 50.3 36.7
F. Other 3.6 5.6
17. Some teachers
introduce art history.
Check ONE answer
that describes what you
do.
A. Rarely 1.2% 2.2%
B. Informally, in connection
with creative art
activities 42.5 35.6
C. Regularly, as context for
creative activity or
during special class
periods set aside for
this. 47.9 60.0
D. Regularly, as a separate
course 7.8 4.4
E. Other 1.8 1.1
18. Check the ONE
approach to teaching art
history that you employ
MOST FREQUENTLY.
A. Chronological, earliest
times to present 17.4% 7.8%
B. Visual arts in a selected
culture or period, not
chronological 21.0 17.8
C. Comparisons and
contrasts among very
different cultures/
periods. 7.8 10.0
D. Similarities in ALL the
arts of a selected culture
or period 4.2 4.4
E. Historical designs and
techniques related to
creative art activity 28.1 25.6
F. One broad theme as
interpreted across many
cultures (e.g., animals,
war, seasons 2.4 6.7
G. Famous artists, artworks 26.3 30.0
19. Which THREE
resources do you most
often use to introduce
students to works of art?
A. Art textbooks 59.9% 60.0%
B. Slides 63.5 57.8
C. Films 22.8 12.2
D. Videos 53.3 42.2
E. Large reproductions 53.3 76.7
F. Filmstrips 18.6 16.7
G. Small postcard
reproductions 12.0 22.2
H. Art games 4.2 4.4
20. How often do you teach
relationships among the
several art forms (Music,
dance, drama, etc.)
Check ONE.
A. Rarely, not that essential
or valuable (usually) 10.8% 6.7%
B. Rarely, not appropriate
at my grade level 2.4 2.2
C. Rarely, not
knowledgeable enough 30.5 25.6
D. Occasionally, for
perceptual awareness
or art motivation and
learning. 35.9 50.0
E. Frequently, for
perceptual awareness
or art motivation and
learning 11.4 8.9
F. Regularly, as a special
course or as part of my
basic philosophy 6.6 5.6
G. Other 2.4 2.2
21. Check the ONE
statement that best
applies to your art
program.
A. Builds perceptual skills
and ability to use media 28.1% 31.1%
B. Develops openness to
new ideas, originality,
imagination 27.5 30.0
C. Nurtures awareness of
the uses of art in
everyday life 6.0 7.8
D. Presents a good
foundation in design
elements and principles 18.0 11.1
E. Develops an
understanding of a
variety of works of art 7.8 5.6
F. Demonstrates that art is
important, not a frill but a
solid subject 14.4 4.4
* 36 of the 739 art teachers gave no grade levels. Averages are calculated using the base figure of 703. Laura Chapman Laura Chapman is an American voice actress working with ADV Films, known for her roles in the English-language dubs of anime series. She is a gifted singer - a talent she's yet to be able to put on display in her voice-work - but her ability to hold a note for long periods is an author and independent consultant of art education. Connie
Connie is a British television drama made for ITV by Central Television and shown in 1985. Newton Newton, cities, United States Newton. 1 City (1990 pop. 16,700), seat of Harvey co., S central Kans., in an agricultural area; inc. 1872. is a professor of art education at North Texas State University, Denton, Texas Denton is a city in the United States and the county seat of Denton County, Texas. According to the 2000 U.S. Census, the city population was 80,537, making it the eleventh largest city in the Dallas/Fort Worth Metroplex. . |
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