Choice in the K-12 Art Curriculum
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Jessica Johnson Thesis Final.pdf
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The purpose of this study was to determine where teachers’ curriculums currently fit on the spectrum of choice and where they would ideally like their curriculums to fit. Socio-demographic information was also collected in order to determine any correlation between information such as years of teaching experience and where a teacher’s curriculum fits into the choice spectrum. This information can help teachers who are debating between Choice Based Art Education methods and Discipline Based Art Education methods for their curriculum by showing what might work best for a teacher with a similar amount of teaching experience or in teaching a similar grade level. The researcher conducted an online survey of art educators around the world to obtain data on socio-demographics of teachers and where their curriculums fall on the choice spectrum. Chi-square tests were conducted on the collected data and the researcher could reject the four null hypotheses and accept the four research hypotheses in this study. The results of this study showed that many teachers with more years of teaching experience tended to allow students to have more choice in the subject matter or media they are using while teaching their art lessons. It also appears that the first through twelfth grade classes taught have a higher level of choice available to them as compared to Pre-K and Kindergarten classes. It also appears that there are a significant amount of art educators who are not using the teaching style they would ideally like to use.