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The purpose of this study was to determine differences and similarities of judgment between art teachers and classroom teachers concerning the art curriculum in the elementary school and to bring these differences and similarities into focus.This study involved art teachers and classroom teachers at two elementary schools in Anderson, Indiana during the Fall quarter of the 1974-75 school year. Fifteen art teachers and twenty-four classroom teachers responded to the questionnaire used in the study.The questionnaire was designed to determine if there are differences between the perceptions of art and non-art teachers of the objectives of art in the elementary school curriculum and in their respective opinions concerning specific aspects of elementary art education.Identical questionnaires were distributed to classroom teachers in an inner city school and in an upper middle class school in Anderson, Indiana. The same questionnaire was given to all art teachers in the Anderson school system. The questionnaires were distributed on February 3, 1975 and were to be returned to the researcher by February 10, 1975.The questionnaire consisted of thirty-two items. Fifteen items related to the objectives of art education in the elementary school and seventeen items elicited the opinions of teachers concerning specified aspects of art education. Fifty-five questionnaires were distributed. Of these questionnaires, seventeen were given to art teachers and thirty-eight were given to classroom teachers. Of the classroom teachers, twenty-four responded while fifteen art teachers responded. There was a sixty-three percent response from the classroom teachers and an eighty percent response from the art teachers.Both the art and the non-art teachers were generally in accord with the objectives and opinions presented in the questionnaire. Both groups felt elementary art instruction should have the objectives of providing the students with an avenue of personal expression and provide an atmosphere which nurtures a child's self-confidence. The two groups also felt that the art teacher should have the same privileges and responsibilities as the classroom teachers. This attitude was reflected in the responses which indicated that both groups felt that art teachers should have time for advanced planning and preparation and should have a fully equipped art classroom to work in.The two groups differed somewhat on the objectives of elementary art education in teaching aesthetic qualities. A larger percentage of art teachers than of classroom teachersexpressed agreement with the objectives. The classroom teachers also indicated that they preferred to have some voice in the choice of materials selected for use in the elementary art class rather than permitting the art teacher to have complete control of this area.Although both groups of teachers agreed that there should be regularly scheduled art instruction geared to the degree of difficulty the child can master, they did not agree on the amount of structure the elementary art program should contain. The classroom teachers were in favor of a more rigidly structured art program while the art teachers preferred more freedom in the art program.Both the art and non-art teachers are going to find it necessary to communicate to each other their ideas of the role and the need for the professional art instructor in the elementary school as well as work together to develop an art curriculum acceptable to both groups.Further studies are needed to discover methods of opening the lines of communication between the art instructors and the classroom teachers. Both groups have many of the same basic objectives and opinions and must learn to cooperate with one another in order to develop an adequate elementary art curriculum acceptable to all.3

Typescript, etc. / Digitized by Kansas State University Libraries

Digitized by Kansas State University Libraries

Call number: LD2668 .T4 1955 H35