A Descriptive Study of Multi-Age Art Education in Florida

Autor/in	Broome, Jeffrey L.
Titel	A Descriptive Study of Multi-Age Art Education in Florida
Quelle	In: Studies in Art Education: A Journal of Issues and Research in Art Education, 50 (2009) 2, S.167-183 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3541
Schlagwörter	Art Education; Questionnaires; Scaffolding (Teaching Technique); Cooperative Learning; Guidelines; Teacher Attitudes; Developmental Stages; Child Development; Educational Practices; Elementary Schools; Mixed Age Grouping; Multigraded Classes; Art Teachers; Visual Arts; Classroom Environment; Florida + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Fragebogen; Kooperatives Lernen; Richtlinien; Lehrerverhalten; Kindesentwicklung; Bildungspraxis; Elementary school; Grundschule; Volksschule; Jahrgangsübergreifende Gruppe; Mehrstufenklasse; Art teacher; Kunsterzieher; Kunsterzieherin; Optische Gestaltung; Klassenklima; Unterrichtsklima
Abstract	Multi-age classrooms feature the purposeful grouping of students from two or more grade levels in order to form communities of learners. During the past 40 years, multi-age education has been examined in literature and research in many different ways and contexts. In the subject area of visual art, however, little literature can be found that addresses the practice of multi-age art instruction. This study begins to remedy this situation by gathering foundational information on the topic of multi-age art education. A questionnaire was mailed to art teachers working in multi-age elementary schools in Florida. Results showed that most multi-age art classes consisted of two or three consecutive grade level combinations. Most of the respondents were assigned multi-age classes (94.44%) and very few had received multi-age training (8.33%). The most frequently expressed advantage of multi-age art education related to the use of scaffolding techniques and cooperative grouping. The most frequently expressed disadvantages related to the presence of differing developmental levels among students. In spite of the lack of training and professional autonomy offered to the art teachers in multi-age classrooms, most of the respondents supported multi-age grouping in art education (55.56%). The study concludes with implications for implementing multi-age models of art instruction and recommendations for further studies on multi-age art education as an alternative to graded practices. (Contains 4 figures.) (As Provided).
Anmerkungen	National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.NAEA-Reston.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10