Holding Us Accountable: Arts Education in California Multiple Subject Credential Programs

Abstract

To ensure a robust and comprehensive educational experience, every K-12 learner must have access to high quality Visual and Performing Arts (VAPA) education. To make this happen, their teachers must be effectively prepared to provide excellent art education experiences. Although arts education is required in many states (including California) as part of licensure requirements, little is known about the actual implementation of these policies. To better understand this preparation gap, a three-part statewide study analyzed the status of arts education in California teacher preparation programs. Findings from survey, interview, and document analysis indicate that arts education experiences increase candidate confidence and deepen their understanding of the benefits associated with using the arts to meet the needs of diverse learners. However, inconsistent program requirements among institutions of higher education contribute to a lack of cohesion in art preparation throughout the state.

Acknowledgments

Special thanks to Eric Engdahl for his support with the first phase of this study.

Notes

¹ The five strands include artistic perception, creative expression, historical and cultural context, aesthetic valuing, and connections, relationships, and applications.

² Because single subject art teacher preparation reflects unique challenges that differ from multiple subject, special education, and nonarts single subject arts preparation, this topic is better served as a separate discussion and is, therefore, not addressed in this article.

³ ccte.org

⁴ Interviews were conducted prior to the adoption of new CTC Teacher Performance Expectation language.

⁵ Interview participants were assigned a numeric identifier; in-text citations indicate identifier and date of interview.

⁶ Survey respondents were not assigned specific identifiers.