How Do Novice Art Teachers Define and Implement Meaningful Curriculum?

Abstract

Four researchers collaborated on this qualitative case study that examined 11 first-year novice art teachers’ understanding and implementation of meaningful curriculum. Participants were selected through a criterion method sampling strategy; the subjects were employed in rural, urban, and suburban public school districts. In order to conduct a cross-site analysis of the results of the study, researchers conducted three to four structured interviews during the academic year. Results indicate that the novice teachers’ definitions and implementation of meaningful curriculum emphasized connecting art lessons to students’ lives and culture. Novice teachers were concerned about the quality of artwork their students produced and were committed to building trust with their students.