Take Five: Fifth-Year Art Teachers’ Maturing Understanding of Curriculum

Abstract

This study of five art teachers in their fifth year of teaching utilized narrative inquiry as the methodology. After selecting five teachers from our previous study (Bain, Newton, Kuster, & Milbrandt, 2010), our central research question was: Now that the art teachers are in their fifth year of teaching, in what ways have their understanding, construction, and implementation of curriculum matured? Data were collected over one academic year through in-depth interviews and observations. Themes that emerged were the following: meaningful curriculum was perceived as making connections and instilling pride; planning with the ability to envision and adapt; confidence in the ability to write their own curriculum; and personal influences on curriculum. The teachers’ definition of meaningful curriculum changed little from their viewpoints as novice teachers; however, their ability to articulate and implement their beliefs crystallized. The teachers constructed their curricula by incorporating their gained knowledge of their students’ skill levels and interests within the framework of their professional goals and state mandates. The teachers’ interests, strengths, and experiences fueled their enthusiasm and ownership over the process of constructing and implementing curriculum in their classrooms.