U.S. Art Teacher Education in the Age of the Anthropocene

Abstract

In the midst of the profound geological and ecological change of the Anthropocene, scholars in the field of art education have proposed modes of art education responsive to ecological concerns. This study examined how art teacher education programs in the United States prepare art teachers to engage with ecological issues and implement ecological pedagogies. It utilized a descriptive survey design that involved large-scale surveys of art teacher education faculty and preservice art teachers. These data provide opportunities to acknowledge the general state of art teacher education while also recognizing what is pedagogically possible. We conclude that while the discipline has demonstrated growth in ecological integration, it could go much further in orienting itself ecologically. We expect this research to contribute to debates on the role of art education in responding to global concerns and the discipline’s ability to evolve in the midst of sweeping change.

ACKNOWLEDGMENTS

We thank Doug Blandy and Mark A. Graham for reviewing the pilot questionnaires and providing feedback that informed the development of the final questionnaires. We also thank Susan M. Gagliardi for her comments on drafts of this article.

DISCLOSURE STATEMENT

No potential conflict of interest was reported by the author.

Notes

¹ Joseph Beuys, Agnes Denes, Mel Chin, and Helen Mayer Harrison and Newton Harrison.

² Because we assume NAEA Preservice Division members join after they have been admitted into art teacher education programs or have enrolled in art education coursework, we estimate the average preservice teacher’s division membership to be one to three years. This relatively short membership duration increases the possibility that members might no longer be preservice teachers, either through their recent completion of an art teacher education program or by change in their career pathway. In following up with nonrespondents who were still NAEA members, we found ineligible members often assumed they should not complete the questionnaire, including the screening questions. Because of this misconception, we recommend future survey studies communicate clearly the importance of screening question completion.

Additional information

Funding

Supported by a grant from the National Art Education Foundation.