TITLE

A Descriptive Study of Multi-Age Art Education in Florida

AUTHOR(S)
Broome, Jeffrey L.
PUB. DATE
January 2009
SOURCE
Studies in Art Education;Winter2009, Vol. 50 Issue 2, p167
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
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 it 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 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 dated 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 multiage 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.
ACCESSION #
36234914

 

Related Articles

  • Managing your multi-age classroom. Wall, Bonnie // Teaching Pre K-8;Aug/Sep94, Vol. 25 Issue 1, p68 

    Looks at what it is like to be faced with many grade level objectives and a wide range of abilities. Multi-age classes (MAC); Experiences of Barnwell Elementary School, Alpharetta, Georgia; Benefits of a multi-age environment.

  • ROOM in the Elephant in the Room? Sweeny, Robert // Art Education;Sep2014, Vol. 67 Issue 5, p4 

    An introduction to this issue of the journal is presented, which is a joint special issue of the journals "Art Education" and "Studies in Art Education" that contains articles on such topics as the National Coalition for Core Arts Standards (NCCAS) in the United States, professional development...

  • TOWARD ART TEACHERS OF QUALITY. Geiss, Elizabeth // Art Education;Oct72, Vol. 25 Issue 7, p10 

    The article discusses the revolution of art education at the Montclaire State College in New Jersey to ensure quality learning. According to the author, the college has realized the importance of more exposures of students to the real world of art professionals. Additional exposure of art...

  • The Crabapple Experience. Elmore, Randy; Wisenbaker, Joe // Phi Delta Kappan;Dec2000, Vol. 82 Issue 4, p280 

    Evaluates a multi-age team learning project at the Crabapple Middle School in Roswell,Georgia. Opinion that the program had strong leadership which helped its successful implementation; Focus on meeting social, emotional, physical, and intellectual needs through the program; Details of the...

  • Formative Assessment in the Visual Arts. ANDRADE, HEIDI; HEFFEREN, JOANNA; PALMA, MARIA // Art Education;Jan2014, Vol. 67 Issue 1, p34 

    The article discusses the Artful Learning Communities project, which aimed to help elementary and middle school arts teachers to assess learning in the arts, to promote student art achievements through assessment, and to develop the ability of teachers to systematize their assessment through the...

  • The Holmes Report: Epistemological Assumptions That Impact Art Teacher Assessment and Preparation. Maitland-Gholson, Jane // Studies in Art Education;Fall88, Vol. 30 Issue 1, p47 

    As part of the cascade of educational reform rhetoric, the Holmes Report makes recommendations with far-reaching implications for teacher preparation (in general) and art teacher education specifically. Preservice and inservice art teacher assessment is one such impacted area. "This paper...

  • A Survey of the NAEA Curriculum Standards in Art Teacher Preparation Programs. Rogers, E. Turner; Brogdon, Richard E. // Studies in Art Education;Spring90, Vol. 31 Issue 3, p168 

    The National Art Education Association's Standards for Art Teacher Preparation Programs (1979) were used to develop a questionnaire which was sent to higher education faculty in the United States and Canada. The data collected were used to determine how closely art teacher preparation programs...

  • Art Curriculum Influences: A National Survey. La Porte, Angela M.; Speirs, Peg; Young, Bernard // Studies in Art Education;Summer2008, Vol. 49 Issue 4, p358 

    This article is the result of an empirical study' that attempts to discern the extent to which certain factors might influence current curriculum content taught by K-12 art teachers in the United States with 0 to 7 years of teaching experience. Data were collected from a sample of 437 art...

  • Inoperative Art Education. KALIN, NADINE M.; BARNEY, DANIEL T. // Journal of Social Theory in Art Education;2014, Vol. 34, p63 

    Increasingly, assessment has encroached on art education, inextricably linking visual arts learning to standardized performances wherein, art educators are becoming technicians accountable to the neoliberal state of education. Under these circumstances, the authors' hearts and minds are...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics