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Topic

An Art Education Methods Course for Pre-Service Elementary Generalist Teachers: Developing Competencies through the Studio Habits of Mind

Department of Curriculum and Instruction

Date & location

• Tuesday, April 29, 2025

• 2:00 P.M.

• Clearihue Building, Room B007

• & Virtual Defence

Reviewers

Supervisory Committee

• Dr. Michelle Wiebe, Department of Curriculum and Instruction, University of Victoria (Supervisor)

• Dr. Alison Shields, Department of Curriculum and Instruction, UVic (Member)

• Dr. Sarah Nutter, Department of Educational Psychology & Leadership Studies, Uvic (Outside Member) 

External Examiner

• Dr. Jeffrey Broome, Department of Art Education, Florida State University 

Chair of Oral Examination

• Dr. Peter Cook, Department of History, UVic

   

Abstract

This qualitative case study investigates the development of competency for teaching visual art in preservice generalist teachers and their readiness to use visual arts in their future elementary classrooms through a visual art methodology course at a public university. Pre-service generalist teachers’ feelings of preparedness and sense of efficacy are both important indicators of whether they will be able to meet the challenges of incorporating visual arts in their future classrooms and as effective 21^st century educators. To achieve this aim, the study considered in-depth firsthand experiences of four pre-service teachers and their course instructor for the entire semester during their training.  The uncertainty of understanding the role of visual arts in contemporary education, lack of personal confidence, and prior negative experience in visual arts are some of the contributing fear factors. Scholars suggest that this thinking can be changed through appropriate experiences, influences and environments provided during the pre-service training stage. This case study explored how a visual arts methods course addresses these issues to create a positive influence on generalist preservice teachers. Findings illustrate that pre-service teachers indicated an optimistic shift in their confidence to pursue visual arts with a refreshed mindset, by applying Studio Habits of the Mind within learning and teaching visual arts. Structuring the course around Studio Habits of the Mind provided a holistic experience for pre-service teachers because their self-efficacy and competency were continually reiterated and reinforced with each course activity. Even though they understood and could use studio habits themselves, they felt the need of a more practical experience with young students to feel more confident operating with this approach in their future classrooms. In addition, findings point to the necessity for strategic planning and implementation of visual art methods courses by teacher educators of existing elementary pre-service training programs focusing on instructional practices that encourage positive change in pre-service teachers’ competency towards visual arts education.