“Still Building That Idea”: Preservice Art Educators’ Perspectives on Integrating Literacy across the Curriculum

Kathie Maniaci, Kelly Chandler-Olcott

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

Conducted collaboratively by an art educator and a literacy educator, this qualitative study focused on pre-service art educators’ perspectives on integrating literacy in their teaching of art as they took a required course on literacy across the curriculum. Data included interviews, questionnaires, course assignments, and field notes from class sessions. Our analysis identified three patterns related to participants’ perspectives while taking the course: their conceptions of literacy expanded, they reconceptualized familiar art education practices with a literacy-focused lens, and they considered new practices. Findings suggest that literacy courses are valuable for art educators but that they must be designed to maximize disciplinespecific concerns and literacies. Implications for further research and practice are outlined.

Original languageEnglish (US)
Pages (from-to)1-41
Number of pages41
JournalInternational Journal of Education and the Arts
Volume11
Issue number4
StatePublished - Feb 6 2010

ASJC Scopus subject areas

  • Education
  • Visual Arts and Performing Arts
  • Literature and Literary Theory
  • Music

Fingerprint Dive into the research topics of '“Still Building That Idea”: Preservice Art Educators’ Perspectives on Integrating Literacy across the Curriculum'. Together they form a unique fingerprint.

Cite this