Addressing the non-artist's approach to art: a study of pre-service teachers in an art methods course

This qualitative mixed-methods study was created with an eye toward informing those involved with art education, specifically those involved in preparing beginning teachers to integrate visual art education as part of a core curriculum. The purpose of this study is to describe the process of transforming pre-service elementary teachers’ apprehensive feelings and experiences about creating art. The majority of pre-service teachers in this study had little artistic experience. An explorative method to teaching and learning is offered through an examination of play, Thirdspace pedagogy, and contextual exploration within a humanistic approach. The results of this study show evidence that explorative methods can alter the conceptions and approaches to art of pre-service teachers in an art methods for non-majors course. Implications can be extended to the future students of the pre-service teachers enrolled in an art methods course offering explorative art methods. These students will undoubtedly gain an education enriched by the pedagogical development of their teachers. The pre-service teachers who engage in explorative art methods will be equipped to encourage their students to learn through playful exploration. As a researcher, it is my hope that this study will impact art educators’ views of teaching art methods courses to non-majors.