Visual Arts Teacher Education: a Study of Current Practices in Louisiana Universities
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Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1989 Visual Arts Teacher Education: A Study of Current Practices in Louisiana Universities. Eloise Mcclendon Murchison Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Murchison, Eloise Mcclendon, "Visual Arts Teacher Education: A Study of Current Practices in Louisiana Universities." (1989). LSU Historical Dissertations and Theses. 4864. https://digitalcommons.lsu.edu/gradschool_disstheses/4864 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. 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Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information C om pany 300 North Zeeb Road. Ann Arbor. Ml 48106-1346 USA 313 761-4700 800 521-0600 Order Number 9025326 Visual arts teacher education: A study of current practices in Louisiana universities Murchison, Eloise McClendon, Ph.D. The Louisiana State University and Agricultural and Mechanical Col., 1989 UMI 300 N. ZeebRd. Ann Arbor, MI 48106 VISUAL ARTS TEACHER EDUCATION: A STUDY OF CURRENT PRACTICES IN LOUISIANA UNIVERSITIES A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Curriculum and Instruction by Eloise McClendon Murchison B.A., Louisiana Tech University, 1969 M.Ed., Louisiana State University, 1979 December 1989 Acknowledgements Many individuals have helped make this work a reality. As a result it is difficult to acknowledge in a few sentences the gratitude owed to colleagues, friends, and family. The committee that supervised my research deserves special praise. Professors Hamblen, Strawitz, Readence, Mathews, Cox, and Edwards diligently served and assisted my efforts. My major professor, Karen Hamblen, has helped make this study possible through her professional and scholarly guidance. Others have provided assistance throughout my graduate studies. Professors Peter Soderbergh and Spencer Maxcy encouraged me to begin this challenge and promoted in me the confidence to continue my graduate studies. During my initial doctoral work and many times since, their professional advice and philosophical tutelage have been resources to me. Myrtle Kerr has provided assistance at the state level in her capacity as art supervisor and through her professional support. The continuous support of my parents, Lois and Enos McClendon, my sister, and my brothers has inspired me to work for my goals. Kathy McClendon Hines has had an uncanny ability to renew my strength throughout this project. My patient children, Julian Murchison and Kathryn Murchison have given me crucial encouragement through their support, presence, love, wit, and lots more. They have accepted my need to work on this project when they would have preferred that I direct my attention elsewhere. Kenneth Murchison has offered loving support which has made all the difference. His confidence and faith in me have helped sustained me. My gratitude for his assistance and support is immeasurable. TABLE OF CONTENTS CHAPTER I. Introduction .............................. 1 Statement of the Problem..... ...................... 2 Rationale ............................................ 4 Focus of Issues ..................................... 12 Limitations of Study .............................. 14 Definition of Terms ............... ................ 15 S u m m a r y .............................................. 17 CHAPTER II. Review of Literature .................... 19 Education in General .............................. 19 National Education Recommendations .............. 24 Visual Arts Education in General ................. 30 National Art Education Recommendations ......... 49 Louisiana Visual Arts Education Requirements. 67 D i s c u s s i o n .......................................... 73 S u m m a r y .............................................. 81 CHAPTER III. Methodology ............................. 83 Research Design .................................... 83 P r o c e d u r e ............................................ 87 I n s t r u m e n t .......................................... 88 S u b j e c t s ............................................ 92 Data Collection ................................... 94 Data Analysis ....................................... 99 Recommendations ..................................... 102 S u m m a r y ................................................. 103 iv CHAPTER IV. Findings ..................................... 104 Data Collection and Compilation .................. 104 Data Analysis .......................................... 138 S u m m a r y ................................................. 149 CHAPTER V. Recommendations ......................... 151 D i s c u s s i o n ............................................ 151 Implications ....................................... 159 Recommendations ..................................... 161 S u m m a r y ................................................. 168 REFERENCES ................................................. 170 APPENDIXES ................................................. 182 Appendix A Chapman's Recommendations: Art Teachers and Basic Arts Education . 183 Appendix B Profiles: Louisiana Visual Arts Education Programs .................. 187 Appendix C Interview Guide ....................... 252 Appendix D Preinterview Guide .................. 256 Appendix E Universities Included in Study and Addresses ............................ 258 Appendix F Preinterview Letter .................. 260 Appendix G Program of Study: University C's F o r m a t ................................... 261 Appendix H Postinterview Letter ............... 264 Appendix I Discrepancy Chart for Each U n i v e r s i t y .............................. 265 v LIST OF TABLES Page 1. Universities Included in this Study ........... 9 2. Art Education Degree Completion Past Ten Years: Section O n e ........................107 Art Education Degree Completion Past Ten Years: Section T w o ........................108 3. Certification Past Ten Years: Section One . 109 Certification Past Ten Years: Section Two . 110 V 4. Yearly Averages: Degrees Completed & Teachers Certified .............................. Ill 5. Art Education Curriculum Louisiana Universities: Hours in Areas of Content.... 141 6. Art Content and General E l e c t i v e s ........... 142 7. Art Content: NAEA Standards and Louisiana Requirements ..................................... 145 8. Art Content: NAEA Standards and Louisiana A v e r a g e s ........................................ 147 vi ABSTRACT In this study, the researcher investigated visual arts teacher preparation programs at universities in Louisiana with particular emphasis on the curriculum component. The research was designed to survey teacher training programs and to compare the findings with delineated National Art Education Association standards. This study included only public institutions of higher education in Louisiana with visual arts education teacher preparation programs. The researcher conducted interviews at each of the 13 universities. Two of the universities worked together in a joint art education program. An interview guide was prepared and used to facilitate the interviewing process. Records and documents were also examined to collect data about each of the programs. The researcher used the data collected to prepare profiles for the universities. Each of the programs was then compared to delineated standards to determine discrepancies in the programs. Important findings of the study included: (a) the curricula in the 12 art education programs varied significantly in the major content area, (b) each of the visual arts teacher training programs had discrepancies