Pub Date : 2022-04-03DOI: 10.1080/00393541.2022.2050986
Alice Wexler, Karen Keifer-Boyd, Flávia M. C. Bastos
Three art education researchers conceptualize ethical considerations in conducting research with Indigenous peoples, people of color, and minoritized groups. Three critical dimensions of ethical research emerged: reflexivity, reciprocity, and racialism. We consider how the demands to be successful in academia are at odds with ethical futures. With our examples, we suggest ways to resist academic privilege by foregrounding participants’ subjugated and unofficial knowledges. We suggest that more equitable frameworks might be developed by acknowledging intrinsic power dynamics and working toward partnerships from start to finish. We argue that by articulating and acknowledging ethical research praxis, those who have achieved academic success are in the best position to challenge and change interlocking injustices in academia.
{"title":"Ethical Futures in Art Education Research: Unlocking Interlocking Injustices in Academia","authors":"Alice Wexler, Karen Keifer-Boyd, Flávia M. C. Bastos","doi":"10.1080/00393541.2022.2050986","DOIUrl":"https://doi.org/10.1080/00393541.2022.2050986","url":null,"abstract":"Three art education researchers conceptualize ethical considerations in conducting research with Indigenous peoples, people of color, and minoritized groups. Three critical dimensions of ethical research emerged: reflexivity, reciprocity, and racialism. We consider how the demands to be successful in academia are at odds with ethical futures. With our examples, we suggest ways to resist academic privilege by foregrounding participants’ subjugated and unofficial knowledges. We suggest that more equitable frameworks might be developed by acknowledging intrinsic power dynamics and working toward partnerships from start to finish. We argue that by articulating and acknowledging ethical research praxis, those who have achieved academic success are in the best position to challenge and change interlocking injustices in academia.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"109 1","pages":"97 - 114"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75770662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/00393541.2022.2050984
Christopher O. Adejumo
In this article, I consider the artistic and cultural impacts of Western-style art instruction in Yoruba schools. I discuss the trajectory of Western influence on Yoruba educational institutions, beginning with early Christian missionary activities in Yorubaland through the periods of colonization and postcolonial emendation of Nigeria’s national education policy. The influence of Nigeria’s pioneering modernist artist, Aina Onabolu, on the art curriculum of Yoruba schools is discussed in relation to the ideology that traditional artistic practices must be replaced with modernist art methods for progress. Conversely, some Indigenous Yoruba artists developed transitional practices that evolved beyond the limitations of both Onabolu’s modernist viewpoint and established traditional methods, as exemplified by the dynamic art of Yemi Bisiri. The essence of this transitional artistic paradigm is further clarified through attribution to the philosophical construct of transmodernism. I conclude with a consideration of transmodernism as an ideal philosophy for guiding Yoruba artistic practices.
{"title":"Artistic and Cultural Impacts of Western-Style Art Instruction in Yoruba Schools in Nigeria","authors":"Christopher O. Adejumo","doi":"10.1080/00393541.2022.2050984","DOIUrl":"https://doi.org/10.1080/00393541.2022.2050984","url":null,"abstract":"In this article, I consider the artistic and cultural impacts of Western-style art instruction in Yoruba schools. I discuss the trajectory of Western influence on Yoruba educational institutions, beginning with early Christian missionary activities in Yorubaland through the periods of colonization and postcolonial emendation of Nigeria’s national education policy. The influence of Nigeria’s pioneering modernist artist, Aina Onabolu, on the art curriculum of Yoruba schools is discussed in relation to the ideology that traditional artistic practices must be replaced with modernist art methods for progress. Conversely, some Indigenous Yoruba artists developed transitional practices that evolved beyond the limitations of both Onabolu’s modernist viewpoint and established traditional methods, as exemplified by the dynamic art of Yemi Bisiri. The essence of this transitional artistic paradigm is further clarified through attribution to the philosophical construct of transmodernism. I conclude with a consideration of transmodernism as an ideal philosophy for guiding Yoruba artistic practices.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"326 1","pages":"85 - 96"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77127090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/00393541.2022.2050988
Rebecca Heaton, Shannon Chan Lai Kuan
Artist–teachers, educators who connect art practice to education, are often subject to marginalization in educational policy, practice, and research. In this visual inquiry article, we mobilize the artist–teacher’s voice to present perceptions of art education provision in Singapore. Successes and tensions are collated and voiced alongside international developments to suggest informed recommendations for educational enhancement. The inquiry reveals that artist–teacher perceptions are complex, layered, and influenced by psychological, physical, and virtual influences like identity fluctuations, geographic or contextual environments, educational systems, and world events. The inquiry acts as a dialogic space for artist–teacher participants to exchange and contemplate perceptions of art education provision alongside policy, practice, research, and societal change. The inquiry values participant voices and suggests that to improve art education provision, the belief systems of those involved in provision need aligning, glocalized concerns need considering, and efficient knowledge cascades need developing.
{"title":"A Visual Inquiry: Artist–Teacher Perceptions of Art Education Provision in Singapore","authors":"Rebecca Heaton, Shannon Chan Lai Kuan","doi":"10.1080/00393541.2022.2050988","DOIUrl":"https://doi.org/10.1080/00393541.2022.2050988","url":null,"abstract":"Artist–teachers, educators who connect art practice to education, are often subject to marginalization in educational policy, practice, and research. In this visual inquiry article, we mobilize the artist–teacher’s voice to present perceptions of art education provision in Singapore. Successes and tensions are collated and voiced alongside international developments to suggest informed recommendations for educational enhancement. The inquiry reveals that artist–teacher perceptions are complex, layered, and influenced by psychological, physical, and virtual influences like identity fluctuations, geographic or contextual environments, educational systems, and world events. The inquiry acts as a dialogic space for artist–teacher participants to exchange and contemplate perceptions of art education provision alongside policy, practice, research, and societal change. The inquiry values participant voices and suggests that to improve art education provision, the belief systems of those involved in provision need aligning, glocalized concerns need considering, and efficient knowledge cascades need developing.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"63 4 1","pages":"115 - 133"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76690484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/00393541.2022.2050989
C. Lau
T he book Picture Pedagogy (2020) by Paul Duncum is based on two assumptions about pictures: picture power and people power. According to Duncum, picture power refers to the means by which pictures attract our attention through various visual forms, offering pleasure and even challenging our ideas; while people power refers to people’s autonomy to accept or reject the beliefs and values conveyed in pictures. In an educational context, “picture pedagogy explores key concepts and curriculum examples from across a wide range of subjects to empower readers to support students to develop a critical consciousness about images, whether teaching art, media, language or social studies” (p. xii). Based on this rationale, the content of Picture Pedagogy is divided into three main themes. The first theme focuses on the foundation of visual culture, which in turn provides a theoretical framework for picture pedagogy. The second theme consists of the analysis and discussion of specific concepts of the picture. The last theme deals with practical ways in which picture pedagogy can be integrated into the postmodern art curriculum. In this review, I discuss these themes, attempting to inspire and inform further discussion of the theoretical perspective and practice represented in the picture pedagogy.
Paul Duncum的《图片教育学》(2020)一书基于两个关于图片的假设:图片力量和人的力量。Duncum认为，图片力量是指图片通过各种视觉形式吸引我们的注意力，给我们带来愉悦，甚至挑战我们的观念的手段;而人的权力是指人们接受或拒绝图片所传达的信仰和价值观的自主权。在教育背景下，“图片教育学从广泛的学科中探索关键概念和课程实例，使读者能够支持学生培养对图像的批判意识，无论是教授艺术、媒体、语言还是社会研究”(第十二页)。基于这一基本原理，《图片教育学》的内容分为三个主要主题。第一个主题关注视觉文化的基础，这反过来又为图像教育学提供了一个理论框架。第二个主题包括对画面具体概念的分析和讨论。最后一个主题是探讨如何将绘画教学法融入后现代艺术课程。在这篇综述中，我讨论了这些主题，试图启发和通知进一步讨论的理论视角和实践所代表的图片教育学。
{"title":"Review of Picture Pedagogy","authors":"C. Lau","doi":"10.1080/00393541.2022.2050989","DOIUrl":"https://doi.org/10.1080/00393541.2022.2050989","url":null,"abstract":"T he book Picture Pedagogy (2020) by Paul Duncum is based on two assumptions about pictures: picture power and people power. According to Duncum, picture power refers to the means by which pictures attract our attention through various visual forms, offering pleasure and even challenging our ideas; while people power refers to people’s autonomy to accept or reject the beliefs and values conveyed in pictures. In an educational context, “picture pedagogy explores key concepts and curriculum examples from across a wide range of subjects to empower readers to support students to develop a critical consciousness about images, whether teaching art, media, language or social studies” (p. xii). Based on this rationale, the content of Picture Pedagogy is divided into three main themes. The first theme focuses on the foundation of visual culture, which in turn provides a theoretical framework for picture pedagogy. The second theme consists of the analysis and discussion of specific concepts of the picture. The last theme deals with practical ways in which picture pedagogy can be integrated into the postmodern art curriculum. In this review, I discuss these themes, attempting to inspire and inform further discussion of the theoretical perspective and practice represented in the picture pedagogy.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"185 1","pages":"176 - 180"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78608168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/00393541.2022.2050985
R. Jackson
This research is about bringing social justice art education into classrooms through the medium of video games and exploring the ways in which video game design can be a learning tool that can make contributions to and engage in social justice work. Drawing from a case-study research project with a small group of middle school students, through the lens of critical pedagogy informed by recent work by Dipti Desai, this project examines how learning happens through dialogue and knowledge weaving. Findings have led me to consider the potential of this type of video game design as a site of resistance and transformation in art education.
{"title":"Collaborative Video Game Design as an Act of Social Justice","authors":"R. Jackson","doi":"10.1080/00393541.2022.2050985","DOIUrl":"https://doi.org/10.1080/00393541.2022.2050985","url":null,"abstract":"This research is about bringing social justice art education into classrooms through the medium of video games and exploring the ways in which video game design can be a learning tool that can make contributions to and engage in social justice work. Drawing from a case-study research project with a small group of middle school students, through the lens of critical pedagogy informed by recent work by Dipti Desai, this project examines how learning happens through dialogue and knowledge weaving. Findings have led me to consider the potential of this type of video game design as a site of resistance and transformation in art education.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"43 1","pages":"134 - 151"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82514642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/00393541.2022.2050990
Jaehan Bae
Introduction I n my earlier commentary, “Anti-Asian Racism in the Time of COVID-19: The Work of Lisa Wool-Rim ( ) Sj€ oblom” (Bae, 2022), I engaged with Sj€ oblom’s recent work—in particular, her graphic novel, Palimpsest: Documents From a Korean Adoption (Sj€ oblom, 2016/2019). Two topics were at the center of my discussion: (1) the ways Sj€ oblom’s work expresses concerns around the increasing overt and covert everyday racism that Asians have experienced since the COVID-19 pandemic, especially in Western countries; and (2) the pedagogical capacity of Sj€ oblom’s work in developing antiracist art education. In conversation with Robert W. Sweeny, the senior editor of Studies in Art Education, and Laura Traf ı-Prats, the commentary editor, we considered expanding on my commentary by interviewing Lisa Wool-Rim Sj€ oblom and exploring ways of using the interview to continue considering the pedagogic role of graphic novels in grappling with racism. In designing the interview, I sent a series of questions to her by email over the course of the fall and winter of 2021, and her answers are transcribed below. After we emailed, we followed up with a
在我之前的评论“COVID-19时代的反亚洲种族主义:Lisa woolrim () Sj€oblom的作品”(Bae, 2022)中，我参与了Sj€oblom最近的作品，特别是她的图画小说《重写本:来自韩国收养的文件》(Sj€oblom, 2016/2019)。我讨论的中心有两个主题:(1)自2019冠状病毒病大流行以来，亚洲人(尤其是在西方国家)所经历的公开和隐蔽的日常种族主义日益增加，Sj€oblom的作品表达了对这种情况的担忧;(2) Sj€blom在发展反种族主义艺术教育方面的教学能力。在与《艺术教育研究》(Studies In Art Education)的高级编辑罗伯特·w·斯威尼(Robert W. Sweeny)和评论编辑劳拉·特拉弗ı-Prats的交谈中，我们考虑通过采访丽莎·伍尔林·斯特拉弗(Laura Traf)来扩展我的评论，并探索如何利用这次采访来继续思考漫画小说在应对种族主义方面的教育作用。在设计采访时，我在2021年秋冬期间通过电子邮件向她发送了一系列问题，她的回答如下。发完邮件后，我们又发了一封
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Pub Date : 2022-01-02DOI: 10.1080/00393541.2021.2007714
Rachel Sinquefield-Kangas, A. Ojala, Hanna Niinistö
In this article, we explore space, time, and mattering in relation to empathy and nature by examining videos created by 10 undergraduate education majors attending university in Helsinki. Completed as part of a cross-curricular project between art and music students, the video artworks were inspired by a garden theme. Using arts-based, postqualitative methods, we trace relationships or threads of interconnectedness between empathy and nature, viewing them as entangled “spacetimemattering” events. Working in the intersection of arts and sciences, and inspired by new materialisms—specifically Karen Barad’s theory of agential realism—we rethink space and time in artmaking as spacetimemattering. Spacetimemattering, understood as a unified concept, reveals how artistic practices work to conjure heterogeneous understandings of empathy, involving more-than-human objects/materials/matter as entangled phenomena that transcend Cartesian dualisms. In concluding, we discuss implications as to why rethinking space and time as spacetimemattering is important for future art education and research practices.
{"title":"(Re)Thinking Time: Materializing More-Than-Human Empathy in Student Teachers’ Video Artworks","authors":"Rachel Sinquefield-Kangas, A. Ojala, Hanna Niinistö","doi":"10.1080/00393541.2021.2007714","DOIUrl":"https://doi.org/10.1080/00393541.2021.2007714","url":null,"abstract":"In this article, we explore space, time, and mattering in relation to empathy and nature by examining videos created by 10 undergraduate education majors attending university in Helsinki. Completed as part of a cross-curricular project between art and music students, the video artworks were inspired by a garden theme. Using arts-based, postqualitative methods, we trace relationships or threads of interconnectedness between empathy and nature, viewing them as entangled “spacetimemattering” events. Working in the intersection of arts and sciences, and inspired by new materialisms—specifically Karen Barad’s theory of agential realism—we rethink space and time in artmaking as spacetimemattering. Spacetimemattering, understood as a unified concept, reveals how artistic practices work to conjure heterogeneous understandings of empathy, involving more-than-human objects/materials/matter as entangled phenomena that transcend Cartesian dualisms. In concluding, we discuss implications as to why rethinking space and time as spacetimemattering is important for future art education and research practices.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"4 1","pages":"39 - 54"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89741145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/00393541.2021.2007689
Yiwen Wei, J. Broome
In this comparative case study, we critically examined the implementation of art education in two art classes situated within communities of higher and lower socioeconomic status. The findings indicated that art budgets under state regulations were equitable; however, families’ and communities’ external educational resources were starkly different. In addition, school art styles were reinforced in both classes as the itinerant art teacher differentiated her instructions only subtly to produce presentable student works instead of creating content related to students’ interests and concerns. Furthermore, the art teacher’s curricular design and pedagogy, closely aligned with the state visual arts standards, emphasized middle-class ideology, modernist values, and formalist aesthetics.
{"title":"Same Standards, Different Classes: A Comparative Case Study of Two Art Classes Within Communities of Contrasting Socioeconomic Status","authors":"Yiwen Wei, J. Broome","doi":"10.1080/00393541.2021.2007689","DOIUrl":"https://doi.org/10.1080/00393541.2021.2007689","url":null,"abstract":"In this comparative case study, we critically examined the implementation of art education in two art classes situated within communities of higher and lower socioeconomic status. The findings indicated that art budgets under state regulations were equitable; however, families’ and communities’ external educational resources were starkly different. In addition, school art styles were reinforced in both classes as the itinerant art teacher differentiated her instructions only subtly to produce presentable student works instead of creating content related to students’ interests and concerns. Furthermore, the art teacher’s curricular design and pedagogy, closely aligned with the state visual arts standards, emphasized middle-class ideology, modernist values, and formalist aesthetics.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"162 1","pages":"55 - 68"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75169183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/00393541.2021.2007727
Jaehan Bae
I n 2020, the 1st year of the COVID-19 pandemic, overall hate crimes in the United States decreased by 6%, while those targeting individuals of Asian descent rose by 45% (Center for the Study of Hate and Extremism, 2021; Vinopal, 2021). My knowledge of this trend and self-reflection inspired me to consider the pedagogical usefulness of the autobiographical graphic comic art form as a way to explore racism and human rights issues with students in the K–12 art classroom. This commentary extends from this thinking, and considers the use of Lisa Wool-Rim Sjöblom’s autobiographical graphic novel, Palimpsest: Documents From a Korean Adoption, to address anti-Asian racism in the context of the COVID-19 pandemic.
{"title":"Anti-Asian Racism in the Time of COVID-19: The Work of Lisa Wool-Rim Sjöblom","authors":"Jaehan Bae","doi":"10.1080/00393541.2021.2007727","DOIUrl":"https://doi.org/10.1080/00393541.2021.2007727","url":null,"abstract":"I n 2020, the 1st year of the COVID-19 pandemic, overall hate crimes in the United States decreased by 6%, while those targeting individuals of Asian descent rose by 45% (Center for the Study of Hate and Extremism, 2021; Vinopal, 2021). My knowledge of this trend and self-reflection inspired me to consider the pedagogical usefulness of the autobiographical graphic comic art form as a way to explore racism and human rights issues with students in the K–12 art classroom. This commentary extends from this thinking, and considers the use of Lisa Wool-Rim Sjöblom’s autobiographical graphic novel, Palimpsest: Documents From a Korean Adoption, to address anti-Asian racism in the context of the COVID-19 pandemic.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"105 1","pages":"69 - 76"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74013739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/00393541.2021.2007721
Xana Morales-Caruncho, P. Chacón-Gordillo, Rafael Marfil-Carmona
Art education has traditionally been considered a discipline related to leisure. A case study of primary preservice generalist educators at a Spanish university was conducted to determine whether or not this perspective has evolved. It was of interest to examine whether preservice educators understand the way in which art education develops comprehensive and analytical skills. This study integrated both qualitative and quantitative methodologies to examine future teachers’ perceptions of the usefulness of this subject and the problems it presents. Outcomes indicate that there is still a long way to go to transform preservice primary generalist teachers’ false perceptions related to art teaching.
{"title":"Preservice Primary-School Educators’ Perceptions of the Usefulness of and Problems With Art Education: A Case Study","authors":"Xana Morales-Caruncho, P. Chacón-Gordillo, Rafael Marfil-Carmona","doi":"10.1080/00393541.2021.2007721","DOIUrl":"https://doi.org/10.1080/00393541.2021.2007721","url":null,"abstract":"Art education has traditionally been considered a discipline related to leisure. A case study of primary preservice generalist educators at a Spanish university was conducted to determine whether or not this perspective has evolved. It was of interest to examine whether preservice educators understand the way in which art education develops comprehensive and analytical skills. This study integrated both qualitative and quantitative methodologies to examine future teachers’ perceptions of the usefulness of this subject and the problems it presents. Outcomes indicate that there is still a long way to go to transform preservice primary generalist teachers’ false perceptions related to art teaching.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"67 1","pages":"25 - 38"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77949084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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