Solving a Long-Ignored Competency Problem in Art Teacher Professionalism
There has been a long-ignored competency problem in Art Teacher Professionalism. Solving it can seem too overwhelming; however, there are many reasons for that. This post is social emotional learning-specific, so it solves the problem of art teachers understanding how social emotional learning can connect with their subject area.
On an even larger scale, the entire blog solves a vast problem with professionalism in the field of art education. When I think of how many individual students those 60,000 art teachers just in the United States impact each year, I am overwhelmed by the power of this post to positively impact the real world of education.
Solving a Long-Ignored Competency Problem in Art Teacher Professionalism
The Lack of Support
There are almost 60,000 art teachers in the United States. 71% of these art teachers hold at least a Bachelor’s degree, while only 26% hold degrees in the actual field of education. While there are rock-solid organizations at the state and national levels to train art teachers in art-specific pedagogy, there are very few organizations that help art teachers access a bigger picture in the landscape of educational pedagogy. In other words, art teachers often lack support in developing their skillset beyond art-specific practices.
My Personal Experience
In my own experience, I had to make a presentation to principals at my school to argue the legal reasonings and basic benefits as to why I should have access to my students' IEPs and 504 plans. These were needed in order to best meet their needs, protect them, and provide a fair and appropriate learning experience in my classroom.
I had to schedule a meeting and present data to my principal to request an arts educator from my school and be allowed to serve on the teacher support team that oversees special education processes. I also had to seek out, find funding, and request that I be allowed to attend trainings and programs that address connective pedagogies like Social Emotional Learning and 21st Century Learning.
These were trainings and professional development experiences other educators in my school, district, and state were routinely provided. I spent seven years as an art teacher making the case for what I needed in professional development to support my students.
Statistics for Solving the Problem
Nationally, over 35% of art teachers only stay in the job for 1-2 years. Based on my own experiences and the fact that so many art teachers are brought into the classroom with little to no educational pedagogical background, I posed that if art teachers were better supported in making connections between art-specific practices and broader educational pedagogies, turnover rates would go down.
Given what we know as a field about how the arts positively impact students across all domains and growth areas, art teachers with strong backgrounds in broader educational pedagogies who are also strong in art-specific practices are the missing link in supporting the whole child and creating community within schools and districts.
My Mission to Solve the Problem
Therefore, I have made it my mission to create a space where art teachers can learn both art-specific practices and make strong connections to the broader landscape in order to better serve students and their communities. By default, this has also created a space where teachers of other content can make strong connections to visual art. The relationship between these three things is something I've spent a lot of time and energy nurturing; and I believe it is innovative, revolutionary, and much needed.
Since 2021, I have written and posted over 100 articles on the Party in the Art Room blog. This work makes a significant contribution to the education field by making concrete what is often abstract for art educators. Specific, real-world examples of how social-emotional learning can happen in the art classroom are given for each of the five tenets.
By offering a new perspective that is focused on making art teachers stronger through their understandings of broader pedagogies, I've provided a solution to a large problem in the field.
Final Thoughts
My Bachelor’s degree in education and Master’s degree in curriculum gave me the tools I needed to stand up for what my students needed from me. But, my education-specific knowledge shouldn't be a luxury only my students can access.
All art teachers should be supported, properly trained, and informed without having to go to great lengths as I did. Making sure art teachers have a fuller understanding of the bigger picture has got to be the norm, not the exception. It starts with giving art teachers access to high-quality, entry-level information via outlets like these blog posts.
Here's a book on teacher professionalism that is a good place to get started learning more about professionalism in the field of education; however, it is not comprehensive.
I’m Amanda, and I align standards and integrate content to help teachers meet the needs of the Whole Child in art class! I have yet to find a standard that I couldn’t teach through art, and I want to share it all with you.
Not sure where to start with bringing art and content together? This freebie guide is packed with 25 ideas to align your art lessons with math and ELA standards. Your students will be crafting art and practicing algebraic thinking. Win-win!
I want all students to feel successful in the art room, so I created a standards-based Daffodil Collage lesson to do just that! The lesson includes an artist study, student reflection, and more, so push your artists to their full potential.
Follow along on my Instagram page for more tips on teaching the Whole Child in the art room!
Connecting art and content together doesn’t have to be mind-boggling. I’ve made it simple with 25 math and ELA art lesson starters - for free! Plus, I included 15 worksheets for students to reflect on their art-making journey.