Art teachers' studio majors and their effects on art aducation learning outcomes in the middle school curriculum

This study investigates differences of art teachers with various undergraduate studio majors in achieving middle school visual arts class outcomes, and influences of these differences on students and learning outcomes. It could be expected that differences in undergraduate studio major area expertise and backgrounds may yield to differences in art teacher training outcomes and teacher qualifications when they graduate. Therefore, we explored answers to the research questions of what essential art teacher studio qualifications, expertise and skills are necessary in teacher training and which studio majors may provide these necessary qualifications, expertise and skills correspondingly. Based on the study objective, data were collected through interviews and survey questionnaire from the participant art teachers in the 2020-2021 educational school year. The study is structured as a qualitative model and designed as Multiple-Case study based on Descriptive survey research. The study aimed to identify teacher perspectives and experiences about research problem. The data were collected by means two instruments; a survey questionnaire and interviews. The survey questionnaire included 30 items and the interviews included 7 questions. A total number of 40 art teachers responded to survey questionnaires and the interviews were conducted with 14 participants. The data collected through survey questionnaire were tabulated and shown as figures and percentages, then inferences were also made based on both survey answers and qualitative information collected through interviews. The results based on collected data showed that art education course learning outcomes are clustered around drawing and painting studio based outcomes. Participant opinions and collected data also revealed that the skills and artistic competencies required for art teaching are mostly provided in art studio major (painting and drawing) educational objectives and studio practices, comparably more than any other studio major areas. Consequently, more participants reported that it would be beneficial for art education program curriculum that studio education content and practices should be designed based more on a painting and drawing centered construct. In addition, it was inferred that other studio major areas were insufficient in providing necessary qualifications, expertise and skills equally needed for all art teachers. The results revealed that undergraduate art education program curriculum currently in use is limited in corresponding visual arts course curriculum objectives and learning outcomes. Art education program content and curriculum should be modified or re-designed based on National Visual Arts course curriculum objectives and learning outcomes. Lastly, it should be reminded that art course objectives are not solely based on individual self-development but they also enforce specific technical skills, competencies and academic outcomes. Therefore, art teachers need to gain skills and expertise to meet these particular outcomes needed in the art classrooms.