The purpose of this study is to determine obstacles during art classes and efforts to overcome these as well as observe teachers’ changing perceptions and attitudes toward these classes.
The participants included four teachers from various backgrounds and careers. Two of them were members of the Professional Learning Community (PLC) in their schools and the other two participated in PLC individually. I conducted PLC about art classes for them, and analyzed their changing attitudes and perceptions about these classes during an interview. Their experiences in their endeavors to improve their art classes were explored in this study. Accordingly, I hope teachers with similar difficulties can refer to this record.
Through this study, participants first developed an understanding of art subjects.
Instead of focusing only on expression, which much emphasis is placed on in the art curriculum, an understanding of other areas of the art curriculum. were explained. Second, the quality of the class was improved by re-organizing the curriculum. The participants realized their educational goals by teaching their students not only the contents of the textbook, but also by utilizing materials that could attract students’ interests. Third, the participants conducted art classes that focused on the results as well as processes.
Through these art classes, students are afforded creative thinking experiences, appreciate the work of art in accordance with their own standards,