The impact of The Scholastic Art Awards upon art curriculum, art instruction, and the life-world of the art teacher: An ethnographic study.

摘要

The Scholastic Art Awards, a studio-based art competition for junior and senior high school students, has evolved into an institution that exerts an enormous influence on secondary art education in American schools. This study examines the impact of this institution upon the high school art curriculum, high school art instruction, and the life-world of the high school art teacher. Using ethnographic methods of research, the study focuses upon three art teachers whose students excelled in the 2001--2002 Scholastic Art Awards Competition. These teachers represent each of the three Scholastic Art Awards regional sites in the states of Indiana and Michigan. Data was collected through (a) a preliminary questionnaire, (b) interviews with each of the three teacher participants, (c) in-depth observations of the teachers, and (d) document analysis. Triangulation of data sources in analysis and interpretation contributed to the emergence of themes and patterns. The study finds that The Scholastic Art Awards impacts the art curriculum, art instruction, and the life-world of the art teacher in various ways.