Q. 3). What would you like to learn from this course?

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II-D=1, 1,

Cntp-II=1, 1,

II-Le=1,

II-R=1,

II-Sk=1, 1, 1, 1, 1, 1, 1, 1, (8)

II-Tch=1, 1, 1, 1, 1, 1, (6)

II-Mm: 1,

II-Et: 1, 1, 1, 1, 1, (5)

II-AC: 1, 1,

II-A/S: 1, 1,

 

Overall II--? (29)

Art/academic, standards: 1, 1,

Distinguish levels in art: 1,

Integrate/Incorporate/Use: 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, (57)

II=Integrate/Incorp.

Cntp=Contemp. Art

Le=Lessons

R=Resources

Sk=Skills/techn.

Tch=Methods, teach

Mm= multimedia

Et=Easy/tools

AC=artistic/creative

A/S=academic standards (art)

Dr=Drawing

 

 

Not artists, reading/

explaining thr-pict.: 1

Doing vs. reading: 1, 1,

Methods/teaching art vs. pointless crafts: 1, 1, 1, 1, 1, 1, 1, 1, (8)

Resources: 1,

Know/exper: 1,

Dr-Sk=1,

II-Cr=1,

Dr-Tch=1,

 

Contemp. Art: 1, 1,

Drawing/art: 1, 1, 1,

Multimedia: 1,

Computer: 1,

Critique: 1,

>Skills/techniques: 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, (13)

trust own ideas: 1,

ideas/lessons: 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, (12)

artistic/creative: 1, 1, 1, 1, 1, (5)

Tch-Et: 1,

Et-A/C: 1,

 

 

Involve Students w/art: 1, 1,

Easy art/correctly/tools: 1, 1, 1, 1, 1, 1, 1, (7)

 

            Students expressed how to allay their anxieties from the previous question as well particular realms of knowledge that they acknowledge as areas for improvement. Specifically, students acknowledged overwhelmingly in 57 responses that they wish to know how to integrate, incorporate or use art in their future classrooms or across other subject areas. Additionally, 29 of the 57 responses elaborated specific outcomes attached to arts integration. Of the 29, 8 were skill or technique driven, 6 were teaching methods or ideas driven, and 5 were easy art ideas or art-as-tools driven. Connecting the previous categories of "Not good at art" (NGA), ability (Ab), and Skills (totaling 62 responses) to the breakdown of the 29 arts integration responses shows that students are concerned with their abilities, which reflect "standard" or "historical" notions of art ability and wish to project these constructions through their future pedagogy.

            Several of the responses targeted pedagogy and reflected hegemonic teacher discourses, such as wanting to know how to "teach art in a more academic manner" as well as how to establish "levels in art" depending on student ages and their skills. These two particular comments elaborate the more general category of learning "methods of teaching art" and "teaching art [instead of] pointless crafts" which is denoted by 8 responses. Additionally, students distinguished learning how to "do" compared to "reading about" art or "reading and representing ideas with pictures" in 3 responses. Through these several categories, patterns become evident which express students' 'wish to know' through practitioner-oriented discourses that contain sentiments of anti-intellectualism. It is through these discourses that students' are "trying on" transitional identities that have been inscribed on them throughout their experiences in and out of classrooms. It also indicates that some of these students feel that they are in a transitional state, that being in-between student and what it means to become a teacher.

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