Art Teacher Education in the Anthropocene: A Collective Case Study of Embodiment and Embeddedness

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Impactful Arts Learning (Table 4)

Abstract

Within the context of United-States art-teacher education, we sought to explore sites where art-teacher educators have effectively “stay[ed] with the trouble” of living amid and educating others during a global ecological and climate crisis. Some art-teacher education programs deviate from predominant trends by embracing ecological integration and preparing art preservice teachers to implement ecological/environmental art pedagogies (Authors, 2020). Such “aberrant” programs offer rich sites to explore for methods that might be emulated beyond these singular cases. In this study, we examined how three United-States art-teacher education programs, identified as having high levels of ecological integration, infused ecological and environmental approaches into their course content and teaching methods.

Authors

• Joy Gaulden Bertling, University of Tennessee

• Tara C. Moore, University of Tennessee

• Lauren Farkas, Knox County Public Schools