A Descriptive Study of Middle School Art Curriculum Three Points of View

Abstract

This study described both written curriculum documents and the implemented curriculum of selected middle school art programs in Northeastern Ohio. Three types of research techniques--content analysis (Holsti, 1969), participant observation, and ethnographic interview (Spradley, 1980, 1979)--were employed to answer the questions: what are the planned, written art curricula and what are the actual implemented art curriculua in selected middle schools? This study served to organize knowledge and define the nature of middle school art curriculum by providing statements of fact on which educated judgments can begin. Highlights of the findings include a congruence found between the written and implemented curriculum which was developed at the local level by art teachers. A higher percentage of art activities was based on media and material uses and less emphasis was placed on art appreciation activities at this age level. Implications for art education and art teacher education are included.