Abstract
The education of prospective elementary teachers is a growing, and sometimes aggravating problem that confronts almost every college art department. Obviously, the way in which this problem is met determines the caliber of art teaching in elementary classrooms. Far more important, the attitudes of prospective teachers toward art and the cumulative reflection of these attitudes in their pupils affect the aesthetic climate of our culture. Seen in this context, the training of prospective elementary teachers becomes part of the aesthetic responsibility of a college department of art.
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