Art Experiences and Attitude toward Art Education: A Descriptive Study of Missouri Public School Principals

Abstract

Because of their positions as educational leaders, principals' art experiences and attitudes toward art education are of interest for art education advocacy. Through use of a survey questionnaire and interviews, data were gathered to provide descriptive information and to look for relationships between Missouri principals' art experiences and attitudes toward art education. A 79% return rate (n = 225) was achieved. Attitudes toward art education were found to be generally positive. Those with elementary teaching certification had significantly higher attitude scores when compared with other certifications groups. Qualitative descriptions of art experiences as well as positive correlation with attitude scale scores suggested the following as important educative art experiences: influence of the family, college art classes; visits to art museums; and influence of art teacher/colleagues. Single events that resemble crystallizing experiences (museum visit or use specific art media), as well as longer-term continuity of experience (classes or a series of experiences) characterized the descriptions. Interviews revealed cases of combined home and school influences, as well as cases where school art experiences alone appeared to foster positive attitudes.