Not Picture Perfect: The Storied Lives of Art Teachers in Urban America

Abstract

There has been a reduction of arts funding the United States educational system, even though research has identified the need for socioemotional learning policy/guidelines/requirements in the US Ed. and more school teachers and counselors. In Texas, geopolitical issues and natural disasters impact learners in the state and corporal punishment is still allowed in some districts, such as Pampa Independent School District (ISD). A study of six art teachers across a large urban school district was conducted to better understand this conundrum vis-a-vis semi-structured interviews with art teachers working in public Middle and High Schools. This chapter investigates the impact of art practices and art teachers on socioemotional self-regulation of students, as we consider the impact on teacher retention using the Heuristic model of child self-regulation and reactivity and school outcomes (Liew, Erbeli, Nyanamba, & Li, 2020). Finally, the ironic finding that teaching art classes is financially emotionally draining for teachers to the point of decreasing retention, yet some are still impassioned to teach art classes, is juxtaposed with attachment theory. Recommendations for art education policy and pedagogy are made using the lens of socioemotional learning, art therapy, empathy, and emotional self-regulation.

Citation

Asadi, L. (2023), "Not Picture Perfect: The Storied Lives of Art Teachers in Urban America", Singer, E.A., Etchells, M.J. and Craig, C.J. (Ed.) Drawn to the Flame (Advances in Research on Teaching, Vol. 45), Emerald Publishing Limited, Leeds, pp. 65-79. https://doi.org/10.1108/S1479-368720230000045005