2019 Volume 51 Issue 1 Pages 257-264
In elementary school art education, it is necessary for teachers to provide instruction with an understanding of the child’s creative and expressive intentions using various art products. In the present study, two elementary school teachers attended a training program in twelve sessions across four months. In the teacher training program, the teachers were involved in creating activities that included drawing as a less skill-dependent means of creation, through which they could identify their own expressions and undergo exerting an agency in expression. The teacher’s recognition of agency was expected to provide the basis for realizing and acknowledging diversity and value in the children’s work. Longitudinal research revealed the teachers’ reflections. Teacher A, who was familiar with creation, had little difficulty at the beginning of the program, however, experienced greater difficulty as the training program progressed. By contrast, Teacher B, who reported feeling resistance at the beginning of the program, encountered unexpected findings: he reported experiencing difficulty in exploring the problems in his own expressions. These results suggest that the teacher training program in this study provided an opportunity to modulate teachers’ recognition of their own expression, shifting from the initial state to the next state of expression.
