THE TEACHER OF ART


* The classroom teacher needs to realize that she does not have to
be a trained art specialist in order to teach art. She should under-
stand the needs and interests of children and enjoy working with
them. She should become familiar with the ways in which children
naturally express themselves in art. There are certain stages through
which all children pass in their development.* She should be famil-
iar with various means of stimulating or motivating children.**
She should also be sensitive to the total welfare of the child in mak-
ing evaluation of his work.*** She must be willing to stand by and
to guide without imposing adult ideas on the child.


* There needs to be provision for having teachers especially trained
in art for the junior and senior high schools. These teachers must have
support, and in return they must seek opportunities to make art
function in an integral way in the life of the child and the school.


* Special resource teachers or art consultants are recommended for
the city or the county. They can do much to assist elementary teach-
ers in planning their programs, help the special art teachers with
their problems, facilitate the economical buying of supplies, and
promote in-service workshops or extension classes.


* The departmental subject matter teachers in the junior and
senior high schools need to be shown how art can be integrated into
the areas in which they teach.

* The present art program can be improved through encouragement
and opportunities for professional growth of teachers of art. Local
areas need to make it possible for the art teacher to attend at least
one or two professional art meetings a year where she can benefit
as well as contribute. The art section of the F.E.A. can be built up
so that it can be a strong force for supporting art education in the
schools of the state through having classroom teachers take an
active part.





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 ** Page 2o-20
 *** Page zz