| Quality art programs that use a constructivist approach with interdisciplinary connections to academic subjects contribute to student learning. This qualitative case study explored the perceptions of art teachers, principals, and superintendents employed in rural school settings regarding the effects of budget cuts and art program eliminations on the overall student learning experience. Their detailed narratives gave a better understanding of the needs of art teachers and how leaders can help to develop stronger art programs. The conceptual framework was supported by constructivist learning and aesthetic theory to foster a visual culture. The research questions explored the perceptions of art teachers, principals, and superintendents regarding the effectiveness and sustainability of rural art programs. The participants in this study included six rural school art teachers, a principal, and two superintendents from nine different rural districts. Interview data were collected and transcribed to better understand the participants' views on the value of art programs in school curricula. The transcribed data was hand coded and organized into themes and categories. These themes were then compared and analyzed to find the commonalities among the collected data. The key findings were as follows: (a) the principal and superintendents' believed in the advantage of quality art programs, but they often had to eliminate or cut back programs because of funding, federal and state mandates, a declining population, and taxation restraints; and (b) art teachers, who advocated the need for strong art programs for student success, stressed their needs for workable budgets, opportunities to collaborate with other art educators, and meaningful professional development. Social change is taking place as art teachers, principals, and superintendents are making initiatives to become aware of the barriers that affect quality art programs. |
