Teacher attitudes toward visual arts education identification of artistically gifted students

In our American education system ruled by standardized tests and centralized curriculum, teachers feel pressure to raise test scores and fail to promote the arts as a necessary segment of education and academic subject. This study explores teacher attitudes toward visual arts education, confidence in identification of artistically gifted students and knowledge and understanding of Studio Habits of Mind. Clark and Zimmerman (1992) recommend observing and assessing student behavior in the process of art making to identify talent and consider the role of arts in schools (Oreck, 2004).;The results demonstrate the impact of an arts based intervention to effect attitudes and practices of teachers toward the visual arts and artistically gifted students. Intervention was designed to help teachers understand the importance of the visual arts as a process and a cognitive activity, and feel confident to identify art talent. The Studio Habits of Mind present a written language of what the arts teach and what students learn during art making activities.;Quantitative and qualitative research was conducted with 79 teachers in 30 schools grades Pre-K through seven located in 20 states and 12 countries. The data showed that teacher attitudes did not change toward visual arts education, but demonstrated an awareness of student enjoyment and benefits of visual arts activities. Teachers implemented arts integration to improve learning in other academic areas. Teachers increased their confidence to use art centers, sketchbooks, and art exhibits which presented valuable resources to identify talent. In addition, their practice of drawing and painting influenced students accelerated drawing and painting skills. Supported by arts-based professional development including arts integration as an equal approach and visiting artists, teachers could develop art skills. Teachers increased their knowledge and understanding of Studio Habits of Mind and validated the habits of mind: engage and persist, reflection, stretch and explore, craft, express, and understand the art world/create art works in collaborative groups as powerful indicators of art talent. Accepting the visual arts as a process and cognitive activity and observing the Studio Habits of Mind advanced mental behaviors that students' demonstrate during art making, teachers could identify artistically gifted students.