Abstract

This article explores how a college art education program implemented early field experiences in order to respond to the needs of an elementary school that cut its visual art program. After examining policy regarding the visual arts in K-12 US schools and art teacher certification, this paper focuses on the experiences and reflections of a college program coordinator and pre-service art teachers who designed and taught in-school art workshops for elementary students who did not have access to a formal visual arts program. The author suggests that the early field experiences were beneficial for the pre-service art teachers and examines six topics that surfaced from the data: the organizational structure of the workshops, getting to know the students, instructional resources and teaching strategies, classroom management, assessment, and shifting roles.