Abstract

Pre-service art educators need to develop and hone both studio and pedagogical skills to be highly effective teachers. Pre-service art education programs can assist by integrating more studio experiences into art education curriculum and help art education students translate professional art knowledge learned in studio courses to K–12 and community audiences. Through printmaking, a medium that lends itself to creative collaboration, pre-service art educators engaged in critical inquiry and socio-constructivist learning with their peers, teachers, middle school students, and students at another college, thus, building a community of diverse learners, artists, and educators through printmaking. Pre-service art educators learned how to effectively teach printmaking processes, problem find, problem solve, and see the connection between personal art practice and teaching in designing innovative art curriculum.