Teaching Adults with Varying Abilities in Preservice Art Teacher Education

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Abstract

This article focuses on how one US college art education program offered teaching opportunities for preservice art teachers to work with adults with varying abilities. Weaving together the preservice teachers’ reflections with the course instructor’s experiences, this article introduces the junior-level art education course that asked preservice art teachers to lead an art gallery tour and teach a hands-on printmaking workshop to adults with varying abilities. Because it was the first time this experience was offered, this article aims to highlight the preservice teachers’ reflections that hold implications for future use in teacher education programs.