when they are free to be themselves, observe, notice, and think the way they do, but adults such as educators and parents can interfere with expressions if they are not familiar with the children’s creative role of developmental abilities and needs. That means a children’s teacher can encourage or restrict development using children’s appropriate or inappropriate education 2006). A methods (Šagud, positive student-centered environment that prioritizes the needs and creative freedom of students is considered a pro-artistic environment & 2011). For those types of (Balić-Šimrak, Šverko Županić Benić, teachers we can say that they posses the sensibility for arts because they possess the knowledge, skills, and abilities that enable them to offer children a variety of activities that will help them develop their creative potential. Hash (2010) and Lortie (1975) assert that attitudes about teachers’ education and importance of art are already formed even before they enroll in college. Oreck (2004) also concludes that teachers’ competencies and their motivations for conducting art activities in practice is a product of their entire experience in education from early childhood. In the context of this study, the research reviewed focuses on music and visual arts activities specifically, as well as the teachers’ attitudes towards conducting those activities. Several researchers reported that attitudes about music education are associated teachers’ with their early childhood experiences with ensembles, private lessons, and group lessons (Abril & Gault, 2005; Berke & Colwell, 2004; Hagen, 2002). Gibson (2003) studied experiences in the arts
when they are free to be themselves, observe, notice, and think the way they do, but adults such as educators and parents can interfere with children’s creative expressions if they are not familiar with the role of developmental abilities and children’s needs. That means a teacher can encourage or restrict children’s development using appropriate or inappropriate education methods (Šagud, 2006). A positive student-centered environment that prioritizes the needs and creative freedom of students is considered a pro-artistic environment (Balić-Šimrak, Šverko & Županić Benić, 2011). For those types of teachers we can say that they posses the sensibility for arts because they possess the knowledge, skills, and abilities that enable them to offer children a variety of activities that will help them develop their creative potential. Hash (2010) and Lortie (1975) assert that teachers’ attitudes about education and importance of art are already formed even before they enroll in college. Oreck (2004) also concludes that teachers’ competencies and their motivations for conducting art activities in practice is a product of their entire experience in education from early childhood. In the context of this study, the research reviewed focuses on music and visual arts activities specifically, as well as the teachers’ attitudes towards conducting those activities. Several researchers reported that teachers’ attitudes about music education are associated with their early childhood experiences with ensembles, private lessons, and group lessons (Abril & Gault, 2005; Berke & Colwell, 2004; Hagen, 2002). Gibson (2003) studied experiences in the arts
939943.ENG-12-klagenfurt_1.docx