This study addresses the following question: How do preservice elementary teachers conceptualize the fine arts? Based on these perceptions, what are potential implications for efficacy? Essentially, this researcher’s approach to arts integration had been based on the concept that every generalist K-8 preservice teacher—those not studying for an arts endorsement—was to use the arts across the multiple-subject curriculum based on everyone identifying themselves as “creative,” not necessarily as artistic.
The discourse analysis of preservice teacher perceptions of the fine arts adds to an understanding the importance of encouraging arts integration. This is in context with Frawley’s (2013) essay advocating for aesthetics education for preservice K-8 teachers to encourage efficacy with arts in a lower risk environment than what was perceived as the more technical system of fine arts courses. Oreck’s (2004) study of multiple-subject K-8 teachers’ efficacy with the arts essentially advocated for an aesthetics education course, as well, to encourage an environment where teachers integrate the arts across the general K-8 curriculum.