Julie Raines

Date of Award


Degree Name



College of Liberal Arts

Type of Degree


Document Type


First Advisor

Susan Power

Second Advisor

Michael Cornfield

Third Advisor

Beverly Twitchell-Marchant

Fourth Advisor

Leonard J. Deutsch


This study examines the use of writing in art education and its possibilities for use in the four disciplines of DBAE. Teacher attitudes and associated behaviors with regard to these and related topics are assessed. It was expected that some teachers would favor a creativity- or art production-centered approach to the teaching of art over DBAE. Because writing can be viewed as an academic mode of learning, some apprehension was also expected from those who favor creativity and art production. Despite teachers’ lack of training in DBAE disciplines other than art production and in using writing in the art room, teacher attitudes and behaviors were positive with regard to these areas. The teachers surveyed expressed support for DBAE and the use of writing in art education. Of the four DBAE disciplines, art production was viewed by the surveyed teachers as least suitable for the use of writing. The teachers also supported creativity and cultural literacy as goals of art education. These study results were very positive and led to the conclusion that differences exist among teacher training program philosophies and methodologies and actual teacher attitudes and teaching practices. Because of the differences among teacher training programs and art teaching in reality, teacher training programs should consider changing in order to reflect art teachers’ beliefs and the prevailing trends in art education accurately. Other implications for education and further study are also discussed.


Art – Study and teaching.

Art – Writing – Education.