Empirical measures of artistic cognition are extremely limited, (Smithrim & Upitis, 2005), and virtually nonexistent in teacher education (Martin, 2014). At the same time, there little research dedicated to the development of creative pedagogical capabilities (Eisner, 2002; Martin, 2014). Little is known about the cognitive processes that occur during creative instructional design and practice with a notable void informing professional development. This study investigates the effects of an intervention designed as a curriculum innovation prototype for generalist teachers who want to learn how to teach through the arts (arts integration). It asks: What is the effect of a professional development intervention designed to increase artistic teacher efficacy? What will be the effect on teachers’ perceived arts capabilities, design capabilities, and aesthetic awareness? Will increasing these capabilities build capacity in the artistry of instructional design, and increase their efficacy as artistic teachers?

The theoretical framework for this study comes from social learning theory, and the notion that teachers will only be motivated to try new things, such as arts integration, when they have the efficacy to do so (Bandura, 1977; 1997). Teacher efficacy is the confidence in one’s capabilities to bring about desired educational outcomes (Guskey, 1988; Tschannen-Moran & Hoy, 2001). Perceived capabilities can either inhibit or motivate teachers to innovate in the classroom. Artistic teacher efficacy is confidence in one’s capabilities to plan effective arts integration, and includes confidence in: 1) capabilities in the arts; 2) capabilities in design thinking; and 3) aesthetic awareness. Thus, these capabilities make up a teacher’s capacity for artistry of instructional design, which mediates levels of artisticteacher efficacy. 

Without a belief in one’s capabilities to do art, many teachers are reluctant to use it in the classroom. This may stem from a fixed mindset (Dweck, 2006), where individuals believe development of a capability is not possible (relegating artistry to talent rather than learned skill). Alternately, a growth mindset motivates individuals to try new things (Dweck & Leggett, 1988; Dweck, 2006). Positive experiences with a task can increase an individual’s beliefs about their capabilities, and in this way, can transform their mindset to one that is more motivated to undertake a task (Bandura, 2000). Hence, if teachers have positive experiences in building their arts capabilities, they are predicted to have a higher artistic teacher efficacy.  

Design thinking is an essential capability for generative inquiry, through its project-based questioning, continuous improvement, end-to-end solution design, and reliance on a social system (Dym, et al. 2005). Research shows that exposure to and use of design-thinking can foster a growth mindset (Blackwell, Trzesniewski, & Dweck, 2007) while at the same time, conditioning teachers to be experimental within their professional practice. Hence, teachers who increase skills in design thinking are able to predict and design learning experiences that allow for adaptation and unpredictable directions while inspiring life-long learning through a shared spirit of curiosity.

Noticing deeply and inquiring alongside students opens the curriculum to emergent possibilities. Acquiring aesthetic awareness requires learning in sensory cognizance, mindfulness, emotional response, embodied knowledge, etc.; yet the development of aesthetic awareness is all but ignored in teacher professional development. Hence, teachers require personal experience with sensory provocation and opportunities to notice, linger, wonder, and respond in order to develop their own aesthetic awareness (Eisner, 2006; Grumet, 1987; Sameshima, 2008) which they can then use to be responsive to teachable moments and emergent opportunities.

This study analyzes the effects of professional development designed to develop a capacity for Artistry of Instructional Design and increase Artistic Teacher Efficacy. In doing so, it contributes jointly to the fields of arts education and curriculum innovation.

Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84, pp. 191-215. Bandura, A. (1997). Self-Efficacy: The Exercise of Control, New York: Freeman. Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child development, 78(1), 246-263. Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering design thinking, teaching, and learning. Journal of Engineering Education, 94(1), 103-120. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological review, 95(2), 256. Dweck, C. (2006). Mindset: The new psychology of success. Random House. Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering design thinking, teaching, and learning. Journal of Engineering Education, 94(1), 103-120. Eisner, E.W. (2002). The State of the Arts and the Improvement of Education. Art Education Journal, 1(1). Grumet, M. R. (1987). The politics of personal knowledge. Curriculum inquiry, 17(3), 319-329. Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and teacher education, 4(1), 63-69. Martin, B.H. (2014) Reaching Out and Drawing In: A Conceptual Framework for Socially Empowered Learning and Student Engagement, Conference Proceedings, American Educational Research Academy, Philadelphia, PA, April 2014. Sameshima, P. (2008). Letters to a new teacher: A curriculum of embodied aesthetic awareness. Teacher Education Quarterly, 35(2), 29-44. Smithrim, K., & Upitis, R. (2005). Learning through the arts: Lessons of engagement. Canadian Journal of Education/Revue canadienne de l’education, 109-127. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.