Pupils’ attitudes towards art teaching in primary school: an evaluation tool

The ASAES can be used as a tool to examine potential factors that shape pupils’
attitudes. The importance of teachers’ specialisation and the kind of teacher profile
judged most successful according to pupils is further discussed in Pavlou (2004). The
ASAES was also used in another study to further explore the role of ‘perceived ability’ in
engaging with art tasks (Pavlou, 2006).

There are many possibilities on how the ASAES could be used to explore factors that
may influence the formation of pupils’ attitudes. Future research could investigate a) the
role of pupils, in terms of age/grade, gender, perceived abilities, and/or socio-economic
background, b) the role of parents, in terms of their attitudes to art, their education and/or
cultural capital, c) the role of school, in terms of the general ethos of the school, and/or its
facilities for art, etc., d) the role teachers’ background, including academic experience,
teaching experience, gender, attitudes to art teaching, etc. and e) the role of the society, in
terms of applying the ASAES to different cultures and education systems and make
comparative studies.

References

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of
Educational Psychology, 84, 261-271.

Assor, A. and Connell, J.P. (1992). The validity of student’s self-reports as measures of
performance affecting self-appraisals. In D.H Schunk and J.L. Meece (eds.), Student
perceptions in the classroom (pp. 25-47). Hillsdale, NJ: Erlbaum.

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