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

a) disagree a lot/ disagree/ I am not sure/ agree/ agree a lot and b) never/ rarely/
sometimes/ usually/ always. An effort is made to make the ASAES pupil friendly. So, the
five-point response scale ranging from ‘disagree a lot’ to ‘agree a lot’ is illustrated with
smiley faces ranging from ‘very sad’ to ‘very happy’ (Davies and Brember, 1994). Pupils
are asked to colour the face that represents best their views. Pupils’ responses are scored
from 1 to 5. A total score for each subscale is derived by reversing the negative items’
scoring (items that exhibit negative attitudes towards art education) and adding up the
scores of all the items comprising the subscale. There is an equal number of positively
and negatively worded items.

Enjoyment

The enjoyment subscale consists of nine items. These items explore whether pupils
like/enjoy art or not, and reasons for these views. More specifically, three items explore
directly pupils’ feelings of enjoyment towards art in terms of like and dislike. Other items
explore this indirectly, and this is one of the advantages of scales. These involve the
notion of boredom (two items), and reasons for enjoying art, as stated by pupils in study 2
(two items are connected with opportunities for choices and one item is connected with
relaxation).

Confidence

A set of eight items measure pupils’ attitudes towards this subscale. These items explore
the extent to which pupils are satisfied with their work, believe in their abilities in art and

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