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Abstract
I teach in a multiple subject credential program that requires all preservice teachers to complete a course specifically focused on arts curriculum and instruction. Based on my experiences in other credential programs throughout California, arts curriculum and instruction is often combined with another content area like social studies. My arts course critically examines pedagogy in dance, media arts, music, theater, and visual arts within a 10-week time period. My narrative explores how abruptly moving to remote arts instruction stressed access and equity as essential elements for content coverage. Future practical implications for remote arts instruction include, but are not limited to, classroom management, access to arts supplies, hands-on learning, and sustaining authentic assessment.
Keywords: arts education, access, equity, content coverage
Introduction
As an artist, educator, and researcher, I immerse myself in exploring curriculum and instruction in the arts while being cognizant of the privileges I bring to my work as a teacher educator. But a lack of preparedness for the pandemic exposed deeper access and equity issues in my teaching. Although the effects of the pandemic have been extremely challenging, I am grateful for the shift to online instruction which provided space to stretch and explore ways for all teacher credential candidates ("candidates") to be engaged with curriculum and instruction in the arts.
I teach in a rural, public university in California. More specifically, I teach a required curriculum and instruction arts course in a multiple subject (K-8) credential program. In the arts course, candidates critically examine pedagogy in dance, media arts, music, theater, and visual arts. In other teacher credential programs throughout California, a similar course may share curricular space with another content area, like social sciences. I am mindful, therefore, that compared to other teacher credentialing programs, the teacher credentialing program in which I teach is unique. But I remain hopeful, nevertheless, that the stories shared here will help inform other educators navigating the possibilities and promises of teacher education, and particularly as it involves the arts.
Disquisition
One aspect that motivates candidates to create meaningful arts education experiences for their students is the growing evidence that the arts increase student engagement (Bowen & Kisida, 2019; Catterall et al., 2012). Whether the candidate leads an arts-integrated (two or more content areas...