ABSTRACT How can artist residencies for preservice teachers plant seeds for future classrooms? Teacher educators and a teaching artist describe a two-tiered residency in an early childhood and special education program that transformed preservice teachers' attitudes toward visual art and arts integration. Findings are based on teaching artist and instructor reflections as well as a qualitative analysis of student journal entries. Preservice teachers who had no prior art training and were resistant toward abstract painting began to enjoy it and appreciate the value of art for children's learning. They came to recognize visual art as a tool to support social development and children with special needs, understood the importance of process in children's art experiences, and considered ways to integrate art throughout the curriculum. We urge teacher educators and teaching artists to incorporate artist residencies into teacher education programs to prepare future teachers to integrate the arts into the classrooms of tomorrow.

中文翻译：

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将激烈的线性职前教师带入将艺术融入课堂的乐趣：大学早期儿童和特殊教育项目的艺术家驻留

摘要 职前教师的艺术家驻留项目如何为未来的课堂播下种子？教师教育家和教学艺术家描述了幼儿和特殊教育计划中的两层驻留计划，该计划改变了职前教师对视觉艺术和艺术融合的态度。调查结果基于教学艺术家和教师的反思以及对学生日记条目的定性分析。没有接受过艺术训练并且对抽象绘画有抵触情绪的职前教师开始享受它并欣赏艺术对儿童学习的价值。他们开始认识到视觉艺术是一种支持社会发展和有特殊需要的儿童的工具，理解过程在儿童艺术体验中的重要性，并考虑将艺术融入课程的方法。