Program
Teaching M.A.
Number of Pages
61
Year Approved
2026
First Advisor
Laura Shaw
Second Reader
Gregory Nelson
Abstract
This study examines how structural conditions within schools influence sustainable teaching practices in visual arts education. Specifically, it explores how class schedules, preparation time, and administrative support shape teachers’ ability to implement creativity-centered instruction aligned with the demands of artistic learning. Drawing on a qualitative synthesis of existing research on instructional time, organizational structures, and educational leadership, this study identifies key patterns in how school systems support or constrain meaningful visual arts instruction. Findings indicate that structural factors, rather than individual teacher characteristics, play a central role in shaping instructional quality and sustainability. Limited instructional time, fragmented scheduling models, insufficient preparation time, and inconsistent administrative support collectively restrict opportunities for sustained creative engagement in the classroom. These constraints are particularly significant in visual arts education, where learning depends on iterative processes such as ideation, experimentation, revision, and reflection. Within the context of Minnesota, the study highlights a critical misalignment between the expectations outlined in the Minnesota Academic Standards in the Arts and the structural conditions through which these standards are implemented. While students are expected to engage in sustained creative processes, school scheduling and curricular structures often limit the time and continuity necessary to meet these expectations. This study concludes that improving visual arts education requires a shift from focusing on individual teacher outcomes to examining organizational design. Aligning school structures with the pedagogical demands of creative learning is essential for supporting both sustainable teaching practices and meaningful student engagement in visual arts education.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Recommended Citation
Schutz, M. (2026). Supporting Sustainable Art Education: How School Structures Influence Creativity [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1269
Terms of Use and License Information
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