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Abstract
The purpose of this study is to investigate how elementary art teachers conduct cooperative art experiences in their classrooms and why they consider these experiences important. The study included the content areas of the cooperative art experiences, the ways in which these experiences were facilitated, and the barriers and facilitations elementary art teachers encountered when teaching cooperative art experiences. Qualitative methodology was used to conduct a broad study of cooperative art thactivities being taught in preK-5 grade schools in Georgia. A survey of 135 elementary art teachers was conducted. The survey focused on cooperative art experiences, teachers attitudes towards the experiences, and how cooperative experiences were included in art education curriculum. Interviews were conducted with nine elementary art teachers and two pre-service art teachers who included cooperative art experiences in their curricula. This study develops a rationale for the inclusion of cooperative art experiences in contemporary art education curricula at the elementary level.