NAEA Position Statement on Positive School Culture and Climate

NAEA believes there is an interdependent relationship between a supported high-quality visual arts education program and a positive school culture and climate. Certified/Licensed visual art educators play important leadership roles in building positive school culture and climate. The fundamental context for a school-based visual arts education program, including design and media arts, requires resources including:

• Facilities designed to support the visual arts curriculum*
• sufficient budget to support standards-based curriculum inclusive of a variety of media,
• Time to deliver age-appropriate curriculum
• Program-specific instructional materials, equipment, and resources (including access to technology)

Visual arts education impacts school culture and climate by:

• increasing student attendance and student engagement
• promoting a sense of belonging within the school
• promoting personal expression and social-emotional learning thereby enhancing an understanding of cultural diversity,supporting mental health, and nurturing mutual respect
• promoting innovation, collaboration, and creative problem-solving skills applicable to life-long learning
• advocating for and supporting school and community relationships
• facilitating interdisciplinary learning through an inclusive, supportive environment where students develop abilities to problem solve, take risks, develop a personal creative voice, collaborate, and reflect
• building a sense of community within the school.

A positive school culture and climate supports visual arts education by:

• Honoring students’ scheduled access to visual arts instruction
• recognizing arts education as an integral part of a balanced education
• fostering a creative atmosphere throughout the school
• supporting creativity and innovation in teaching and learning
• showcasing and valuing student success in the visual arts
• encouraging diverse connections among people, subject areas, and ideas
• respecting visual art educators as both teachers and artists
• providing access to discipline-specific professional learning opportunities including instructional strategies to meet the needs of a diverse student body
• valuing visual art educators as leaders in their discipline, schools, and communities

Resources:

NAEA Position Statements:

• Certified/Licensed Visual Art Educators in Pre-K through 12 School Settings - https://www.arteducators.org/advocacy-policy/articles/503-naea-position-statement-on-certified-licensed-visual-art-educators-in-pre-k-through-12-school-settings
• Professional Development - https://www.arteducators.org/advocacy-policy/articles/531-naea-position-statement-on-professional-development
• Scheduling, Time, Enrollment, Facilities, Funding and/or Resources for Visual Arts Education - https://www.arteducators.org/advocacy-policy/articles/533-naea-position-statement-on-scheduling-time-enrollment-facilities-funding-andor-resources-for-visual-arts-education
• Visual Arts as part of a Well-Rounded Education - https://www.arteducators.org/advocacy-policy/articles/544-naea-position-statement-on-visual-arts-as-part-of-a-well-rounded-education

NAEA Publications:

• Purposes, Principles and Standards for School Art Programs - https://my.arteducators.org/naea-merchandise-details?id=5315f24e-7ed7-ea11-bf21-0003ff681f5a&index=0&reload=timezone
• Design Standards for School Art Facilities publication -https://my.arteducators.org/naea-merchandise-details?id=372921c9-57d6-ea11-bf21-0003ff681f5a&index=0&reload=timezone
• National Visual Arts Standards Handbook - https://www.arteducators.org/learn-tools/articles/221-national-visual-arts-standards-handbook