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Art, Culture, and Ethnicity, 2nd Edition (No. 205)
Bernard Young, Editor
Groundbreaking when first published in 1990, Art, Culture, and Ethnicity has been updated and expanded to reflect today’s changing cultural landscape and global consciousness about issues such as immigration and the assimilation of and contributions by racial and ethnic minorities to visual culture. Leading art educators provide new research in the field and discuss and explore examples from diverse groups including Mexican, Latin American, African, Islamic, and Native American.
Art Education for Social Justice (No. 311)
Tom Anderson, David Gussak, Kara Kelley Hallmark, and Allison Paul. Editors
A resource and reference book for education activists at all levels, across disciplines, who are ready to respond to 21st-century challenges. This collection shows how art educators play a key role in shaping curricula to connect students with effective advocacy for social justice issues.
Conversations in Art: The Dialectics of Teaching and Learning (No. 316)
Judith M. Burton and Mary Hafeli, Editors
In an innovative, decade-long project to examine how good teachers practice in real classroom and museum settings, a group of experienced art educators recorded teachers engaging with students, and later reviewed and critiqued these recordings with the teachers themselves to compile “snapshots” of classroom life unlike any documented before. Contents
Exploration in Virtual Worlds: New Digital Multi-Media Literacy Investigations for Art Education (No. 329)
Mary Stokrocki, Editor
Exploration in Virtual Worlds aims to explore current pedagogical efforts of virtual world teaching and discover potentials for art instruction through virtual worlds in unique ways and to diverse audiences. Focusing specifically on virtual worlds, this anthology includes conceptual explorations and virtual art world examples in higher education—with children, senior citizens, alternative audiences, and in different countries. It also features museum education outreach, holistic assessments, pros and cons, and future directions and concerns. Contents
From Periphery to Center: Art Museum Education in the 21st Century (No. 298)
Pat Villeneuve, Editor
Examines museum education from the perspective of 33 authors from the field, resulting in a collective vision elevating the function of education within museums. A variety of perspectives offered throughout this comprehensive new collection of essays push further thinking and encourage robust debate. Another dimension comes from the -Many Voices Project- art museum educators and others with an interest in the field who offered feedback on topics explored throughout the essays. These comments add alternate ideas and expand the discussions.
The Heart of Art Education: Holistic Approaches to Creativity, Integration, and Transformation (315)
Laurel H. Campbell and Seymour Simmons III, Editors
Although a growing body of literature on holistic teaching and learning abounds, little has been written specifically for art educators. In the visual arts, holistic education begins with the recognition, now widely accepted, that each dimension of the individual can be educationally involved in making and/or studying art. This focus on comprehensive, or holistic, development through meaning-making is “the heart of art education.” Contents
Globalization, Art, and Education (No. 305)
Elizabeth Manley Delacruz, Alice Arnold, Ann Kuo, and Michael Parsons, Editors
Timely research, critical analyses, narrative essays, and case studies from 49 scholars from all over the world examine how globalization interfaces not only with art and education, but also with local and regional cultural practices and identities, economies, political strategies, and ecological/environmental concerns of people around the world. Contents
Including Difference: A Communitarian Approach to Art Education in the Least Restrictive Environment (No. 322)
Michelle Kraft and Karen Keifer-Boyd
Strategies for the inclusion of individuals who experience moderate to severe disabilities into the art class community in a fully participatory way. Including Difference combines concepts related to analysis of the current special education law and case law, issues related to preservice teacher education, and strategies to address the varied needs of a broad spectrum of learners within the art class setting. This book contributes to the small but growing body of literature on current special education law and inclusion practices in the art class environment at a time when teacher certification programs are reexamining curriculum for integrated and stand-alone courses that meet increasing state expectations for addressing educational diversity. Contents
Inter/Actions/Inter/Sections: Art Education in a Digital Visual Culture (No. 313)
Robert W. Sweeny, Editor
Offers practical suggestions for art educators who wish to add new methodologies to their teaching, or to rethink existing practices, while presenting the general reader with the challenges that accompany teaching, learning, and producing art in a digital visual culture. Through these wide-ranging essays, art education and digital technology are rethought, and re-viewed, touching upon themes of identity and virtuality, modifications upon traditional learning theories, reconceptualizations of culture, translations of prior art educational practices, ludic interfaces, and the relationship between physicality and the ephemeral. Each essay adds to the expanding network that is current art educational practice, pointing toward numerous possibilities for future art educational forms.
Interdisciplinary Approaches to Teaching Art in High School (No. 226)
Pamela G. Taylor, B. Stephen Carpenter, II, Christine Ballengee-Morris, Billie Sessions
The authors present works of art, artmaking skills, and ways of knowing as catalysts for learning across the traditional disciplinary boundaries in high school. Both timely and enduring, this is the book that will inspire and support the work of veteran, new, and pre-service high school art teachers. The book includes issues, theories, and practices related to high school curriculum, advocacy, classroom management, assessment, cultural understanding, idea-based instructional strategies, team-teaching, technology, visual culture, and student-initiated learning. The authors draw upon their own experiences and those of other high school art teachers to create a motivating and provocative text that challenges readers to critically and continually reflect, collaborate, read, and research their own interdisciplinary thinking, teaching, and learning processes.
The Learner-Directed Classroom: Developing Creative Thinking Skills Through Art (No. 326)
Diane B. Jaquith and Nan E. Hathaway, Editors
Educators at all levels want their students to develop habits of self-directed learning and critical problem-solving skills that encourage ownership and growth. Practicing art educators (PreK–16) offer both a comprehensive framework for understanding student-directed learning and concrete pedagogical strategies to implement student-direct learning activities in school. In addition, research-based assessment strategies provide educators with evidence of student mastery and achievement. Teachers who structure self-directed learning activities can facilitate effective differentiation as students engage in the curriculum at their level. This book provides evidence-based, practical examples of how to transform the classroom into a creative and highly focused learning environment. Published by Teachers College Press. Contents
Matter Matters: Art Education and Material Culture Studies (No. 299)
Paul E. Bolin and Doug Blandy, Editors
In recent years, there has been increased discussion regarding the study of material culture within art education, yet more conversation about the collaborative alignment of these areas needs to occur. This book provides a forum and focal point for such exchange. Seventeen chapters address theoretical and practical issues, ideas, and questions related to the study of and teaching about a wide range of objects and expressions in our contemporary world. The readership of this book within art education includes those working in higher education, K-12 art teachers, preservice art teachers, graduate students in art education, museum educators, and art educators working in community-based settings. The audience outside art education includes, but is not limited to, individuals active in museum studies, anthropology, American Studies, folklore, popular culture, media studies, history, art history, and curriculum development and classroom instruction within various subject areas. Contents
Practice Theory: Seeing the Power of Art Teacher Researchers (No. 321)
Melanie L. Buffington and Sara Wilson McKay, Editors
Teachers are powerful individuals who have the ability to effect change and meaningful educational reform. Seeing research at the heart of teaching can grow engaged educational practice and aid teachers in realizing their power.
Chapters on methodologies, as well as example studies in diverse art education settings, work to bridge the perceived divide between theory and practice. Examples beyond public school classrooms include senior citizen centers, preschools, museums, and international sites. This collaboration of voices—including those of the authors, a graduate student, and a wide range of researchers with various perspectives on how research occurs in art education—will help new researchers and teachers who may not have considered conducting research as a possibility for them, find a glimpse of themselves as a teacher-researcher. Contents
PURPOSES, PRINCIPLES, and STANDARDS for School Art Programs (No. 330)
Purposes, Principles, and Standards for School Art Programs Publication Review Committee
Purposes, Principles, and Standards for School Art Programs has been fully updated to reflect current issues in the field of art education. Checklists embedded in charts allow users to indicate where their school or district stands in relation to the criteria—which has been expanded to include district-wide, elementary, middle, high school, and superior standards. The release dovetails with the revision and release of the National Core Arts Standards in the Visual Arts. The criteria within the checklists reflect opportunity-to-learn standards that impact capacity for fully implementing the new National Core Arts Standards as well as state and local standards in the 21st century. The Board of Directors of NAEA has adopted Purposes, Principles, and Standards for School Art Programs as an official position of the Association, directed toward the promotion and recognition of educationally sound art programs in the elementary, middle, and secondary schools of the United States and Canada. Contents
Reaching and Teaching Students with Special Needs through Art (No. 296)
Beverly Levett Gerber and Doris M. Guay, Editors
This book is written for art educators and those who value the arts for students with special needs. It provides an overview of special needs students in the art room. Special needs groups are addressed separately and include current definitions and descriptions and recommended teaching strategies. In addition, art lesson adaptations and behavior management strategies are included. Follow-up activities are provided at the end of each chapter to gain further insights into each group of students. It also addresses school-wide concerns: collaboration among educators and school staff; art therapy and therapeutic teaching; paraeducators in the art room; and resources for the arts for special needs students. Readers are also given step-by-step directions in order to obtain funding to expand their own teaching opportunities.
Stand(ing) Up, for a Change: Voices of Arts Educators (No. 320)
Kevin Tavin and Christine Ballengee Morris, Editors
Standing up for change requires passion and transformational leadership. One aspect of leadership is the delicacy of negotiating for multiple voices to be represented, toward social justice. Where does this type of leadership come from, and how can we encourage it? How do we teach others to be activists? Where are these lessons in our teaching training? Stand(ing) Up, for a Change explores these questions. Contents
Studio Thinking 2: The Real Benefits of Visual Arts Education, Second Edition (No. 325)
Lois Hetland, Ellen Winner, Shirley Veenema, and Kimberly M. Sheridan
Studio Thinking 2 will help advocates explain arts education to policymakers, help art teachers develop and refine their teaching and assessment practices, and assist educators in other disciplines to learn from existing practices in arts education. The first edition of this bestseller was recognized for its groundbreaking research on the positive effects of art education on student learning across the curriculum. Capitalizing on observations and conversations with educators who have used the Studio Thinking Framework in diverse settings, this expanded edition features new material. Co-published with Teachers College Press.
Teaching and Learning Emergent Research Methodologies in Art Education (No. 317)
Candace Jesse Stout, Editor
Designed for instructors, students, and anyone interested in learning more about developing new research techniques, readings in this volume detail innovative ways to conceptualize what research in art, education, and human experience might be, what it might mean, and what it might do. Taking cues from contemporary theoretical perspectives, 13 authors in art education and related fields chart new terrain in research choices, including asking new questions and exploring new ways to respond to those questions. Contents
Teaching Asian Art: Content, Context, and Pedagogy (No. 314)
Sheng Kuan Chung, Editor
Teaching Asian Art provides American art teachers with cultural insights and historical/spiritual perspectives through lessons inspired by Asian art, allowing them to make meaningful connections across the curriculum. The authors include prominent American, Asian, and international scholars and educators who either have first-hand knowledge of, or are cultural insiders of, the respective Asian artistic practice that each chapter explores.
Transforming City Schools through Art: Approaches to Meaningful K-12 Learning (No. 319)
Karen Hutzel, Flávia M. C. Bastos, and Kim Cosier, Editors
This anthology, co-published with Teachers College Press, places art at the center of meaningful urban education reform. Providing a fresh perspective on urban education, contributors describe a positive, asset-based community development model designed to tap into the teaching/learning potential already available in urban cities. Shows teachers how to use the cultural resources at hand to engage students in the processes of critical, imaginative investigation.
Understanding Students with Autism through Art (No. 312)
Beverly Levett Gerber and Julia Kellman, Editors
This timely resource, written for preservice teachers and at the request of practitioners in the field, shares the expertise of professionals from the fields of art education, special education, art therapy, museum education, and medical research. Avoiding professional jargon, it highlights teachers’ own stories and provides proven examples of successful lessons and teaching/learning strategies in the classroom and also in one-on-one settings. The book includes discussion questions at the end of each chapter as well as a helpful guide of annotated resources for inspiration, professional practice, recognition, and funding.
Using Art to Teach Reading Comprehension Strategies: Lesson Plans for Teachers (No. 324)
Jennifer Klein and Elizabeth Stuart
Using Art to Teach Reading Comprehension Strategies presents six strategies for using art to teach reading comprehension. Each chapter begins with an overview of the strategy, followed by lesson plans which include the Core Standards that will be met, and the literacy benefits of the lessons. The strategies presented are: Making Connections, Questioning, Visualizing, Inferring, Determining Importance, and Synthesizing. Contents
Why Our High Schools Need The Arts (No. 318)
Jessica Hoffmann Davis
In this follow-up to her bestselling book, Why Our Schools Need the Arts, Jessica Hoffmann Davis addresses the alarming dropout rate in our high schools and presents a thoughtful, evidence-based argument that increasing arts education in the high school curriculum will keep kids in school. Davis shares compelling voices of teachers and their adolescent learners to demonstrate how courses in the arts are relevant and valuable to students who have otherwise become disenfranchised from school. This important book points the way toward rescuing the American high school from the inside out by ensuring that all students benefit from the compelling and essentiallearning opportunities that the arts uniquely provide.
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Art Publications from The Wallace Foundation
Arts & Culture: Community Connections (March 2011)
Research into Action: Pathways to New Opportunities (September 2009
Engaging Audiences (August 2009)
The Qualities of Quality: Understanding Excellence in Arts Education (June 2009)
Presentations: Access, Equity and Quality in Arts Learning: Conference Highlights (June 2009)
Increasing Arts Demand Through Better Arts Learning (June 2009)
State Arts Policy: Trends and Future Prospects (November 2008)
Cultivating Demand for the Arts: Arts Learning, Arts Engagement, and State Arts Policy (September 2008)
Arts for All: Connecting to New Audiences (August 2008)
From Hip-Hop to Shakespeare: Dallas Blazes “Coordinated” Trail in Arts Education for City Young People (July 2008)
Revitalizing Arts Education Through Community-Wide Coordination (June 2008)
The Arts and State Governments: At Arm's Length or Arm in Arm? (August 2006)
Arts & Culture: Community Connections (March 2002)