Join the largest creative community established exclusively for visual arts educators, university professors, researchers and scholars, teaching artists, administrators, and art museum educators.Join NAEA Renew Membership
ListServ Sign Up
Collaborate. Learn. Engage in thoughtful dialogue.Go
Links to approximately 125 electronic journals, articles on issues in aesthetics, arts education, art theory, and visual arts, statistics, and assorted databases.
For more information and resources about research, go to the NAEA Research Commission microsite.
10 Salient Studies on the Arts in Education
Need more evidence of the importance of Arts in Education? OnlineColleges.net has compiled a list of the top ten studies over the past decade that demonstrate the many, many ways that fine arts can improve students' education and development.
10 Years of Arts Integration
In the past 10 years, the Arts in Education Model Development and Dissemination (AEMDD) and Professional Development for Art Educators (PDAE) grant programs have unleashed the creative minds of students, deepened their learning experiences in core academic subjects through arts integration, and enhanced the knowledge and skills of teachers to meet high standards in the arts. Both programs emphasize collaborations between school districts and non-profit organizations that result in a well-rounded education for all students as well as greater student engagement across the curriculum and increased school attendance by both students and teachers. In addition, AEMDD projects, using rigorous evaluation measures, have documented gains in academic achievement by students involved in arts-integrated teaching and learning compared to their peers. (U.S. Department of Education)
33 Twitter Tips to Enhance Your Academic Research (OnlineCollege.org)
2006 NAEA Higher Education Listserv Survey
In the fall of 2006, Melody Milbrandt and Sheri Klein posted an electronic survey of 48 items, entitled "NAEA Higher Education Demographics, Interests and Needs Assessment." The survey was developed in response to a discussion on the NAEA Higher Education Listserv that took place in the early winter of 2006. This discussion centered on the professional qualifications of university level art educators and revealed polarized thinking among the membership regarding this issue. The apparent need for more demographic data to contextualize the listserv comments and reveal professional concerns within the Higher Education Division ignited the gathering of demographic data through the online listserv survey.
2008 NAEA Research Needs Assessment: Findings, Interpretation and Implications
In 2008, the NAEA membership was invited to participate in an online assessment of the research needs perceived as most important by the NAEA membership. This is a report on the findings of the survey.
2009 NAEA Research Agenda: Creating a Visual Arts Education Research Agenda for the 21st Century: Encouraging Individual and Collaborative Research
NAEA is committed to ongoing research efforts aimed at improving visual arts education across all contemporary educational levels and environments in which teaching and learning about visual arts education occurs, as well as to develop substantial knowledge related to advocacy, policy making, evaluation, and leadership. Access to research is viewed as a core value, need, and priority within the field.
2009 Brown Center Report on American Education: How Well Are American Students Learning?
This year’s Brown Center Report contains studies taking a long view. Part I examines national test data going back to 1971 from the National Assessment of Educational Progress (NAEP). The study in Part II compares the 1989 test scores of more than 1,000 schools to the same schools’ scores in 2009. Part III compares the test scores of conversion charter schools from 1986, when they operated as traditional public schools, to those from 2008, when they operated as charter schools. The studies tackle perennial questions that, as often happens in education, manifest themselves as controversial topics on the contemporary scene: how to interpret trends in test scores, the distribution of achievement, school turnarounds, and charter schools. Press Release (The Brookings Institution)
Action Research Visualization
Based on Keifer-Boyd, K. (forthcoming). Critical action research activism: Social structure and human agency. In M. L. Buffington & S. Wilson McKay (Eds.), Practice Theory: Seeing the Power of Teacher Researchers. Reston, VA: The National Art Education Association. email: email@example.com.
Advancing Arts Education Through an Expanded School Day: Lessons from Five Schools
This study, “Advancing Arts Education Through an Expanded School Day: Lessons from Five Schools” is a joint study by the National Center on Time & Leaning and the Wallace Foundation. Researchers focused their work on five questions: 1) how does the school take advantage of arts education? 2) How does the school balance its human resources to accommodate teachers’ professional experiences and students’ learning? 3) How does the school integrate the arts into academic subjects? 4) What skills and competencies do educators expect students to develop? And 5) what has been learned about the arts in schools? Despite differences among the schools, there are three common approaches to arts education: 1) educators view arts classes as a core element of their educational program; 2) the central role of the arts is reflected in how educators organize their day; and 3) educators value that the arts affect students’ engagement and achievement in school.
AEP Partners and the Power of the Arts in Supporting Children with Special Needs. In December 2014, National PTA’s Every Child in Focus campaign centers on the child with special needs. Find resources and specific ways to support children with special needs in your school community.
AERA SIG Communication of Research
Included are links to approximately 125 electronic journals in the field of education that are scholarly, peer-reviewed, full text and accessible without cost.
America After 3pm: Afterschool Programs in Demand
A new report from the Afterschool Alliance spans a decade of data chronicling how children spend the hours between 3-6 pm — the hours after school ends and before parents typically return home from work. It highlights the trends of afterschool program participation, showing an increase over the last decade. The report also documents the benefits associated with participation in afterschool programs, and measures public support for afterschool programs
Americans for the Arts - National Arts Policy Database
The National Arts Administration and Policy Publications Database is a tool that enables users to access current and historical information on a multitude of topics related to arts administration and policy. Records in the database are classified into four types: research abstracts, project profiles, sample documents, and one pagers. The database contains over 4,000 records—providing arts administrators, policy researchers, and advocates with comprehensive information on arts policy and practice and arts administration resources and best practices.
Americans for the Arts - Reports and Data
To make a case for the arts and expand arts programs and initiatives in your community, you need the power of data to inform your decisions and build support for those decisions.
In our Reports and Data section, we have a wide array of information and data-rich resources, publications, reports, fact sheets, and tool kits to help you do just that.
Americans for the Arts - Research Studies & Publications
We know how hard you work to build arts programs in your community. Americans for the Arts produces a number of annual publications, e-newsletters, and reports to help you make the case for arts funding, educate lawmakers and citizens, and lead effective advocacy campaigns.
We also conduct and produce research, surveys, and reports about the arts in America to provide quantitative, measurable impact of our field. See: Americans for the Arts Publications; Arts & Economic Prosperity IV; Arts Index; and Creative Industries.
Americans for the Arts - Legislation & Policy
As arts supporters, it is our mission to educate and inform the general public and policymakers about the social significance and positive impact the arts have - not only on daily life, but on the vitality of our nation. The arts are transformative and can help shape the very fabric of our society. In our Legislation and Policy section, we’ve gathered resources, information about our key programs, and other tools to help those looking for facts and outcomes related to arts policy. See: Legislative Issue Center; The National Initiative for Arts & Health in the Military; What is Arts Policy?; National Arts Policy Roundtable; National Arts Administration and Policy Publications Database; and Aspen Seminar for Leadership in the Arts.
Americans for the Arts - Toolkits
View Local Arts Rapid Response Kit and YouthArts Toolkit
Artists & Art Materials USA 2009
This report provides a detailed picture of active artists in the United States at the end of 2008, and is based upon the results of a 2009 survey of 2,714 artists as well as analysis of recent government data.
Art Material Safety (ACMI)
For over 70 years, the ACMI program for children's art materials, has certified that these products are non-toxic and meet voluntary standards for quality and performance. In 1982, our program added a broad range of adult creative products, ensuring that they are non-toxic or carry appropriate health warning labels where necessary. The ACMI-certified product seals (AP Non-Toxic and CL Certified Label) indicate that these products have been evaluated by a qualified toxicologist and are labeled in accordance with federal and state art material labeling laws. Each product in the program undergoes extensive toxicological testing before it is granted the right to bear the ACMI certification seal. To date, ACMI has certified over 60,000 art, craft and creative material formulations. Please explore this section of our website further for more detailed information about the ACMI Certification Program, safety tips, frequently asked questions, and more. Looking for a certain product and want to make sure it's ACMI-certified? Our searchable list of ACMI-certified products in this section (click on "Certified Products List") will help you find exactly what you are looking for!
Art Materials Safety (E.L. Kinnally for www.PixelatedPalette.com)
Many art materials produced today are safe to use, but only if reasonable precautions are taken. Artists’ materials may contain volatile solvents, lead, harmful dust, or other toxic substances. As an example cadmium is an extremely toxic metal found in today’s oil paints (cadmium red, cad yellow, etc.). Lead, arsenic, chromium, silica dust, etc., can also be found in selected art materials. These art supplies can be purchased but with the caveat that their availability in the marketplace assumes proper manufacturing techniques, use, disposal, and so on. Copies: You may download, copy, and freely distribute this document in its entirety provided that this notice, the copyright notice, and all hypertext links are preserved intact. Excerpts must also include the copyright, this notice, and any hyptertext links embedded in the excerpt. Do not copy this article; download the document from www.PixelatedPalette.com. Some exceptions may be granted upon request. E-mail Edward Kinnally at firstname.lastname@example.org.
ARTS ACCESS INITIATIVE
Young Audiences of Houston released a report that shows Houston Independent School District students who take advanced fine arts courses are more likely to pass the Texas state assessment (STARR) in all subjects than a comparison group - and less likely to receive any type of disciplinary action. The study also measured arts education access in the Houston Independent School District and created an interactive arts access map.
Arts and Achievement in At-Risk Youth: Findings from Four Longitudinal Studies (National Endowment for the Arts)
The Arts and the Common Core: A Comparison of the National Core Arts Standards and the Common Core State Standards
This new College Board report explores connections between the Common Core State Standards and the National Core Arts Standards. This second phase of research identifies the similarities in processes and habits that are the focus and outcome of both sets of standards.
Arts & Crafts Safety for Schools (Connecticut Department of Health)
Art and shop classes may expose students to potentially hazardous chemicals and dust found in some of the materials they use. These include solvents such as acetone and turpentine found in markers and thinners, heavy metals such as lead and cadmium found in pigments and pottery glazes, and harmful dust found in wood, clays and glazes. Glues, spray fixatives, matting adhesives and harsh photograhy chemicals are also of concern.
The Education Commission of the States has developed Artscan to support the analysis of state-level policies (in statute or code) related to the arts in education. From this database, you can generate profiles of the state policies for arts education in individual states, create comparisons of specific types of arts education state policies across several states and view compiled reports on state policies for the arts education.
ArtsEdSearch (Arts Education Partnership)
ArtsEdSearch is the first-of-its-kind clearinghouse of arts education research. A matrix organizes the research in ArtsEdSearch and helps you to find the information you need. Use the matrix to learn about research in four topical areas—outcomes of arts education: for students, for educators, in the context of in-school settings, and in the context of out-of-school settings—at varying educational-levels.
Arts Education from the U.S. Department of Education
Arts Education in Colorado: Guidebook and Resources
A new Arts Education Guidebook provides Colorado schools and districts with research-based information and ideas on ways to improve or expand their arts education programs. With contributions by many sponsors, the Colorado Department of Education Dropout Prevention and Student Engagement Unit funded the creation of the comprehensive resource to connect statewide educational needs with visual, performing and literary arts and cultural organizations in communities across the state. As a way to support the requirements of the Arts Education for Workforce Development Act passed by the Colorado General Assembly in 2010, an Arts Education Task Force convened to support efforts to prepare students for a creative and competitive 21st century workforce. This guide is intended to help schools, districts, parents, community members and most importantly, the students, gain equal access to the arts.
Arts Education Data Helps Fight to Keep Arts in Schools
Americans for the Arts partnered with Vans Custom Culture to release Facts & Figures, the first e-book in a new series, Arts Education Navigator. Facts & Figures provides you with all of the data you need to convince someone of the benefits of arts education. Graphic illustrations throughout make clear the urgent need to prevent its decline. Presented in an easy-to-read format, the e-book draws on classic research. This e-book highlights key data points every advocate needs when discussing the importance of arts education. The download is a 26-page PDF available from the Americans for the Arts site as a free download. The data covers the benefits of arts education, its current state of decline in the US, what you can do and cites sources for research. The five e-books in the Navigator series will roll out during 2013 in both English and Spanish.
Arts Education Partnership's Digital Media Kit
The Digital Media Kit features resources that examine the role of the arts in preparing students for college, careers, and citizenship. With a repository of evidenced-based resources and a national network of partners to draw upon, the Arts Education Partnership (AEP) serves as a reliable, objective source for journalists on the role and contribution of the arts — dance, media arts, music, theatre, and visual arts — in responding to and informing major issues of the day in Pre K-12 education, including:
Implementation of rigorous learning standards and assessments; Preparation and support of the educator workforce, and; Innovations in the teaching and learning environment. AEP’s extensive body of work in research and policy analysis provides strong evidence that quality arts learning, both in and out of school, can foster young people’s capacities for critical thinking, creativity, innovation, and collaboration—skills considered essential to their growth and development as successful learners, problem solvers, and competitive participants in the global economy. The state of arts education in our country, however, is both promising and perilous, depending largely on where a young person lives. We invite you to delve deeper, to seek answers, discover the exemplars, spark critical conversations, and uncover real solutions about the possibilities of the arts to transform our nation’s education system.
Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10
This report presents selected findings from a congressionally mandated study on arts education in public K–12 schools. The data were collected through seven Fast Response Survey System (FRSS) surveys during the 2009-10 school year. This report provides national data about arts education for public elementary and secondary schools, elementary classroom teachers, and elementary and secondary music and visual arts specialists. Comparisons with data from the 1999–2000 FRSS arts education study are included where applicable.
• Browse the supplemental tables of this report
• Download, view and print the report (9422KB)
• Download, view and print the supplemental tables (4.52MB)
• Download, view and print the Arts Flyer (381KB)
• Errata sheet for the report (301KB)
*Additional Supplemental Table: Number and percent of students in public elementary and secondary schools without instruction designated specifically for music, visual arts, dance or drama/theatre, by school poverty level: school years 2008-09 and 2009-10 (39KB)
*Additional Supplemental Table: Percent of public elementary and secondary schools with instruction designated specifically for music, by school type: school years 2008-09 and 2009-10 (36KB)
*Additional Supplemental Table: Elementary Schools With and Without Music Specialists (20KB)
Arts Integration: Resource Roundup from Edutopia
All points of arts integration -- from implementation in the classroom and engaging students, to linking the arts with core curriculum -- are covered in this roundup of useful Edutopia blogs, articles, and videos. (Updated 10/2013)
ArtTeacherEDU.org - Becoming an Art Teacher
The steps to become an art teacher in any state are relatively similar. Usually the first step requires an approved education with a teacher preparation program, after which you must take state exams and apply for your license. Art teachers typically work on earning their teaching certification while they are in the latter stages of their teacher prep program. The state will issue the actual license once all the necessary requirements have been met. Although each state’s process will vary, the educational requisites for every state is a minimum of a bachelor’s degree — either in an art related degree program, or in education (depending on the level of school you teach).
Art Teacher Education Programs
Below is a directory (broken down by state) of all of the Art Teacher Education programs we could find, from over 1,700 accredited colleges and universities across the US.
Audience Impact Study Literature Review (National Endowment for the Arts)
Classification system for the development of educational goals and objectives based on thinking behaviors believed to be important in the processes of learning. This framework became a taxonomy of three domains:
• The cognitive - knowledge based domain, consisting of six levels
• The affective - attitudinal based domain, consisting of five levels
• The psychomotor - skills based domain, consisting of six levels
California Guidelines for the Safe Use of Art and Craft Materials
A 40-page guide to safe schools from the Departments of Education and Justice. Includes tips on What to Do and What to Look For.
Chicagoland Researchers and Advocates for Transformative Education (CReATE)
A consortium of Chicagoland researchers has created two policy briefs that include research supporting the use of the arts and other rich curricula. The overview brief includes this statement (and a reference list of supporting research): "One of the many subjects being cut is the arts, particularly for students in low-income communities of color, despite that arts education contributes significantly to creative problem-solving skills and to social and emotional learning, which are all essential for academic success." CReATE Research Brief #1: Testing Today in Context: History, Impact, and Alternatives: At a time when standardized testing has come to dominate educational reform in Chicago and across the nation, and test results have come to define success and failure, it is important to counter several common misconceptions around testing. Toward this end, CReATE (Chicagoland Researchers and Advocates for Transformative Education) has produced a policy brief that uses research in the field of education to demystify how testing—particularly high-stakes testing—has come to serve as not only
the mechanism of assessment, but also the foundation for teaching and learning. The brief draws on research to address the history of our current approach to educational testing; the reasons why even testing experts are concerned; the impact of this singular focus on how assessment is defined and practiced; and the range of assessment alternatives that exist, but have been ignored in current debates. In doing so, it presents the facts about testing today.
Civil Rights Education Data
U.S. Department of Education Releases Estimated State and National Figures from 2009-10 Civil Rights Data Collection. The Department’s Office for Civil Rights (OCR) released new information from the 2009-10 Civil Rights Data Collection (CRDC), estimating state and national data based on a sample collection of school- and district-level data. The 2009-10 CRDC surveyed about 7,000 districts and 72,000 schools, representing 85% of the country’s public school students. Technical notes provide some caveats and considerations that users should take into account when using the state and national data, particularly for items collected for the first time in the 2009-10 school year.
Common Core and the Arts - Resources from the Arts Education Partnership
The Common Core State Standards (CCSS) are a state-led initiative to ensure that students leave school with the knowledge and skills required to succeed in college and in their careers. The resulting changes to the expectations of arts educators can be profound. AEP is providing this (ever-growing) selection of resources to help AEP Partner Organizations, arts educators, school leaders, and policymakers develop a better understanding of the Common Core and what the movement means for the arts.
Arts integration specialist Susan Riley looks at some of the ways in which teaching with the arts can meet and enhance Common Core requirements. [Edutopia]
Open Educational Resources Commons: Common Core
Find a list of Common Core resource links including workbooks, webinars, and articles at Open Educational Resources: Common Core. These resource links are meant for educators and researchers and tend to be in-depth and detailed articles.
The Arts and Common Core (NAEA Monthly Mentor Blog with Argy Nestor, 5/12/14)
Copyright, Permissions, and Fair Use among Visual Artists and the Academic and Museum Visual Arts Communities: An Issues Report
This report was published by the College Art Association (CAA) in February 2014. The report summarizes 100 interviews with art historians, artists, museums curators, editors, and publishers describing issues related to the use of third-party images in creative and scholarly work. Their research was further informed by a survey of CAA members on fair use and a review of relevant literature and case law. Their findings reveal that art historians, artists, curators and other visual arts professionals who seek to use third-party copyrighted materials often face significant challenges in creating and disseminating new work due to the actual and perceived limitations of copyright. The authors conclude that these concerns could be meaningfully addressed by a better understanding of the scope and application of the doctrine of fair use, which is an exception in the Copyright Act that, in certain circumstances, authorizes the unlicensed use of copyrighted material.
The Condition of Education
The Condition of Education (COE) is a congressionally mandated annual report that summarizes important developments and trends in education using the latest available statistics. The Condition of Education 2012 contains 49 indicators, plus a Closer Look.
CPS Arts Education Plan
The process to craft the first-ever CPS Arts Education Plan was initiated in 2011, with a commitment to creating a policy and programming blueprint that forges a vision for increasing access, equity and the quality of arts education provided to CPS students. Concurrently, under the directive of Mayor Emanuel, the Department of Cultural Affairs and Special Events (DCASE) began the process to create a new Cultural Plan for Chicago. After more than 30 community-based planning sessions, hosted by DCASE, various stakeholders and Chicago residents throughout its 50 wards indicated that arts education in our public schools was one of the top three priorities for the City of Chicago. With that directive from the citizens of Chicago and momentum from the Cultural Plan planning process, CPS dedicated itself to having an Arts Education Plan framework in place by the end of 2012. CPS has been successful, and is simultaneously releasing the Arts Education Plan Abstract with the unveiling of the Chicago Cultural Plan 2012. Every major urban school district from New York to Seattle has, or is developing, a robust Arts Education Plan. The CPS Arts Education Plan was developed through a community engagement process with key stakeholders including principals, teachers, parents, students, arts and cultural organization and the general public. Over 25 community engagement session where conducted in neighborhoods across the city with input from local school leadership to students.
WHY THE ARTS? Research shows that when students participate in the arts they are four times more likely to be recognized for academic achievement, have higher GPAs and SAT scores and show significantly higher mathematics proficiency by grade 12. These benefits are more pronounced in high-poverty, low-performing schools. There are many more examples and more research that supports similar, positive outcomes for youth involved in the arts. For more information, visit www.artsedsearch.org to learn more about the educational outcomes of arts learning in and out of school.
Crayola Champion Creatively Alive Children Resources - Download FREE Professional Resources. Our Champion Creatively Alive Children series will help you implement arts-infused education in your school. Like you, we know that arts-infused education helps children acquire critical 21st century skills: creativity, critical thinking, collaboration and communication. The complete program includes 7 videos and guides, along with a supplemental introductory leadership guide, and additional resources to help you facilitate workshops and arts-infused education advocacy meetings--everything you need from PowerPoint presentations to flyers, handouts and evaluation forms. These resources will help transform your school culture, and infuse arts across your curriculum.
• Program Introduction - Arts-Infused Education Leadership - Developing the Critical 21st Century Skills:
Creativity Critical Thinking Communication Collaboration
• Watch Arts Infused Education Videos Now featuring Workshop Modules on Creativity, Critical Thinking, Communication, Collaboration, Creativity Connects Schools with Families, Creativity Connects the World, Crafting A Vision, Creating Change, Transforming School Culture, and Advocacy.
Dream-Makers: Building fun and creativity into standards-based learning.
Principal Journals and More
Creativity Resource for Teachers: Free Online Resource from the Denver Art Museum
Here are a few quick facts about the site:
• Launched in January 2012, this free website provides more than 600 adaptable lesson plans written by teachers for over 130 objects from the museum’s world-class art collection.
• Developed by the Denver Art Museum in collaboration with teachers. Lesson plans and resources focus on inspiring students to think and problem-solve creatively.
• Organized in an easy way so that teachers can pick the topic they’d like to explore or enhance, then learn how to integrate art into that subject.
• Includes professional and student development tools such as webinars, virtual classroom courses, career videos, educator blogs and creativity tools.
• Easy for teachers in language arts, social studies and visual arts to provide a curriculum rooted in the arts while also meeting 21st Century Skills.
CSS Forward: State Resources and Success Stories to Implement the Common Core
States across the nation are collaborating to develop tools and resources to implement the Common Core State Standards (CCSS). CCSS Forward is designed to highlight those items, provide updates on new resources, and shine a spotlight on state leadership with Common Core implementation. This site was assembled from contributions by over 40 states.
The DBAE Bibliography identifies the major topics and literature of DBAE from 1982 to 1998, and the preparation of an annotated bibliography for use by the profession and others interested in the idea of discipline-based art education.
Department of Education
Houses and supports organizations that provide research, evaluation, and statistics. Institute of Education Sciences - research, evaluation, statistics, and guidance on evidence-based policy and practice.
Digest of Education Statistics
The “Digest of Education Statistics, 2012,” from the National Center for Education Statistics (NCES), part of the Institute of Education Sciences (IES), is the 48th in a series of publications initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education -- from pre-kindergarten through graduate school -- drawn from government and private sources, but especially from surveys and other activities led by NCES. The digest contains data on the number of schools, students, and teachers, as well as statistics on educational attainment, finances, libraries, technology, and international comparisons. Details on population trends, education attitudes, labor force characteristics, and federal aid supplies helpful background for evaluating the education data.
ED Data Express
The U.S. Department of Education's "ED Data Express" consolidates relevant data collected from several different sources—including ED’s internal program offices, the National Center for Education Statistics, and The College Board—and provides tools that allow users to search and explore the data, create customized reports, and view state profiles with charts, tables, and key data points for every state. Data include results of state tests and the National Assessment of Educational Progress, graduation rates, school accountability information, and more.
The Educational Value of Field Trips
Need to make the case for a field trip to an art museum? Researchers from the University of Arkansas, in partnership with Crystal Bridges Museum of American Art, have conducted the first large-scale randomized controlled trial demonstrating the benefits students receive from visiting an art museum. Because the researchers randomly determined which students could visit the museum during the first year of operation (the treatment group) and which students would have their tour deferred (the control group), the researchers are able to isolate the causal effects of visiting the museum.
The researchers examined nearly 11,000 students, roughly half of which had been selected "by lottery" to visit the museum. They found that students selected to visit the museum are able to recall school visit themes at very high rates, demonstrate stronger critical thinking skills, display higher tolerance, exhibit greater historical empathy, and develop a taste for art museums and cultural institutions. Moreover, the benefits are generally much larger for disadvantaged students (minority, low-income, rural schools). Art and cultural institutions have important measurable effects on students, especially when those students are reliant on their schools to provide culturally enriching experiences.
In addition, the researchers conducted a second study looking at the effects of field trips to the Walton Arts Center, a performing arts theater. The Walton Arts Center study looked at the cumulative effect of culturally enriching field trips through 7th grade. It also examined whether field trips to see live performance would produce benefits similar to those from tours of an art museum. They found a very similar pattern of results as those from the Crystal Bridges study. They also found that these benefits compounded and endured over many years.
Jay P. Greene, Department Head and 21st Century Chair in Education Reform, Department of Education Reform, University of Arkansas, and a team of researchers led the two related studies. The first is based on a large-scale random-assignment experiment involving almost 11,000 students in which we conducted lotteries to determine which school groups would receive tours of the Crystal Bridges Museum of American Art and which would have their tours deferred. This is like a medical study where the treatment and control groups are identical, on average, at the start and then differ only because of exposure to the treatment. This allows researchers to know with confidence that the effects observed were caused by the field trip experience and not by any pre-existing differences between students.
Importantly, the study found that students experience significant benefits from culturally enriching field trips to art an art museum. In the article to be released on Monday, the researchers not that, "…enriching field trips contribute to the development of students into civilized young men and women who possess more knowledge about art, have stronger critical-thinking skills, exhibit increased historical empathy, display higher levels of tolerance, and have a greater taste for consuming art and culture."
The benefits the team observed for disadvantaged students (minority, low-income, or rural) were generally two to three times larger than the average benefit. This suggests that schools play a more critical role in providing disadvantaged students with culturally enriching experiences and the benefits that result from them. If schools do not take these students to cultural institutions, they may not get these experiences at all.
In addition, the researchers conducted a second study looking at the effects of field trips to the Walton Arts Center, a performing arts theater. The Walton Arts Center study looked at the cumulative effect of culturally enriching field trips through 7th grade. It also examined whether field trips to see live performance would produce benefits similar to those from tours of an art museum. They found a very similar pattern of results as those from the Crystal Bridges study. They also found that these benefits compounded and endured over many years. The results of that study are briefly described in a sidebar that will also be published on the Education Next web site on Monday.
These studies make a solid case for how culturally enriching field trips really matter for students. - See more at: http://www.arteducators.org/community/museum-education#sthash.1VcjfFOM.dpuf
Educator's Reference Desk
Builds on over a quarter century of experience providing high-quality resources and services to the education community. 2,000+ lesson plans, 3,000+ links to online education information, and 200+ question archive responses.
"Educators Work To Resuscitate Arts Education After No Child Left Behind", Diverse Issues in Higher Education, December 6, 2012; Vol. 29, No. 22 Featuring F. Robert Sabol
If you ask Dr. Robert F. Sabol, professor of visual and performing arts at Purdue University, art education has suffered some serious setbacks since No Child Left Behind—the landmark federal education law that put a greater emphasis on high-stakes testing.
Since No Child Left Behind became law in 2002, school systems—under increased pressure to raise student proficiency rates in the “core” subjects of reading and math—have less money to spend on materials such as paint and clay, and art instructors have less time to teach students what to do with those things, a Sabol study found.
Thousands of public elementary schools and private elementary schools throughout America are listed for your review. The list is broken down by city, elementary school districts, zip codes, or counties. The list also contains all public elementary schools and private elementary schools within the country. Statistics such as enrollment, the ratio of students to teachers are included as well as elementary school addresses, phone numbers, and other contact information.
Engaging Adolescents: Building Youth Participation in the Arts
When the National Guild for Community Arts Education surveyed its members recently, we learned that 100 percent of these community arts education providers ranked training and information on effective music and arts programs for adolescents as a high priorirty.
The Fine Art of Whole Child Education
Famed tenor and conductor Plácido Domingo explains that the arts are essential components of a whole child education.
Fast Response Survey System (FRSS) Arts in Education Surveys
From the National Stakeholders’ Meeting on April 29, 2011
The Forgotten Arts (1992)
This May 1992 article argues that knowledge of the arts is inherent to being educated and being human.
From the Outside In: The Benefits of Arts-Integration to Arts Practice
From the Outside In: The Benefits of Arts-Integration to Arts Practice is a new white paper from the Alliance for the Arts in Research Universities, authored by Dr. Bruce Mackh. The paper provides perspective regarding the many ways in which arts-integrative efforts and initiatives also serve arts practice and practitioners within research universities – not solely those with whom artists partner and collaborate.
Graduate Programs in the Arts from the College Art Association
The College Art Association has published Graduate Programs in Art History and Graduate Programs in the Visual Arts, directories of 650 graduate programs across five countries, in both print and digital formats. Graduate Programs in Art History covers four program types: History of Art and Architecture, Arts Administration, Curatorial and Museum Studies, and Library Science. Graduate Programs in the Visual Arts comprises Studio Art and Design, Art Education, Film Production, and Conservation and Historic Preservation. You can purchase all or selected program types as perfect-bound, softcover books, as ebooks, or as PDF files. These comprehensive guides provide prospective graduate students with the information they need prior to beginning the application process. The directories are also key professional references for career-services representatives, department chairs, graduate and undergraduate advisors, librarians, professional-practices educators, and professors interested in helping emerging generations of artists and scholars find success.
Growing Young Minds: How Museums and Libraries Create Lifelong Learners
Published by the Institute of Museum and Library Services
Health & Safety Information
Created by The Art & Creative Materials Institute, Inc. and published in the Blick Art Materials 2012 Resources for Art Educators Catalog
High-Schools.com is a resource that contains data on thousands of public and private high schools in the United States. We offer a extensive listing of high schools by city and state and school search tools. We list school data on each and every high school in the United States, including enrollment and student/teacher ratios, as well as school address and contact information.
How Do You Know: a guide to arts integration by artists for educators, parents, administrators and the community
The Lowcountry Arts Integration Project was a four year project (plus 4 pilot years) that brought learning through the arts to teachers and students at three public schools in Beaufort, South Carolina. The project ended in June 2011 and was supported by a U.S. Department of Education Arts Education Model Development & Dissemination Grant.
Improving the Assessment of Student Learning in the Arts–State of the Field and Recommendations, Commissioned by NEA
Given the increased focus on assessment and accountability since the 1990s, the National Endowment for the Arts (NEA) identified the need to capture the current status of arts assessment. In 2005, the NEA began requiring a narrative statement of assessment practices to apply for arts education funds. Project applicants needed to explain their assessments methods and types of tools used to measure student knowledge and skills. Through several grant cycles, it became clear to NEA staff that applicants did not necessarily differentiate between program evaluation and assessment of student learning. As such, the NEA commissioned WestEd to examine current trends, promising techniques, and successful practices being used to assess student learning in the arts throughout the country, as well as identify potential areas in which arts assessment could be improved. Although the original intent of the study was to identify strong models of assessment practices that could serve as examples for possible replication, the study found that such models were not available and are in fact a need of the field. Thus, this report provides a description of the current state of arts assessment, including a review of the high-quality literature available, common practices being used to assess student learning, and needs of the field to improve arts assessment.
International Journal of Education and the Arts
Website publishes articles electronically on issues in aesthetics, arts education, art theory, music education, visual arts, drama education, and education in literature.
Instructional Time in Elementary Schools-A Closer Look at Changes for Specific Subjects
(Center on Education Policy, February 2008)
As part of an ongoing study of the impact of the No Child Left Behind Act, the Center on Education Policy conducted a deeper analysis of 2006-07 survey data first reported in July 2007 on the amount of instructional time devoted to specific subjects.
Interdisciplinary Instruction Flyer
10-page flyer on Interdisciplinary Instruction developed in collaboration with the Consortium of Professional Arts Education Associations.
The Lowenfeld Award was established in 1960 by friends and former students of Viktor Lowenfeld to honor an NAEA member who has made significant contributions to the field of art education. Each year, the recipient of this award is invited to present the “Lowenfeld Lecture” on a topic of his or her choice at the NAEA National Convention. Below are transcripts of the most recent Lowenfeld Lectures.
• 2013 Award Recipient: Christine Marmé Thompson - Child Faber: Child the Maker
• 2012 Award Recipient: Bernard Young - The Importance of Self-Identification in Art, Culture, and Ethnicity
• 2011 Award Recipient: Beverly Levett Gerber - Art Education and Special Education: A Promising Partnership
• 2010 Award Recipient: Enid Zimmerman - Creativity and Art Education: A Personal Journey in Four Acts
• 2009 Award Recipient: Olivia Gude - Art Education for Democratic Life
• 2008 Award Recipient: Elliot Eisner - What Education Can Learn From the Arts
MetLife Survey of the American Teacher - Shows Arts Cuts
More than one third (36%) of teachers report that during the past 12 months there have been reductions or eliminations of arts or music (23%), foreign language (17%) or physical education (12%) programs. Overall, these reductions or eliminations are more likely to be reported among teachers in urban areas than in suburban or rural areas (46% vs. 32% vs. 32%)..... Teachers in schools with more than two-thirds minority students are more likely than other teachers to report that there have been reductions or eliminations of arts or music programs at their school (30% vs. 19%). Metlife survey, p.30.
NAEA Policy on Contests and Competitions—Adopted March 2001
NAEA National Convention Presenter Handouts and Resources
• 2013 NAEA National Convention, Fort Worth, TX
• 2012 NAEA National Convention, New York, NY
• 2011 NAEA National Convention, Seattle, WA
• 2010 NAEA National Convention, Baltimore, MD
• 2009 NAEA NAtional Convention, Minneapolis, MN
NAEA National Convention Videos
• 2013 NAEA National Convention - Fort Worth, TX
• 2012 NAEA National Convention - New York, NY
• 2011 NAEA National Convention - Seattle, WA
• 2010 NAEA National Convention - Baltimore, MD
• 2009 NAEA National Convention - Minneapolis, MN
NAEA Publication Resources
• 2012-2013 NAEA Resources Catalog
• Order books & merchandise online
• NAEA Standards
• Art Education, the journal of the National Art Education Association
• Studies in Art Education
• Subscription Rates
NAEA Report: Commission on Art Education
• Report of the NAEA Commission on Art Education (1977) [17 MB]
• Introduction through Section II: Chapter 2 [4.9 MB]
• Section II: Chapter 3 through Section III: Chapter 1 [4.8 MB]
• Section III: Chapters 2, 3 & 4 [4.7 MB]
• Section III: Chapters 5 & 6 [1.7 MB]
National Assessment of Educational Progress (NAEP)
In 1997, NAEP administered an arts assessment to approximately 6,480 students at grade 8 in the nation. The national sample assessed 268 schools. The assessment measured students' knowledge and skills in music, theatre, and visual arts.
National Center for Education Statistics
The National Center for Education Statistics (NCES) is the primary federal entity for collecting and analyzing data related to education.
National Conference of State Legislatures (NCSL) Magazine
The October/November issue of NCSL's State Legislatures Magazine includes an article on arts education. The article "Art Smart" features data from AEP’s ArtScan and highlights ways state legislatures can support a high quality arts education.
National Data Book - The 2012 Statistical Abstract
This section presents data primarily concerning formal education as a whole, at various levels, and for public and private schools. Data shown relate to the school-age population and school enrollment, educational attainment, education personnel, and financial aspects of education. In addition, data are shown for charter schools, computer usage in schools, distance education, and adult education.
National Education Association
The National Education Association (NEA), the nation's largest professional employee organization, is committed to advancing the cause of public education. NEA's 3 million members work at every level of education—from pre-school to university graduate programs. NEA has affiliate organizations in every state and in more than 14,000 communities across the United States.
The Nation's Report Card: Arts 2008
This report presents the results of the 2008 National Assessment of Educational Progress (NAEP) arts assessment. It was administered to a nationally representative sample of 7,900 eighth-grade public and private school students. Approximately one-half of these students were assessed in music, and the other half were assessed in visual arts. View webcast
Neuroeducation: Learning, Arts, and the Brain
The culmination of a summit sponsored by The Johns Hopkins University School of Education’s Neuro-Education Initiative, focuses on the convergence of neuroscientific research and teaching and learning, with an emphasis on the arts.
New Engines of Growth: Five Roles for Arts, Culture and Design (National Governors Association)
Governors are increasingly incorporating arts and cultural exchanges into their economic development approaches. Many states have invested in the arts as a strategy to attract the "creative class" and reverse “brain drain.” Arts programs have been high-impact components of economic development programs by: Leveraging human capital and cultural resources through tourism, crafts, and cultural attractions; Serving as a centerpiece for downtown redevelopment and cultural renewal; Creating vibrant public spaces, enhancing urban quality of life, expanding the tax base, and improving regional and community image; and Contributing to a region's "innovation habitat" by making communities more attractive to highly desirable, knowledge-based employees. Governors can position their states to use the arts effectively by promoting new partnerships among state agencies, communities, and the business sector and by harnessing the power of the arts and culture as tools that unite communities, create economic opportunity, and improve the quality of life.
New Jersey Is First State to Include Arts Instruction in School-Level Reports
The Department of Education today released School Performance Reports for the 2012-13 school year, marking the first time that participation in arts education has been included in any state's annual school-level reporting. The reports provide a more complete picture of school performance beyond simple test scores by identifying a range of college and career ready metrics, beginning at the earliest grades. The reports are designed to further the Department's goal of helping educators and stakeholders turn information into action to improve student outcomes across a range of performance indicators. Materials and Docs at: http://www.artsednj.org
New Survey Finds Schools Facing Growing Budget Cuts and the End of Stimulus Funding (April 2010)
Students and school systems across the nation are facing serious challenges as a result of the economic downturn, according to a new survey of school administrators released today by the American Association of School Administrators. The American Association of School Administrators predicts shortfalls in funding for the 2010-11 school year. Compounding an already tough budget environment, schools are facing the harsh reality that stimulus funds will soon run out and the Obama Administration’s proposal to shift additional education dollars away from long-time formula grant programs to competitive grant programs. The new study, “Cliff Hanger: How America’s Public Schools Continue to Feel the Impact of the Economic Downturn,” is the seventh in a series of studies by AASA examining the impact of the economic downturn on schools.
Next Practices in Art Museum Education
Next Practices in Art Museum Education is a compilation of information on AAMD member museums’ innovative approaches to engaging the public with the arts through diverse learning opportunities. Next Practices incorporates 100 case studies of the recent and ongoing educational programming that its member museums have designed and implemented. The resource underscores the many forms art museum education can take, and provides practical and inspiring ideas for future programming at institutions worldwide. Download Next Practices in Art Museum Education here
No Child Left Behind: A Study of Its Impact on Art Education Research Study of Visual Arts Educators Details the Impact of NCLB on Curriculum, Instructional Practice, Assessment, Teacher Workloads, and Resources. View the Summary of Findings, Executive Summary, and Project Report of NCLB: A Study of Its Impact on Art Education Programs by F. Robert Sabol, Ph. D., Purdue University.
Office of Educational Research and Improvement
Archived material at the US Department of Education.
Ohio Department of Education Fine Arts Model Curriculum
Over the past two years, the Ohio Department of Education has worked with four teams of visual and performing arts educators to draft the Fine Arts Model Curriculum. The public and Ohio educators are invited to review and comment on the draft model curriculum now through mid-February 2014. The department will use the feedback to strengthen and finalize the Fine Arts Model Curriculum so that it will be ready for use by educators and schools in 2014-2015.
Ovation’s Arts Ed Toolkit Presents New Education Resources – FREE Lessons Available for Visual Arts and Dance
Ovation announces its newest arts education materials including streaming program clips and downloadable, National Standards-based lessons. Educators can log onto to access resources for grades 9-12. Ovation presents materials based on two recently featured arts documentaries. Baroque! From St Peter’s To St Paul’s, explores the English Baroque tradition commencing in the 17th century, and highlights distinctive architecture and paintings of this period. Manet: The Man Who Invented Modern Art presents insights into the life, career, and many masterpiece paintings of the 19th century modern artist, Édouard Manet. Also featured is a specially produced lesson for dance, entitled The Innovators – American Modern Dance Pioneers, highlighting the emergence of modern dance in America in the first half of the 20th century. The Toolkit features a lesson by Ovation’s education partner, The J. Paul Getty Museum. Ovation’s Arts Ed Toolkit, a partnership with Cable in the Classroom, was designed in collaboration with the New York City Department of Education, Office of Arts and Special Projects.
pARTnership Movement Releases Arts-based Training Tool Kit
Arts organizations are partnering with businesses to help build employee engagement and enhance teamwork, as well as combine right-brain imagination with left-brain logic. Learn how organizations across the country are making the case for arts-based training and creating new and innovative programs to work with businesses. Our new pARTnership Movement tool kit will show you how to tap into these opportunities and develop lasting and mutually beneficial partnerships!
President's Committee for the Arts and Humanities Releases Progress Report on Turnaround Arts Initiative
The President's Committee on the Arts and the Humanities (PCAH) released an interim progress report for their Turnaround Arts Initiative, which launched in 2012 to help transform some of the nation’s lowest performing schools through arts education. The free report is now available for download using link above.
President’s Committee for the Arts and Humanities Releases Arts Education Study Reinvesting in Arts Education: Winning America’s Future Through Creative Schools
The President’s Committee for the Arts and Humanities’ report on arts education was released on May 6 at the Arts Education Partnership Forum convened in Washington, D.C. F. Robert Sabol PhD, NAEA President, Dennis Inhulsen, President-Elect, Barry Shauck, Past President, Deborah B. Reeve, EdD, Executive Director and Kathi R. Levin, NAEF Program/Development Director, attended the meeting.
The release was also broadcast as a webcast, featuring a panel of individuals from education, the arts, and the business community responding to the recommendations within the report. Among the resources listed in the bibliography are NAEA’s Learning in a Visual Age: The Critical Importance of Visual Arts Education and Bob Sabol’s NAEF funded research study No Child Left Behind: A Study of Its Impact on Arts Education. A summary of the report is here. A limited number of print copies of the report are available upon request. Please contact the President’s Committee for the Arts and Humanities at 202-682-5409 or email@example.com
Professional Development in Art Education: A Study of Needs, Issues, and Concerns of Art Educators
By F. Robert Sabol, PhD
Professional development has become a central focus in American schools over the past two decades. Educators from various disciplines have distinctive professional development needs. In some cases professional development programming is designed to meet the overarching needs of educators regardless of the discipline, educational setting, or instructional levels of educators. However, the professional development needs in specific disciplines may vary in significant and meaningful ways. This study represents an effort to understand professional development of art educators in the United States.
The Qualities of Quality: Understanding Excellence in Arts Education (June 2009)
This study, “The Qualities of Quality: Understanding Excellence in Arts Education” was authored by staff at Project Zero at Harvard University, and commissioned by the Wallace Foundation with additional support from Arts Education Partnership. The study was designed around three questions: 1) how do arts educators in the United States define high quality arts learning and teacher? 2) What do educators and administrators look for as markers of excellence? And 3) how do foundational and daily decisions affect pursuing and achieving quality? Results follow a series of trends including that quality is tied to values, identity, and meaning; quality has overlapping dimensions, including learning, pedagogy, community dynamics, and environment; and the pursuit of quality is affected by who is teaching, where teaching takes place, what is being taught, and how programs are assessed.
Online research on K-12 assessment and accountability, school reform, teachers and teaching.
Research Index for Art Education
Shannon E. Elliott, Editor
An online anthology of references, by theorists, educators, researchers, and artists, that are cross-referenced and categorized for those doing research in art education. It is meant to spark ideas as well as provide a place for researchers to find writings on their subjects. Intended to be a living database, the index will be updated with new submissions to the author.
Resources for Kid Artists
Kids love art. They love to see it, experience it, and create it. Engaging kids in art education at an early age has been proven to have a profound impact on the way they learn and how they view the world. Introducing kids to art when they are young teaches valuable thinking skills that improve their comprehension and performance in other subjects like math and science. Sections include: Art Museum Sites, Sites from Artists and Art Teachers, Famous Artists for Kids, and Exploring Other Forms of Art.
RITA Replicator Manual of Instruction and Assessment (Link to: 65-page handbook, download)
The publication RITA, Reading Improvement Through Art (RITA), is a federally-funded secondary art and literacy research project (ESEA Title IV) that focused on the effects of bringing reading collaborators into art/craft studios where urban teenagers learned to speak, read, and write about their art/craft works. The E-publication of RITA delineates how the program was structured and evaluated. Nine urban high schools, in the Pilot Year, found that on average participants’ reading scores showed almost one-year growth in reading comprehension after four months of participation. RITA’s reciprocal learning methodology and assessment procedures were validated by New York State Department of Education. The RITA publication is demonstrates how art curricula can be integrated with reading curricula to meet the Common Core Standards with emphasis on commonalities of visual art and language standards. This publication is of interest for education researchers, university educators of art teachers, district superintendents, principal consortiums, and teachers. Research supported in part by a grant from University Council for Art Education. Written by Sylvia K. Corwin.
SchoolDataDirect (formerly SchoolMatters)
A national web-based Education Data service, provides in-depth information and analysis about public schools, districts and state education systems. The site's search features allow users to review and compare per-pupil spending, test scores, student and community demographics, teacher compensation and other data across districts and between states.
SEADAE Site Features Arts Education Standards by State
Find links to every state's arts standards documents, making it easy to search by state for arts standards.
SNAAP Releases Study on Arts Graduates
The Strategic National Arts Alumni Project has released its findings from the fall 2010 survey of over 13,500 alumni of 154 arts high schools, arts colleges and conservators, and arts schools and departments within universities. The report is entitled Forks in the Road: The Many Paths of Arts Alumni. Respondents include graduates form fine arts, theater, dance, music, creative writing, media arts, film, design and architecture programs. The results provide insights into the lives and careers of arts graduates including what they studied in school, satisfaction with their educational training and experiences, the various jobs they have held, their involvement in the arts outside of work, and additional demographics. The findings are very positive. For example, 92% of those who wish to work currently are, with most finding employment soon after graduating. The study found that most 80% of professional fine artists were very satisfied with the opportunity to be creative at work. The report, along with related media coverage, can be found at www.snaap.indiana.edu. View Press Release
States Announce Actions to Close the Skills Gap for All Students. What role will the arts play in closing the skills gap in America? How does the arts education community secure a seat at the table in discussing the contribution of arts learning in shaping future innovators of our country’s economy? With the creative industries alone employing more than 3.1 million people each year, what strategies are emerging to prepare, promote, and ensure more students acquire essential skills desired by business leaders? Here are some resources to spark thinking, ideas, conversation, and action around this important area of our collective work.
• Opportunities and Options: Making Career Preparation Work for Students - CCSSO
• Impact on Arts and Culture on U.S. Economy – National Endowment for the Arts and U.S. Bureau of Economic Analysis
• Creative Industries – Americans for the Arts
• CTE Basics: What is Career and Technical Education? – Association for Career and Technical Education
• Common Career Technical Core Standards - National Association of State Directors of Career Technical Education Consortium
• Adobe ConnectEd Initiative
Stuart Brown says play is more than fun (TED Talk)
Another area of research to support the arts is on play. The links between art processes and play are many. Link to Stuart Brown's website: The National Institute for Play.
Students with Disabilities and the Core Arts Standards
The office of VSA and Accessibility at The John F. Kennedy Center for the Performing Arts recently released Students with Disabilites and the Core Arts Standards. The publication serves as a set of guidelines for teachers using the Core Arts Standards with students with disabilities.
Teacher Evaluation. The Bill and Melinda Gates Foundation has released its third and final research report on Measures of Teaching Effectiveness. Media coverage of the release has been extensive. In addition to the three reports, a set of guiding principles (see below) has also been issued. The project has its own website: The MET project’s reports and publications are available on the project’s website at www.metproject.org.
• Press Release: Measures of Effective Teaching Project Releases Final Research Report
• Feedback for Better Teaching: Nine Principles for Using Measures of Effective Teaching
• Un-'MET' Goals: Gates Foundation’s MET Study Fails to Solve the Teacher Evaluation Challenge
TEACHER QUALITY - Sustained Coordination among Key Federal Education Programs Could Enhance State Efforts to Improve Teacher Quality (U.S. Government Accountability Office)
Toolkit for Snapshot on Arts Access in U.S. Schools Available Online
In Spring 2012, the U.S. Department of Education and its Institute of Education Sciences (IES) released the report Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10, a “snapshot” of the status of arts education in the nation’s public schools. AEP and a coalition of partners have developed a toolkit for understanding, communicating, and utilizing the Arts Education in Public Elementary and Secondary Schools report. The toolkit includes: “Fact Sheet” summarizing the findings for dance, music, theatre, and visual arts; PowerPoint overview of the survey that informed the snapshot, survey findings, and a call to action; “FAQs” about survey administration and data collection; “What You Can Do” to get informed about your school, get connected to resources, and get active in your community. Visit the Arts Access in U.S. Schools page on the AEP website to learn more about the report and survey, findings, and the partners that participated in developing in the toolkit.
U.S. Department of Education
Website for searching the ERIC Database.
Using Classroom Portfolios to Evaluate Arts Educators Webinar
Education Week presented the webinar "Using Classroom Portfolios to Evaluate Arts Educators" on Monday, December 9, 2013. The webinar examined Tennessee's teacher evaluation system for the arts. The PowerPoint presentation is available for download using link above. The webinar is also archived for registrants.
What Is 'Artistic Literacy'? Framework for Arts Standards Takes Look
(Education Week's blogs > Curriculum Matters By Erik Robelen on January 24, 2013)
We talk a lot about literacy here. The ability to read and write. Math literacy. Science literacy. But what does it mean to be artistically literate? A document issued last week by the National Coalition for Core Arts Standards takes a stab at this question. The coalition has drafted a framework for forthcoming arts education standards. And one of the central issues it tackles is defining artistic literacy. At the heart of it is a belief in the need to "do" art, or to make it.
Why Artsy Will Soon Be Every Teacher's Best Friend
Artsy Education is a guide to help students and educators get the most out of the site’s existing features. With its easily navigable database of the world’s art, the site is poised to establish the integration of art history in social studies curricula by helping teachers more quickly find images for lesson plans. Many teachers already recognize the value in utilizing visual accompaniment when teaching dry material—and a database as organized, dependable, and elegant as Artsy will make the endeavor to enliven classroom lectures more seamless than ever before. (PolicyMic)
A gateway to free educational video content, YouTube EDU contains hundreds of free video clips from each college and university’s YouTube channel, including lectures by well-known professors and scholars on a variety of subjects.
Art Educator Links
For more information on research/resources, go to the NAEA Research Commission microsite.
CLICK HERE to order NAEA authors’ books on consignment for speaking engagements.
National Art Education Association (NAEA)
1806 Robert Fulton Drive
Reston, Virginia 20191
International Dialing Prefix: 011
National Dialing Prefix: 1