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Resources

Links to approximately 125 electronic journals, articles on issues in aesthetics, arts education, art theory, and visual arts, statistics, and assorted databases.

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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.

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

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)

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.

Use Arts Integration to Enhance Common Core. 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]

Common Core Resources & Visual Arts - arts counterbalance

Core Curriculum Content Standards - State of New Jersey

Common Core: 10 Steps for Migrating Your Curriculum to the Common Core

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™ Professional Resources
Download these free professional development resources! The Champion Creatively Alive Children series will help you implement arts-infused education in your school. Like you, Crayola knows that arts-infused education helps children acquire critical 21st century skills: creativity, critical thinking, collaboration and communication. The complete program includes 5 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.

Download this introduction guide to learn more.
Introductory Leadership Guide
Bibliography Handout
Preview or Download Workshop Modules on Creativity, Critical Thinking, Communication, Collaboration, Creativity Connects Schools with Families, Creativity Connects the World, and Advocacy

Additional Arts-Infused Education Resources:

Reinvesting in Arts Education Principal Journal - Champion Creatively Alive
Children
The Educational Value of Field Trips is a recently released research report on the impact of a one-time visit to the Crystal Bridges Museum of American Art. Taking students to an art museum improves critical thinking skills, and more. View press conference. A sidebar for a companion research project focused on the effects of field trips to the Walton Arts Center, a performing arts theater. 

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

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.

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
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.

Lowenfeld Lectures
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.
 
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

NAEA 's Definition: What are the visual arts?

NAEA Lesson Plan/Curriculum Resources

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

 

 

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. - See more at: http://www.arteducators.org/news/news#sthash.xcpK8hBW.dpuf

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.

Why study the arts? A 10 article series from LearnNow.org
As education budgets get tighter, the arts are often one of the first disciplines to get cut. In response to these threats many art teachers often argue that the arts should remain in the curriculum because they result in improved test scores. A review of the data has shown that this defense of the arts is A) not really true and B) can trivialize the deeper benefits of studying the arts.
Why study the visual arts?
Can We Really "Study" the Visual Arts?
Real Reasons to Study the Visual Arts
Should the arts be integrated with other academic subjects?
•  Is Arts Integration Fair to the Arts?
•  Arts Integration Outside of School


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