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Resource Links

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.

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10 Salient Studies on the Arts in Education
Need more evidence of the importance of Arts in Education? 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

A Perfect Place to Start: Arts in Education by National Endowment for the Arts Chairman Jane Chu

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)

The Arts Leading the Way to Student Success: 2020 Action Agenda for Advancing the Arts in Education from Arts Education Partnership
Young people with a high quality “education and the imagination to create” hold the keys to America’s future prosperity and well-being. As a nation, we’re making measurable progress in building that future, as evidenced by the recent rise in high school graduation rates. Yet despite this good news, wide disparities in educational access and opportunity persist among different groups of students based on income, race, and ethnicity. - 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).

Association for Visual Arts

The mission of AVA is to connect visual arts and community in personal and experiential ways because art makes people and communities better.

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.

Common Core: 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

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.

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 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

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:

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.

Every Child Achieves Act
The U.S. Senate Health, Education, Labor and Pensions Committee introduced the Every Child Achieves Act of 2015 to reauthorize the Elementary and Secondary Education Act. The bill includes arts and music as "Core Academic Subjects"on page 529. (2015)

Expanding Arts Education In Your Child’s School from the Center for Arts Education

Now, more than ever, the arts need effective advocates in education—and no one can be more effective than parents. When parents come together as a community to mobilize, educate, and inspire, they can move arts instruction to a central position in the school day where it belongs. If you, too, believe that arts education is an essential component of a quality education, then this toolkit is for you.

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.

The Governor’s P-20 Leadership Council Task Force on Arts Education in Maryland Schools Executive Summary of the Final Report (September 2014)
Recognizing that a task force on arts education would be a powerful conduit for conversation and action in the state, the Governor with his P-20 Leadership Council created the task force as an important step to maintaining the arts as a major instructional focus for creativity, imagination, and innovation in Maryland. The task force was charged with creating a plan that ensures a quality arts education for all Maryland students. Specifically, the task force was asked to:
• Examine Maryland policies and regulations on arts curriculum and instruction in the context of the new standards in arts education so as to identify gaps and alignment needs;
• Determine the current status of arts education in Maryland schools;
• Review pertinent research on the impact of fine arts instruction on student success in school; and
• Make recommendations to the Governor’s P-20 Leadership Council regarding fine arts education in Maryland public schools to include (a) policy and regulations, (b) professional development, (c) curriculum and instruction, and (d) resource allocation.

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.

Grantmakers in the Arts: Foundation Funding for Arts Education - An Update on Foundation Trends
Grantmakers in the Arts and Foundation Center have released a new report, “Foundation Funding for Arts and Education,” that takes a look at trends in arts funding by private foundations using data from 1999 through 2012.

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 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.
• 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

NAEA Lesson Plan/Curriculum Resources

National Endowment for the Arts Releases Study of Arts and Early Childhood Research

In their first years, children experience rapid and important emotional, physical, and cognitive growth. What role do the arts play in early childhood development? A new report from the National Endowment for the Arts looks at research on how the arts affect young children from birth to age eight. The news is good, but several research questions remain, according to this literature review. The Arts in Early Childhood: Social and Emotional Benefits of Arts Participation: A Literature Review and Gap-Analysis (2000-2015) synthesized findings from 18 recent reports in psychology and education research journals. These studies focused on the social and emotional outcomes of young children who participated in art forms such as music, dance, theater, drawing, and painting. These quantitative studies looked at typically developing populations, as well as children with autism spectrum disorder. 

The Nation's Report Card: Arts 2008

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.

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:

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.










Art Educator Links



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