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The National Art Education Association (NAEA) is the leading professional membership organization for visual arts, design, and media arts education professionals.

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The National Art Education Foundation (NAEF) invests in innovative initiatives to support instructional practice, research, and leadership in visual arts education.

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Expanding Creative Communities in the Visual Arts: Using Padlet to Support Student Engagement and Belonging in Stressful Contexts

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Expanding Creative Communities in the Visual Arts: Using Padlet to Support Student Engagement and Belonging in Stressful Contexts

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The article, "Expanding Creative Communities in the Visual Arts: Using Padlet to Support Student Engagement and Belonging in Stressful Contexts" highlights the uses of Padlet as a digital tool to maintain student engagement, social interactions, and a sense of belonging in a class at the University of Southern Queensland. It focuses on the challenges of online learning and it being stressful, starting from the COVID-19 pandemic.

The main argument is that digital platforms like Padlet can help bridge the gap between online learning and a sense of community while being remote. It also pointed out the lack of engagement in creative arts and it being even more vulnerable without the additional support like adding in comments to posts on Padlet, allowing students to engage with one another.

The article raises the question of how effectively this created community translates physical art making into a digital forum, and how can I as a middle school art teacher use it in the classroom?

I would use it as a platform for formative assessments and for peer feedback. For example, with my Kandinsky project and it focusing on color theory, students could post a photo of their rough sketches and their color theory studies to a shared Padlet board. Students could leave anonymous peer comments on each other's posts, allowing everyone to participate, including those with social anxiety or even emergent bilinguals. This could also allow students to explain their choices, combining image and text, and decreasing the pressure of a formal critique.

https://www.tandfonline.com/doi/full/10.1080/00043125.2023.2207999?src=exp-oa#d1e188

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Bombers Into Butterflies: A Painting Made in Gaza on a Postcard Sent From Gernika

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Bombers Into Butterflies: A Painting Made in Gaza on a Postcard Sent From Gernika

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The article “Bombers Into Butterflies: A Painting Made in Gaza on a Postcard Sent From Gernika” describes the project initiated by artist Richard Finlay Fletcher during his time in Basque Country, in 2023-2024. Fletcher was inspired by a Gazan artist, Dina Mattar’s vibrant painting that depicted her Palestinian life in Gaza while living in a refugee camp after her gallery was destroyed by airstrikes. The project features 50 postcard reproductions inspired by Mattar’s painting, The Dying Butterfly. Fletcher’s project was released on the 87th anniversary of the bombing of Gernika, connecting the historical and contemporary conflicts, and the role of art in response to both devastating events.

I believe this project is powerful by using art in a way to connect past and present crises through emotional and personal representations. It demonstrates how art can be an accessible tool for advocacy. The article raises questions about the ethical responsibilities of artists and educators in times of conflict, and how do we present such heavy issues without overwhelming our students?

The article drives me to move beyond aesthetics to exploring the artist's role in social change and healing. I could introduce students to artists who use their art to address global issues, historical events, or personal experiences. It would lead to a project where students create their own “Art for Change” piece, using a medium of choice that we have already covered in class. They could create a postcard or poster expressing their feelings or to advocate for an issue they care about. This would be a great project on empathy or critical thinking, especially for emerging bilingual students, allowing them to process emotions and create meaningful dialogue.

https://www.tandfonline.com/doi/full/10.1080/00043125.2024.2428128?src=exp-oa#d1e212

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The NAEA's mission is to support creative growth and innovation through access to quality visual arts education for all learners. It works to ensure that art education is seen as important for all students. It aims to offer professional development, advocacy, and community growth to enhance visual arts education and learning.

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NAEA offeres memberships for students through a category called "Preservice," which can be combined with state memberships and reduced membership fees. Members gain access to valuable resources such as professional development webinars and workshops. Student members will have access to new art techniques, as well as discussions on critical topics like equity and diversity in art education, preparing them for real-world classrooms.

Memberships also provide opportunities to connect with practicing art teachers, university professors, and other aspiring educators through online forums. They also gain access to a wealth of teaching resources, lesson ideas, subscriptions to professional journals like Art Education and NAEA News, as well as a discount on the NAEA National Convention, the largest annual gathering of visual arts educators in the world.

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This resource offers members access to live and arcived webinars, workshops, and courses on various art education topics, some with Professional Development (PD) credit.

It offers access to continuous learning by staying updated on trends and gainging skills from experts. These extras can be beneficial for beginning teachers by having access to various topics from professionals within visual arts.

Each area is easily accessible and divided by categories, or there is a drop down on the side that allows for more specific searches.

https://learning.arteducators.org/

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The Equity, Diversity, & Inclusion Hub is broken down into 4 modules; Awareness, Inner Work, Transformative Work, and Social Justice Work. Each module has multimedia resources, readings, and materials including position statements, articles, and advocacy tools.

This resource is great for beginning teachers, helping to build an understanding on how to advocate for art programs in challenging climates and building a culturally responsive classroom. There are several articles and websites listed with great lessons and examples of how to address social justices in our classrooms.

https://www.naea-edi.org/

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This resource is an online community forum where memebers can ask questions, share ideas, collaborate with other educators across the country through different collections of discussion boards.

This resource is helpful for beginning teachers by allowing them to connect and not feel so isolated as a new teacher. They can seek advice on classroom management from other art educators. As well as get curriculum ideas, new or specific art technique tips and tricks, and just feel apart of a larger community of other art educators across different levels of practice.

https://collaborate.arteducators.org/home

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The NAEA Convention is the world's largest gathering of thousands of educators, artist, and scholars. Regarless of your focus, you'll make lasting connections, gain professional learning, and many opportunities for art making.

The 2026 NAEA Convention will be held March 5-7 in Chicago, Illinois.

There are so many options of activities to chose from, like hands-on workshops, vendor expos, research presentations, keynote speakers, student art exhibits, and networking events to name a few.

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As I was not able to interview anyone, I did come accross a review from Frank Juarez, a veteran attendee and presenter, from the 2024 NAEA National Convention in Minneapolis. There were over 3,200 art educators attending and a third of which were first time attendees. Juarez recalls searching through the 108 page program to find sessions that were relevant to his current needs and interests. He states that "connecting with other art educators, deepening your current relationship with your fellow colleagues beyond the art room, embracing the open invitation to network, and ceating an immediate collateral family are some of the ways to capture the essence of this convention."

During one of his presentations, he recalls having a conversation with a first time attendee, and that they had asked how to navigate the convention. The advice he gave her was to observe everything and to reflect later. The convention offers various sessions, exhibitors, workshops, events, and to be sure to get out and view the city.

Juarez summarized that "the convention goes beyond listening to presenters, learning, and reflecting. It is a place to seek advice, have difficult conversations, and create a system of support that can expand virtually. The convention is a place to tap into resources in a similar way that art educators share real life experinces from the field of teaching others."

Site sourced: https://frankjuarez.net/2024/04/08/everything-happens-at-the-naea-convention/