AU  - Kim, Nanyoung

http://dx.doi.org/10.1080/00043125.2022.2131203

LID - http://eric.ed.gov/?id=EJ1378800

AB  - The author writes this article to remind art educators of the importance of crafts in art education. They have noticed that scant attention is given to crafts in contemporary art education in the United States. Through this article, the author would like to reflect on why crafts are essential in art education by considering their role in evolutionary history, ponder common challenges in implementing crafts-based art education in K-12 art classes, and provide ways to reconceptualize the crafts curriculum.

AU  - Kukkonen, Tiina

JT  - Studies in Art Education: A Journal of Issues and Research in Art Education

SO  - v63 n2 p152-168 2022

AID - http://dx.doi.org/10.1080/00393541.2022.2050987

LID - http://eric.ed.gov/?id=EJ1354657

AB  - Research has demonstrated that the successful implementation of arts education necessitates partnerships across sectors, disciplines, and institutions. Many arts education partnerships rely on third-party or intermediary entities to make connections between arts education stakeholders and to help coordinate their partnership initiatives. The advantages of intermediary involvement are promoted by partnership research across domains, but very few studies offer conceptualizations of what an intermediary "is" and "does" within arts education. Accordingly, in this article, I (1) review cross-sector examples of intermediary organizations to identify their roles and functions, (2) position the work of intermediaries within arts integration theory and practice, and (3) offer a conceptualization of arts education intermediaries based on the cross-sector review. Implications for arts education policy and practice are also discussed; namely, the usefulness of the conceptual model in identifying intermediary organizations and leveraging their services.

AU  - Shaw, Ryan D.

http://dx.doi.org/10.1080/10632913.2020.1744054

LID - http://eric.ed.gov/?id=EJ1310140

AB  - This paper presents a critical policy analysis of how anti-political education reforms impact arts education. I consider examples of educational policies--both within arts education and outside the arts--to analyze how arts education may be impacted by anti-politics. I argue that many arts education policy outcomes can be understood as indirectly resulting from neoliberal and increasingly anti-political education policy moves. I offer both specific examples and a broad, conceptual discussion of arts education policies and policy outcomes that can be understood as following from anti-political moves. Based on the analysis, I offer recommendations for future policy analysis in arts education.

AU  - Bertling, Joy G.

JT  - Teachers College Press

AID - https://www.tcpress.com/art-education-for-a-sustainable-planet-9780807767719

LID - http://eric.ed.gov/?id=ED628758

AB  - Explore how art education can contribute to a more just and sustainable planet. Making the case that ecopedagogy and eco-art can transform and enrich art education, Bertling introduces these two burgeoning movements and then outlines how they can be infused into K-12 art education. Seven innovative curricular strands are presented to help art teachers embrace natural cycles and processes, envision alternative states and ways of being, restore ecosystems, and empower communities. These strands weave together specific contemporary eco-artworks, cultural and environmental philosophies, and art education methods. Reflective questions, innovative curriculum frameworks, and other resources are provided to support teachers in enacting these inspiring curricular ideas for better social and ecological futures. Curricular themes include attentiveness, relationality, co-creation, consumption, progress, cultural desire, identity stories, restoration, and coalitions. This accessible, full-color text is the first of its kind to provide practical guidance and concrete strategies for educators interested in enacting ecological art instruction. The book features: (1) A foundational resource for using art education to foster environmental health and ecological integrity; (2) Guidance for developing art curriculum to meet different ecopedagogical goals; (3) Many color images of contemporary eco-artworks; (4) Curriculum framework tables and reflective questions at the end of each chapter; and (5) A comprehensive glossary and list of contemporary eco-artists and their websites. [Foreword written by Olivia Gude.]

ISBN - 978-0-8077-6771-9

AU  - Feindler, Chiho Okuizumi

AU  - Mayo, Whitney

AU  - Shaw, Ryan

AU  - Sabol, F. Robert

AU  - Tuttle, Lynn

AU  - Weaver, James

AID - http://dx.doi.org/10.1080/10632913.2021.1931602

LID - http://eric.ed.gov/?id=EJ1351435

AB  - To start off this special issue on COVID-19 and K-12 arts education, this article places the impact of COVID-19 on public education into context, and drills down to how the pandemic affected the delivery of arts education. The article begins with an overview of the inequities revealed in our public education system by COVID-19. While many of these have been revealed and studied before, the pandemic brought them to the routine attention of the public in a way that earlier advocacy and research efforts have not. The article then addresses how these inequities have influenced the availability and quality of arts education offered during the pandemic, showcasing the continued "second class" status of arts education in public education planning and delivery. Finally, the article ends with some positive outcomes one year into the pandemic for arts education, suggesting possibilities for the future post pandemic, as well as implications and potential warning signs for the next 24 months to come.

AU  - Montero, Jane

JT  - International Journal of Art & Design Education

Feb 2023

AID - http://dx.doi.org/10.1111/jade.12445

LID - http://eric.ed.gov/?id=EJ1368532

AB  - Past research has suggested incorporating design thinking in upper elementary art education helps students develop what are known as the Four Cs: collaboration, communication, creativity, and critical thinking. As an instructional strategy, design thinking focuses on empathy first and provides a structure for students to work through real-world, complex problems in small groups. This exploratory qualitative case study examined the effects of teaching empathy through design thinking in upper elementary art education. Eight teachers participated, representing public, private, charter, and independent school settings. Data included student observations, interviews, and journal reflections. An analysis of findings resulted in three conclusions: (1) design thinking can foster the development of empathy in preadolescents; (2) art education curricula at the upper elementary level can include design thinking; and (3) design thinking is a valid strategy for teaching empathy. Including empathy within art education promotes a classroom culture that is respectful and understanding of others, with students becoming advocates of justice, equity, and inclusion. As society continues to struggle with bullying, physical violence, and social unrest, teaching empathy has the potential to change how students relate to each other in the classroom, and, ultimately, in the world at large.

AU  - West, Kylie Doherty

SO  - M.A. Thesis, Moore College of Art & Design

DP  - 2022

LID - http://eric.ed.gov/?id=ED621434

AB  - Art Education is vital to rounded skill-growth in students and schools. The skills learned in art education are transferable to the academic subjects students work in, and to their lives outside the school. In the United States of America, resources and accessibility to in-depth art education vary widely. The experiences between students in kindergarten to twelfth-grade are inequitable both in fiscal and content settings. Without equitable resources, teachers are not able to support the creative growth and skill-building essential to students' holistic lives. Furthermore this inequity leads to or accentuates gaps in education between students in the same age groups. This thesis explores the phenomenon of inequitable art education in the Pennsylvania and New Jersey area, and compares and contrasts the experiences of participants in different schools. This study includes teachers, students, and experts in the art education field with research conducted to understand where disparities in resources and accessibility come from, the impact these disparities have on the individuals in the art education setting, and how the gaps can be overcome through additional support and programs.

AU  - Vitzthum, Virginia

AID - https://www.wallacefoundation.org/knowledge-center/Documents/dont-dictate-collaborate.pdf

AB  - Out-of-school-time (OST) arts programs in historically marginalized communities have much to teach policymakers, funders, and arts program leaders--as well as educators at large. Furthermore, the researchers of a paper in Arts Education Policy Review argue that the arts, and OST arts in particular, can help us reimagine ways to design learning environments that work for everyone, including our most vulnerable youth. Researchers Erica Halverson, Kailea Saplan, Caitlin Martin and their team at the University of Wisconsin-Madison interviewed a number of OST arts program leaders and participants to ask them what they think works best in arts education. Four main categories of policy recommendations emerged out of this work: (1) focus on youth and community assets; (2) expand beyond a program-centric model of funding and design; (3) support creative professionals; and (4) rethink the design and implementation of assessment systems. Both the brief and the full paper break down the categories for four specific audiences: arts education leaders, funders, policymakers, and researchers. The findings could also have implications for others who work with young people and who are looking to expand educational equity by adapting some of the focused, caring, asset-based approaches of OST arts programs. [This Research Brief was based on: "Building Arts Education Policy Using the Tools of Out-of-School-Time (OST) Youth Arts Organizations" for "Arts Education Policy Review" by Erica Halverson, Kailea Saplan, Caitlin Martin, and the UW-Madison research team.]

AU  - Heaton, Rebecca

JT  - British Educational Research Journal

Oct 2021

AID - http://dx.doi.org/10.1002/berj.3728

LID - http://eric.ed.gov/?id=EJ1311630

AB  - Whilst it is accepted that art education is a cognitive endeavour, the value and contribution of cognition to art education is often deliberated. By examining literature concerning conceptions of cognition and contextualising studies with the findings of a 5-year artographic inquiry into cognition in the lived experiences of artist teachers, this article is able to present a case for the reinstatement of cognition and cognitive study across policy, practice and research in art education. The article shares a conceptual frame to assist engagement with cognition as a concept whilst presenting a strategy to support cognitive reinstatement in the changing climate of art education. Questions are posed and answered regarding cognition's position in art education to bring reinstatement implications forward, such as its complexity and productivity within education. Recommendations, such as increased engagement, voice projection and visibility, are also suggested to infiltrate transformation in future materialisations of cognitive engagement in the policy, practice and research of art education.

AU  - Dik, David A.

AU  - Morrison, Robert

AU  - Sabol, F. Robert

AU  - Tuttle, Lynn

AID - http://dx.doi.org/10.1080/10632913.2021.1931603

LID - http://eric.ed.gov/?id=EJ1351274

AB  - In this concluding article for the special issue on COVID-19 and K-12 arts education, the authors look forward to some positive possible changes for the delivery of arts education as students return to school past COVID-19 and will address some of the barriers to these positive changes, including policy opportunities and implications. The barriers discussed are not new to arts education -- resource and funding challenges, a focus on remediation pulling students from arts classes, and a continued inequitable access to arts education for students in poverty and students of color. The article will discuss how the pandemic has exacerbated some of these long-standing challenges, as well as ways to address those challenges from a policy perspective as well as through advocacy work at the federal, state, and local levels. The article suggests ways to rethink how we approach areas of educational policy, particularly the accountability structure of public education, in order to address inequitable access now and in the long term.

AU  - Kamhi, Michelle Marder

https://www.nas.org/blogs/article/confronting-woke-groupthink-in-art-education

LID - http://eric.ed.gov/?id=EJ1359191

AB  - Michelle Marder Kamhi argues that the the U.S. is a "systemically racist" nation has taken hold in art education. Concern regarding its toxic effects led her to write "Poisoning the Well of Art Education" for "Academic Questions," and to begin a discussion thread about it on the Open Forum of the National Art Education Association (NAEA), of which she is a longtime member. The NAEA response was overwhelmingly negative by teachers who subscribe to the prevailing or "groupthink" view. Virtually no consideration was given to the substance of her contrarian view or to the relevant facts she cited. She also started a discussion thread on transgenderism, citing an article by Abigail Shrier which also received a negative response. In the end, the NAEA webmaster informed her that her membership in the NAEA Collaborate Community, with access to the Open Forum, had been terminated because her posts had violated the group's Rules and Etiquette. [For "Poisoning the Well of Art Education," see EJ1333524.]

AU  - Edgar, Scott N.

AU  - Morrison, Bob

http://dx.doi.org/10.1080/10632913.2020.1774830

LID - http://eric.ed.gov/?id=EJ1302193

AB  - This issue represents one of the first objective, collaborative pieces addressing Social Emotional Learning (SEL) across all arts content areas in diverse areas of policy. The results justify further investigation into the congruence of the arts and SEL, exploring examples of SEL instruction in the arts, and the development of consistent messages for arts education utilizing SEL. The role of SEL in arts education is still being discovered; however, the support of how the arts are a proper environment for SEL is only growing. This conclusion provides an overview of the varied levels of policy related to SEL and arts education, provides one example of artistic SEL integration (New Jersey Arts Education and SEL Learning Framework), expands on policy implications and opportunities, and concludes with strategies to utilize SEL as an advocacy tool for arts education.

AU  - Freedman, Kerry

AU  - Cornwall, Jeffrey M.

AU  - Schulte, Christopher M.

AU  - Carpenter, B. Stephen II

AU  - Castro, Juan Carlos

JT  - Studies in Art Education: A Journal of Issues and Research in Art Education

AID - http://dx.doi.org/10.1080/00393541.2022.2116679

LID - http://eric.ed.gov/?id=EJ1376503

AB  - Social and emotional learning (SEL) standards and policies are quickly being adopted across the United States. States and school districts are now requiring demonstrations of SEL in schools and hoping for evidence that school subjects, including art education, can successfully meet those requirements and provide that evidence. This article reports the results of a review of research on the relationship between art education and SEL for three purposes: (1) to illustrate the process of a systematic review of research in a small field, (2) to propose a foundation on which researchers can build, and (3) to map empirical research results about preK-12 SEL in art education for instructional practice. The article contributes to research by offering an instrument to aid systematic reviews in the field. It also summarizes the conclusions of the found empirical research articles on SEL in preK-12 art education contexts.

AU  - Juntunen, Marja-Leena

AU  - Partti, Heidi

JT  - International Journal of Education & the Arts

 Sep 2022

DP  - Sep 2022

LID - http://eric.ed.gov/?id=EJ1366697

AB  - This practitioner research study examined the potential of arts education to support students' growth towards global citizenship including awareness, care, and understanding of--as well as active and responsible engagement in--current global challenges and social issues. We utilized research material generated during an interdisciplinary arts pedagogy course offered in subject teacher education at the University of the Arts Helsinki and Aalto University (Finland). During the course, students created teaching sessions in peer groups in which they explored pedagogical methods to enhance global citizenship through interdisciplinary arts education participation. In the study, we identified themes addressed in the teaching sessions: "Renegotiating (cultural) identity," "Facing otherness," "Experiencing empathy," "Coping with power and inequality," "Awakening to ecological responsibility," and "Engaging in critical and reflective thinking." Furthermore, we examined how arts education resonated with the aims of global education and discussed the many ways that arts education could support the cultivation of responsiveness and ethical awareness to advance transformative global citizenship.

AU  - wilson, gloria j.

AU  - Zuñiga-West, Flavia

http://dx.doi.org/10.1080/00043125.2022.2132792

LID - http://eric.ed.gov/?id=EJ1378917

AB  - Creative thought leaders and educators have readily invited and challenged humans to harness the imagination as a way to envision otherwise. Ethical teaching and learning processes demand creating equity along a continuum of critical and creative practices (Freire, 1970/2014; hooks, 2009; Love, 2019). Some in the field of art education have taken up such calls and have responded to complex humanitarian issues, specifically anti-Blackness racism, using critical frameworks that demand change in the arts in education (Kraehe & Herman, 2020; Rolling, 2020). Revealing systemic inequities and thereby demanding fresh approaches for understanding the lived experience in and through the arts in education, one such framework, intersectionality, has received fresh attention, partly because of COVID-19 and the resurgence of the #BlackLivesMatter movement. Specifically, Black women art educators (Peoples of the Global Majority) have begun to shift the discourse in the field to document the complexity of lived experiences using intersectional feminist frameworks (Acuff, 2018; Coleman & Wilson, 2020; Wilson, 2020). The authors suggest that change in art education requires reconsidering what aspects count as essential arts tendencies and knowledges, and whom these tendencies may or may not serve.

AU  - Sjöqvist, Anna

AU  - Göransson, Kerstin

AU  - Bengtsson, Karin

AU  - Hansson, Susanne

http://dx.doi.org/10.1080/08856257.2020.1764809

LID - http://eric.ed.gov/?id=EJ1306393

AB  - The intersection of arts education and special education as a field has been described as lacking in unity, partly because the practices of its different stakeholders are embedded in either special education or arts education. This paper investigates how principals prioritise teachers' qualifications when organising arts education in compulsory school for pupils with intellectual disabilities (CSID) in Sweden, what they perceive the value of arts education in CSID to be and how they organise arts education in relation to cooperation between pupils from CSID and compulsory regular school (CRS). These questions were investigated using a questionnaire, which was answered by 124 principals. The results show that around three times as many principals prioritised specialised arts knowledge over competence in special education. However, the degree to which this occurred varied across arts subjects. A majority of the principals valued arts education for the opportunities it offers pupils to develop generic abilities, such as communication skills, creativity, and imagination. Cooperation between CSID and CRS for arts education appeared to depend on how school leadership was organised. The article concludes with suggestions on how the organisation of arts education could be improved in relation to the two areas of expertise and the idea of inclusion.

AU  - Heaton, Rebecca

AU  - Kuan, Shannon Chan Lai

JT  - Studies in Art Education: A Journal of Issues and Research in Art Education

AID - http://dx.doi.org/10.1080/00393541.2022.2050988

LID - http://eric.ed.gov/?id=EJ1354806

AB  - Artist-teachers, educators who connect art practice to education, are often subject to marginalization in educational policy, practice, and research. In this visual inquiry article, we mobilize the artist-teacher's voice to present perceptions of art education provision in Singapore. Successes and tensions are collated and voiced alongside international developments to suggest informed recommendations for educational enhancement. The inquiry reveals that artist-teacher perceptions are complex, layered, and influenced by psychological, physical, and virtual influences like identity fluctuations, geographic or contextual environments, educational systems, and world events. The inquiry acts as a dialogic space for artist-teacher participants to exchange and contemplate perceptions of art education provision alongside policy, practice, research, and societal change. The inquiry values participant voices and suggests that to improve art education provision, the belief systems of those involved in provision need aligning, glocalized concerns need considering, and efficient knowledge cascades need developing.

AU  - Rihter, Janja

AU  - Potocnik, Robert

JT  - European Journal of Special Needs Education

http://dx.doi.org/10.1080/08856257.2020.1862340

http://eric.ed.gov/?id=EJ1332888

AB  - A number of researchers in the field of inclusion of pupils with special educational needs have reported on the influence of teachers' beliefs on their performance in the classroom. Despite this, very few studies have investigated teachers' beliefs in the subject of visual art education. This paper will focus on the beliefs of preservice teachers who acquire competencies for teaching visual art education. We included Slovenian students of the first or second Bologna level of general education, special education and visual art education (N = 168). For the purposes of the research, a questionnaire with a Likert-type rating scale was designed. Respondents show positive beliefs about the inclusion of pupils with special educational needs and the use of adaptations in the visual art education, while at the same time they do not feel competent enough and ready for such teaching. Results show some differences between preservice teachers' beliefs according to the study programme and experience with students with special educational needs. Ways of applying the findings and suggestions for further research are presented.

AU  - Bertling, Joy G.

AU  - Moore, Tara C.

JT  - Studies in Art Education: A Journal of Issues and Research in Art Education

http://dx.doi.org/10.1080/00393541.2020.1858007

LID - http://eric.ed.gov/?id=EJ1290559

AB  - In the midst of future-oriented dialogues within the field, we turned our attention broadly toward the multiplicity of educational approaches that might characterize U.S. K-12 art education today. Through large-scale descriptive survey research (N = 742), we explored K-12 art teachers' emphasis on 10 common educational approaches: choice-based art education/teaching for artistic behavior (TAB); community-based education; discipline-based art education (DBAE); design education; ecological/environmental education; interdisciplinary education or arts integration; multicultural education; social justice; science, technology, engineering, and mathematics (STEM)/science, technology, engineering, art, and mathematics (STEAM); and visual/material culture. The results confirm we are in a period of plurality, albeit more defined by visual/material culture and multicultural education. The range of ways in which these 10 educational approaches can exhibit theoretically and in practice raises a number of critical questions. We recommend any future sketches of the field explore these nuances--delving deeper into how each of these curricular movements is conceptualized and enacted in K-12 art education practice.

AU  - Subramaniam, Maithreyi

JT  - Journal on Educational Psychology

SO  - v16 n4 p60-71 Apr-Jun 2023

AID - https://doi.org/10.26634/jpsy.16.4.19223

PG  - 60-71

DP  - Apr-Jun 2023

LID - http://eric.ed.gov/?id=EJ1380378

AB  - The role of arts education in promoting Social and Emotional Learning (SEL) among students is examined in this literature review. Between 2017 and 2022, the last five years yielded fertile ground for research studies and articles about Social and Emotional Learning (SEL) and the arts within the field of arts education. The article begins by establishing the significance of the topic and giving a brief summary of it. The remainder of the article focuses on transformative learning and is organized around a variety of artistic categories for social and emotional learning. The review reveals that arts education is an effective way of promoting SEL, as it provides a safe space for students to express themselves creatively, build their self-confidence, and develop their social skills. The review also highlights the importance of arts integration, which involves integrating the arts into other subject areas, in promoting SEL. The conclusion includes critical reflections and recommendations for future applications of this topic via research, programs, and policy. The encompassing goal of this literature review is to serve as a foundational source to compile the research on this topic and to serve as a springboard for future research in this area

AU  - Peppler, Kylie

AU  - Davis-Soylu, Heidi J.

AU  - Dahn, Maggie

JT  - Arts Education Policy Review

AID - http://dx.doi.org/10.1080/10632913.2021.1925609

PG  - 61-77

DP  - 2023

LID - http://eric.ed.gov/?id=EJ1376600

AB  - Traditional reviews of arts education have focused on why the arts are valuable for learning, but the arts' contributions to cross-disciplinary discourse remain undertheorized. In this article, we provide a theoretical review of the arts and learning to suggest a new way of thinking about how the arts contribute to learning across disciplines through a focus on the production of artifacts. Guided by a sociocultural constructionist view on learning, this review brings together research from across the field of arts education to demonstrate the benefit of policies that support the production and engagement of shareable artifacts. Findings are synthesized through what we name an "artifact-oriented learning model," which merges constructionism with ecological systems theory. Our review points to two key pathways of learning through the arts (i.e., making and engaging) and suggests the arts support learning that is multimodal and transactive across settings. Thus, we consider arts education policy as part of a sociocultural process that has rippling effects across disciplines for all layers of a social ecology. Given this orientation, implications for researchers and policymakers are discussed to support decision-making and continued inquiry across arts education research and policy.

AU  - Cosier, Kim

OT  - Art Education

JT  - Studies in Art Education: A Journal of Issues and Research in Art Education

AID - http://dx.doi.org/10.1080/00393541.2021.1975949

PG  - 312-324

DP  - 2021

LID - http://eric.ed.gov/?id=EJ1327036

AB  - This article is a revised version of the "Studies in Art Education" invited lecture that was to have taken place at the annual convention of the National Art Education Association in March 2020. Taking into account the challenges of the global pandemic and the possibilities presented by uprisings for racial, climate, and social justice across the world, it is a call to action to art educators. Contributions of art education scholars connected to racial justice and environmental action are recognized as a shared inheritance from which one can draw to carry on such work. Notions of inheritance, interbeing, and irresistibility are analyzed as they connect to art's unique and distinctive contributions to activist work. Drawing from scholarship and thinking both within and outside of the field of art education, I make a case in this article for action in the face of the possible end of the world as we know it.

AU  - Denmead, Tyler

JT  - Studies in Art Education: A Journal of Issues and Research in Art Education

http://dx.doi.org/10.1080/00393541.2021.1896252

PG  - 130-141

DP  - 2021

LID - http://eric.ed.gov/?id=EJ1299355

AB  - The purpose of this article is to theorize pedagogies that reckon with and provide an alternative to the chronicles of White time in visual art education. While Whiteness has garnered significant attention in visual art education scholarship during the past 2 decades, and particularly so in the past few years, time has not featured explicitly as a central analytic. Through engaging with how visual art education scholars work with alternative temporalities to White time in their own scholarship, I attempt to theorize a pedagogic approach that might summon subjectivities that reckon with and counter the dominant logics of White time.

AU  - Thomson, Pat

AU  - Hall, Christine

JT  - Routledge, Taylor & Francis Group

AID - https://www.routledge.com/Schools-and-Cultural-Citizenship-Arts-Education-for-Life/Thomson-Hall/p/book/9780367553395

LID - http://eric.ed.gov/?id=ED628416

AB  - 'Why study the arts at school?' This book offers a fresh perspective on this question. Informed by rigorous research, the book argues that the arts help young people to develop key skills, knowledge and practices that support them to become both critical appreciative audiences and socially engaged cultural producers. Drawing on a three-year study in partnership with the Royal Shakespeare Company and Tate art museum, Schools and Cultural Citizenship sets out an ecological model for cultural citizenship that goes beyond the classroom to include families, the media and popular culture. The authors introduce new, interrelated concepts to change how we consider arts education. Chapters provide fresh insights, guidance and practical recommendations for educators, including: (1) An introduction to the Tracking Arts Learning and Engagement research; (2) Detailed case studies featuring arts-rich schools and arts-broker teachers; (3) Analysis of the importance of immersive professional development for teachers and the benefits of partnerships with arts organisations; and (4) An ecological model for cultural citizenship. Focusing on the ways in which cultural citizenship can be taught and learnt, this is an essential read for arts educators, education staff in arts organisations, researchers, postgraduate students, arts education activists and policy makers.

AU  - Ní Bhroin, Máire

JT  - National Art Education Association

AID - https://www.arteducators.org/learn-tools/assessment-white-papers-for-art-education

LID - http://eric.ed.gov/?id=ED614836

AB  - As a visual arts educator in teacher education, the author is aware of the complexity of assessing art at the primary level. Most authorities recommend a formative style of assessment for art, but how can this work in practice in the primary classroom? This paper focuses on the perspectives and experiences of the child. It defines the characteristics of Formative Assessment (FA) and describes a scheme for implementation in art education; discusses action research, data collection, and analysis in the context of this study; and concludes with a discussion of the research outcomes and, in particular, what pupils have to say about FA in art. Pupils' experiences and perceptions of all aspects of learning are interesting and important for themselves, their parents, educators, and policy makers. Drawing on the voices of pupils and influenced by pivotal researchers in the fields of art education and assessment, this study illuminated pupils' thinking about using selected FA strategies in their artmaking and proposes a viable form of assessment for primary art education. Assessment White Papers for Art Education is a collection of essays that teach about current and established assessment practices and theories, and how they are relevant to all of the National Art Education Association's membership. This series offers a starting point for NAEA members--across all levels--as well as parents, administrators, and the general public to understand assessments' applications to art education.

AU  - Sabol, F. Robert

JT  - Arts Education Policy Review

AID - http://dx.doi.org/10.1080/10632913.2021.1931599

PG  - 127-134

DP  - 2022

LID - http://eric.ed.gov/?id=EJ1351046

AB  - The field of art education has been impacted by the COVID-19 pandemic in complex ways. Art educators have been challenged with teaching visual arts skills, practices, and concepts, to students in virtual classrooms using non-conventional means. Their principal goal has been to provide quality education in the visual arts for all students. They recognize that having a visual arts education impacts the quality of life of everyone and their ability to understand and communicate in our complex world. In their efforts to provide meaningful and effective education, art educators have had to manage new instructional delivery systems and to ensure the health and safety and social emotional learning of their students and themselves in their educational spaces. They responded by using social media, video conferencing, and other digital technology to deliver instruction. The National Art Education Association provided a wealth of digital resources to support virtual instruction during this time. These resources enabled art educators to successfully address the educational needs of their students. The long-term impact of the pandemic will require research to understand the nature of the impact of the pandemic on education and how educational policy needs to be adjusted to reflect the new post-pandemic educational landscape.

AU  - Ergin, Demirali Yasar

AU  - Gurbuz, Aylin

AU  - Sakarya, Gül

JT  - Turkish Online Journal of Educational Technology - TOJET

PG  - 72-84

DP  - Jul 2021

LID - http://eric.ed.gov/?id=EJ1313449

AB  - The study had a descriptive survey model. The purpose of the study was to determine the problems faced in art education by academicians in fine arts education under the conditions of COVID-19 pandemic, and to help take measures for the solution of these problems. The population of the study consisted of higher education institutions/branches that provide fine arts education. The sampling was the academicians of the Fine Arts Education Department, Faculty of Fine Arts, and Painting/Sculpture and Conservatory Departments. After the pandemic was detected in Turkey in mid-March 2020, an attempt was made to contact the sampling between April and June 2020. The study was conducted with 196 academicians who had different academic titles. An online survey was used as the data collection tool in this study. The survey included 37 questions in 6 problem fields on demographic data, distance education backgrounds, and problems that could be experienced in distance education and art education, was applied to those who wanted to participate voluntarily in the study from academicians. Frequency and percentage distributions were used in statistical analysis of the data in the present study. The participants stated that they experienced problems mostly due to the contents/achievements of the courses, student-related problems, and measurement and evaluation-related problems during the distance education process. However, they also stated that they experienced fewer problems that stemmed from internet and computer, distance education program, and teacher-related problems.

AU  - Joseph, AnnRené

JT  - International Dialogues on Education: Past and Present

PG  - 51-83

DP  - Feb 2022

LID - http://eric.ed.gov/?id=EJ1332129

AB  - The COVID-19 pandemic shut down the world and arts education. Performing arts classes across the world were labeled as deadly activities and banned for in-person instruction and experiences in schools and communities for months. Strict mandates were enforced for masking students and social distancing. Restrictions for talking, singing, playing instruments, dancing, touching, ventilation, sharing equipment and resources in visual, performing, and media arts, and group activities associated with arts education were daunting. The arts have been described as a universal language that celebrates and honors culture, diversity, ethnicity, inclusion, and individual authenticity, as well as basic education in the United States. Consequently, the impact of pandemic mandates resulted in social, emotional, and psychological trauma for those affected, as people are born to dance, sing, act, create, make music, and play--individually and collectively. How have arts educators, students, and programs survived with resilience during this unprecedented time in history?

AU  - Keifer-Boyd, Karen, Ed.

AU  - Hoeptner Poling, Linda, Ed.

AU  - Klein, Sheri R., Ed.

AU  - Knight, Wanda B., Ed.

AU  - Pérez de Miles, Adetty, Ed.

JT  - National Art Education Association

AID - https://my.arteducators.org/naea-merchandise-details?id=5ad48ef9-f425-ec11-b76a-0050f214c466&reload=timezone

OID - ED624330

DP  - 2021

LID - http://eric.ed.gov/?id=ED624330

AB  - "Lobby Activism: Feminism(s) + Art Education is" the scholarly examination of a decade (2008-2018) of feminist activism by 45 contributors. This anthology provides both a history of the annual lobby activism events of the National Art Education Association Women's Caucus (NAEA WC) and of the resulting pathways toward eradicating gender discrimination as gender intersects with race, sexuality, disability, and social class marginalization in the art world, cultural institutions, schools, visual culture, curricula, and history. Each chapter concerns feminist approaches and methodologies in teaching, leadership, mentorship, advocacy, and enaction of social change.

AU  - Whited, Mandy

AU  - Lugo, Deborah

DP  - 2022

LID - http://eric.ed.gov/?id=ED624646

AB  - The Success Stories project collects submissions from organizations that highlight successful arts education programs. These stories demonstrate the benefits of arts education and promote continued collaboration and learning for individuals and organizations working toward student achievement and success. This is the first in a series of success stories about how arts organizations, states, schools and other entities are using funding from the American Rescue Plan (ARP) and the Elementary and Secondary School Emergency Relief Fund (ESSER) to support arts education. Arts Connect Houston is a collective impact organization and the entire collective centers on the idea that strong relationships drive systems and social change. This funding helps expand nearly a decade of relationship-building across stakeholders including Houston Independent School District (HISD), the philanthropic community and local arts and culture organizations.

AU  - Morales-Caruncho, Xana

AU  - Chacón-Gordillo, Pedro

AU  - Marfil-Carmona, Rafael

JT  - Studies in Art Education: A Journal of Issues and Research in Art Education

AID - http://dx.doi.org/10.1080/00393541.2021.2007721

PG  - 25-38

DP  - 2022

LID - http://eric.ed.gov/?id=EJ1333658

AB  - Art education has traditionally been considered a discipline related to leisure. A case study of primary preservice generalist educators at a Spanish university was conducted to determine whether or not this perspective has evolved. It was of interest to examine whether preservice educators understand the way in which art education develops comprehensive and analytical skills. This study integrated both qualitative and quantitative methodologies to examine future teachers' perceptions of the usefulness of this subject and the problems it presents. Outcomes indicate that there is still a long way to go to transform preservice primary generalist teachers' false perceptions related to art teaching.

AU  - Chung, Sheng Kuan

AU  - Li, Dan

JT  - International Journal of Education & the Arts

DP  - Jul 2020

LID - http://eric.ed.gov/?id=EJ1264510

AB  - Over the past two decades, the field of art education has emphasized visual culture art education for developing visual literacy. More recently, social justice art education has come into focus since there have been many unresolved social justice issues in American society. Underprivileged groups such as persons experiencing homelessness have not yet gained public attention, nor have they evoked from the government a true sense of urgency. Homelessness often occurs at the intersection of unemployment, poverty, domestic violence, substance abuse, and mental health disorders. The impact on families, especially young children, can be profound. The essential part of social justice art education is to provide a safe learning place for students to voice unjust social conditions through art. A case study was conducted in a large urban city in the southwestern United States to explore elementary students' perceptions about homelessness and how contemporary activist art inspires students to envision a more just society. The article begins with a literature review of socially-engaged art education and discusses homelessness issues in art education, first by describing several art examples by a contemporary mural artist, Skid Robot, who has addressed homelessness in his art. Inspired by Robot's art, elementary students in a relevant art lesson expressed their views on various issues regarding homelessness and "drew" a home for homeless persons through a printmaking exercise. Students' artwork and their implications for social justice art education were provided.

AU  - Peppler, Kylie

AU  - Dahn, Maggie

AU  - Ito, Mizuko

JT  - Review of Research in Education

AID - http://dx.doi.org/10.3102/0091732X221084322

PG  - 264-287

DP  - Mar 2022

LID - http://eric.ed.gov/?id=EJ1336669

AB  - This review brings together scholarship from creative educational experiences (CEE) and connected learning to describe a connected arts learning framework, reframing arts education in the 21st century with a focus on connecting youths' interest-driven art making to opportunities through supportive relationships. Such a framework pushes the arts education field to consider outcomes beyond artistic skill acquisition and academic achievement to include a broader range of opportunities, including those civic- and career-related; promote interest development through targeted exposure to new forms of art making; create and implement professional development and programming to emphasize networks and connections; and draw from culturally sustaining practices to bridge connections between spaces for learning. A connected learning lens applied to what we know about high quality arts education sharpens our focus on how CEE can cultivate equity and social/cultural connection for youth.