The 1994 National Standards for Arts Education were succeeded by a new generation of standards published in 2014 by the National Coalition for Core Arts Standards (NCCAS). This iteration of voluntary standards provided a new foundation for designing curriculum for visual arts education. The design of the standards utilized the curriculum model…

This is the first part of a two-part position paper, updating an 1986 position statement, developed by the Illinois Art Education Association for the elementary, middle-level, and secondary schools in the state of Illinois. Part 1, the "Introductory Statement," highlights the contemporary context of educational reform as an opportunity…

This document presents the results of the project to develop an assessment framework and specifications for a planned 1996 Arts Education Assessment. The purpose of the project was to develop and recommend a framework and other design features for an arts education assessment that includes the areas of dance, music, theater, and the visual arts.…

This publication provides information to art educators, administrators, and concerned citizens regarding new national standards in education. A massive reform effort is taking place that requires strengthening areas and uses the "Visual Arts Standards" as a basis for five areas: (1) developing state frameworks, local curriculum, and teacher…

Describes the origin and development of the National K-12 Standards for Arts Education. Discusses issues related to the fine arts being left out of the original national standards documents. Maintains that the standards are essential if the fine arts are to maintain parity with other curriculum subject areas. (CFR)

Comments on remarks by A. Graham Down, president of the Council for Basic Education, about integrating arts education into the curriculum. Concludes that, when the arts are channeled into the mainstream and made part and parcel of everything, arts education becomes dangerously confused. (CFR)

Asserts that it is important to avoid bandwagon superficialities related to the interdisciplinary approach to arts education in the K-12 curriculum. Concludes that the overarching issue related to the National Standards implementation is how to keep content and process in a productive relationship. (CFR)

Asserts that the new voluntary arts national standards present educators with a important opportunity to improve music and arts education in K-12 schools. Outlines the role of the national standards movement. Discusses the interrelationships among the standards and the undergraduate curriculum, teacher certification, and advanced placement. (CFR)

Traces the origins and development of the National Standards for Arts Education. Discusses the long-term effects the national standards might have on preservice and inservice teacher education. Questions whether national standards might lead to a standardization in arts education that would hamper teacher and student creativity. (CFR)