For some time now, the arts education community has designed for broader outcomes for youth. These programs intentionally foster not only youth achievements within the arts or academics, but also youth and community thriving--through outcomes such as youth civic engagement, occupational identities, and wellness. In this report, the authors seek to…

The ability to effectively communicate with individuals from different linguistic and cultural backgrounds is an invaluable asset. Learning a second language proves useful as students navigate the culturally diverse world; however, studying a second language can be difficult for learners who are not immersed in the real and natural environment of…

This paper is intended to support art education advocates and policymakers as they formulate strategies for broadening the base of school offered visual art experiences through discipline-based art education (DBAE). The study is divided into three sections. The first section of the paper concerns assumptions, ideas, and perspectives underlying the…

After providing a historical context for art education, this text explores the implications for art education from the broad themes found in art across the cultures. Discussions focus on how art education programs promote cross cultural diversity in art, affirm and enhance self-esteem and pride in students' cultural heritage, and address issues of…

Discipline-based art education has received increased respect as a valuable component of the core curriculum. The arts integrate active learning, encourage non-linear thinking, and provide interdisciplinary connections. The National Standards for the Arts present clear, realistic levels of achievement and provide benchmarks of skills. Students…

Examines the impact of sequential learning on art education. Contends that it has reshaped and redefined art educators' perceptions of what is art learning. Concludes that, although sequential learning still seems to be a feasible and desirable teaching and learning approach, the paths and directions of the approach may be changing. (CFR)

Narrated by actor Howard Hesseman, this videotape presents arguments for promoting art education in the nation's schools. Interviews with art education leaders, industry leaders, teachers, and principals reveal their convictions that adequate training in critical and creative thinking is necesseary for successful participation in the international…

Contends that the role of the arts in human education and development is essential. Describes an elementary curriculum project that integrates economics and art education to study visual images of U.S. business. Includes three descriptive figures, a table of subthemes and visual art images, and a sample lesson plan. (CFR)

Discusses three types of distance in art education that should be bridged: (1) between studio art and art criticism/history; (2) between thinking in images and thinking in words; and (3) between art and culture in cognition. Recommends a curriculum to integrate studio work with criticism and teach art along with culture. (CFR)

Contends that using art textbooks is a relatively new trend in art education. Reports on a survey about art textbook use among 64 art teachers involved in an in-service teacher education program. Concludes it is important that the art education field encourages, promotes, and supports research on the use of art textbooks. (CFR)

A comprehensive approach to art education is provided in this curricular framework for the state of Maryland. Introductory material includes acknowledgements, a foreword, preface, statement of purpose, and philosophy. A brief overview of four goals for art education is followed by a detailed description of each goal and a statement of three to…

Describes the design elements and functions of a new creative and performing arts building in a private preparatory school in Michigan. (MD)

This document outlines a policy for the art education of and about Aboriginal people. Teachers in art education should have an understanding of Aboriginal education issues, and developers of art programs should consult with Aboriginal people before beginning work on a program and continuously throughout development. Teachers should take into…

Conducted through the joint auspices of the National Art Education Association and Illinois State University College of Fine Arts, this national survey gathered data through a mail questionnaire of more than 1,000 higher education institutions located in the United States, Puerto Rico, and Canada. The institutions included two-year and four-year…

This essay addresses the ethical justification for arts education as a component of equal education. The paper traces evolution of equal education opportunity ideas in general and specifically as equal opportunity for arts education. While it is currently considered inequitable to provide an arts education to some and deny it or provide it in…