Concept mapping is a form of visual organization that can be used to categorize and represent knowledge about a particular subject or related subjects and foster development of these critical skills. A strategy initiated in the late 1990s (Novak, 1998), concept mapping employs concepts and propositions as central elements in structuring knowledge…

In this article, we present an analysis of current art education research published from 2014-2016 in "Studies in Art Education" and the "International Journal of Education Through Art." Focus is on the state of art education research and the National Art Education Association Research Commission's Research Agenda. We use…

In alignment with the National Art Education Association's (NAEA) 2015-2020 Strategic Vision, Enid Zimmerman conducted an evaluation of Summer Vision DC (SVDC), an NAEA-sponsored, museum-based art education professional learning community program. The purpose was twofold: to provide feedback to the leaders of the program (including Renee Sandell,…

Research about K-6 generalists, elementary, preservice majors in teacher education programs often emphasizes students who are resistant to art methods courses, although Galbraith (1991) and Gibson (2003) found some elementary majors held positive views about art methods courses. In addition, instructors who are frustrated by students who respond…

Reconceptualizing contemporary notions about creativity in visual arts education should be an important issue in art education today. Currently, creativity may not be a primary focus at National Art Education Association conferences or in its publications. There are recent indications that art education is a site where creativity can be developed…

This lecture is based on a dozen articles that Enid Zimmerman had published in Studies in Art Education as author and co-author from 1977 to the present as well as several articles that are in-progress. She makes an analogy of this body of research to a body of work produced by a practicing artist. She also refers to the intellectual climate in…

Art is both basic and essential in a curriculum that aims to develop in all students those social, personal, and cognitive skills necessary for responsible participation in a democratic society. Thus, art as a separate discipline and as part of the general curriculum completes the school learning experience. (Author/WD)

Proposed is a system for evaluating an art program before it is implemented, using the criteria of completeness, coherence, and appropriateness. (Author/SR)

Suggests that the roles and activities of the professional artist, art critic, art historian, and aesthetician be established as models for outcomes of a visual arts program. Attempts to show that the professional practices of experts in these four roles are appropriate sources for the content and design of educational activities unique to the…

Presents a theoretical framework for educating artistically talented students formulated through the integration of Feldman's "Universal to Unique Continuum" and Clark and Zimmerman's "Naive to Sophisticated Art Content Model." Draws implications for the education of artistically talented students. (Author/JDH)

Describes a course in printmaking taught at the Indiana University Summer Arts Institute (Bloomington), a two-week program for artistically talented seventh- through tenth-grade students. Focuses on two printmaking processes, acetate etching and linoleum block printing, and on altering and improving an image associated with each process. (LS)

Reviews research on high-ability art students' perceptions of talent, themselves, their families, and schools; gender issues in art talent development; and a case study of intervention with one artistically talented student. Makes recommendations for further research to guide education for high-ability art students. (SK)

The Indiana University Summer Arts Institute, which serves 60 artistically talented students from grades 7 through 10, is described. Eligibility criteria, program goals and structure, program content (emphasis on visual arts, music, dance, and drama), the inservice component, and research/evaluation are discussed. (DB)

Examines "The Journal of Marie Bashkirtseff" in order to explore her personal history, the genre of Victorian women's autobiography, art schools in the French academic tradition, the Academie Julian, and women's issues in nineteenth century France. Concludes that even talented women of the period were denied avenues for success. (KO)

Schur's labeling theory as it applies to deviant behavior is critiqued. His labeling theory is shown to have relevance to labeling artistically talented students after some items in the theory are changed or expanded to accommodate more positive aspects of labeling the artistically talented in contrast to labeling delinquents. (Author/RM)