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…

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…

This publication reports findings related to "Project ARTS: Arts for Rural Teachers and Students," a collaborative program among Indiana University, New Mexico State University, and Converse College in South Carolina. Seven rural elementary schools in those three states were also selected to participate. This report provides an overview…

This publication reports findings related to "Project ARTS: Arts for Rural Teachers and Students," a collaborative program among Indiana University, New Mexico State University, and Converse College in South Carolina. Seven rural elementary schools in those three states were also selected to participate. This report provides an overview…

This panel interview from the Indiana University Summer Arts Institute finds Enid Zimmerman and Gilbert Clark reporting on their recent research about screening and educating artistically talented students. The role of prepared portfolios in student evaluation is discussed and commentary from other members of the panel included. (PB)

Evaluation of student learning and achievement in multicultural art programs should reflect the learning styles of students from diverse ethnic, racial, and class backgrounds. Traditional standardized tests measure factural knowledge and memorization skills never higher order thinking skills. Some authentic assessment measures include exhibitions,…

Addresses the National Art Education Association's (NAEA) visual arts research agenda focusing on the creation of the NAEA Task Forces. Describes the leadership style undertaken in the task forces and offers summaries of seven of the eight NAEA task forces' activities and accomplishments. Discusses other NAEA research initiatives and…

Explores how women art students were educated and viewed in England between 1890-1910. Compares and contrasts some current feminist histories of art education with the research findings to determine whether they reflected the social and economic environment presented in the Victorian periodical press. (KM)

Describes Project ARTS (Arts for Rural Teachers and Students), a 3-year community-based research and development program for students with high interest and abilities in the performing and visual arts. Focuses on the project's curriculum and assessment. Addresses the applicability of the program to other rural areas. (CMK)

Asserts that there is little research about preservice art specialist education. Reviews literature and questionnaire results and offers suggestions about research and practices for preservice art education programs. Recommends a carefully constructed research agenda on art teachers' knowledge about subject matter content. (CFR)

National Art Education Association (NAEA) presently is involved in initiating and supporting research efforts to advance visual arts education at all instructional levels and in all educational contexts. This document presents eight research areas with lists of general questions that need to be addressed, suggested research methodologies, and 10…

Suggests that a social action position is needed to effect desirable changes in theory and practice of art education. Compares five goals of multicultural education with three feminist approaches to art teaching. Discusses how art teaching should incorporate theories about feminist aesthetics, social change, and women's art history. (KM)

A review of reports, a survey, and national assessments of art education shows that visual art students are not learning art knowledge and skills because art teachers do not teach art appreciation, art history, or design and drawing skills. Priorities concerning art education content and teaching methods must be changed. (RM)