Arts education advocates sometimes point to extrinsic benefits of arts learning, including Social Emotional Learning (SEL). This study considers if and how the National Core Arts Standards (NCAS) in dance, media arts, music, theater, and visual art may align with SEL standards adopted by the state of Illinois, upon which other SEL standards have…

Mission statements of Christian institutions of higher education often include the purpose of forming individuals to live out their Christian commitments in larger society. This article presents the case that including theater in Christian higher education prepares students to further God's kingdom in this world after graduation--whether or not…

This paper examines the impact of two approaches to teacher professional development in arts integration--a summer institute model and a model combining the summer institute with instructional coaching. In an experimental design, the intervention trained third and fourth grade teachers to integrate visual arts and theater into reading curriculum.…

Reports on a survey of each state's certification requirements for theater arts and drama teachers. Includes changes since the last survey in 1973; efforts to group dance, art, music, and theater together; and the supervision of theater arts teachers. (JMF)

Finds that, despite the 1997 Arizona endorsement of arts standards as recommended requirements for graduation, secondary school theatre teachers profiled in this study are not accountable for, possess no ownership of, and make no investment in implementing the state's theatre standards on a systematic basis with students in their classrooms. (SR)

Focuses on identifying ways in which policy has affected arts education, specifically those that have evolved outside of arts education instead of within. Explores topics such as: the influence of national and state standards, the impact of testing, and the absence of teachers competent to teach the arts. (CMK)

Surveys the barely developed and chaotic field of theater teacher assessment and finds that a piecemeal, state-by-state approach dominates. Briefly summarizes assessment in 11 states, revealing few guidelines and a variety of practices. Discusses proposed improvements from the American Alliance for Theatre and Education. (MJP)