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 cross-site, collaborative study focused on the instructional practices of three middle school art teachers from Arizona, Indiana, and New York. The researchers found similarities as well as differences among the teachers' strategies. At all three sites, emphasis was on curriculum related to their students' lives, developing technical skills,…

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…

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)

Describes a 3-year project designed to serve the needs of artistically talented students, focusing on the project's assessment as a "cautionary tale" for people involved in large-scale, authentic assessments. Describes project evaluations for years two and three and provides recommendations concerning outside evaluators and large-scale educational…

Presents results from two research studies, one using focus groups and the other using surveys, that explored the process and results of educating inservice art teachers in the Artistically Talented Program at Indiana University to become empowered and take on leadership roles. Describes the experience of empowering the teachers to develop their…

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…

Asserts that the dialectic between excellence and equity in art education is generally expressed as an "either/or" situation. Argues that curricula and assessments can be designed to challenge artistically talented students and also serve the needs of all students. Concludes that both universal and relative social contexts are important. (MJP)

Multicultural art education is of value for everyone in our society. Describes the Arts in a Multicultural Society project which exemplifies this position and attempts to move from a study of issues and problems involved in multicultural education to the practical use of a method of teacher preparation that includes an in-depth application of art,…

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)

Considers how multicultural art education should be approached in the classroom. Uses African art to help distinguish between appreciating art from different cultures and understanding cultural contexts. Discusses benefits and shortcomings of five multicultural approaches. Shows how the NAMES project (AIDS Memorial Quilt) could be used in the…

Contends that, in the last decade, there has been increased respect for teachers' practical theories about teaching and learning. Discusses preservice art teacher education and aspects of reflective teaching. Describes the use of student journals in an art methods course and presents quotes from the journals. (CFR)

Compares the use of standardized tests and authentic assessment to measure student progress and achievement in art education. Reviews a variety of authentic assessment models and techniques. Concludes that authentic assessment is a powerful measure of student achievement and teaching effectiveness. (CFR)

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…