Learning in and through the arts develops the essential knowledge, skills, and creative capacities all students need to succeed in school, work, and life. As the top building-level leaders, school principals play a key role in ensuring every student receives a high-quality arts education as part of a complete education. In a time of shrinking…

This 12 minute DVD features the voices of leaders from organizations such as the National School Boards Association, the American Association of Colleges of Teacher Education, the Ford Foundation, National Association of Elementary School Principals, Young Audiences, and more. AEP created this DVD for partnership organizations to use in advocacy…

This book explores how the arts, with their focus on aesthetic ways of knowing, impact the learning of our college students. Chapter 1, "Jamie: A Learner Profile," profiles the learning of Jamie, an elementary art teacher who was a student in a 2-week summer courses. The book starts with this profile to metaphorically prime the pump with images,…

Addresses the argument that the arts can empower education reform through two means: (1) teaching all children the arts and (2) teaching the arts as central to all learning. Conveys that by concentrating on aesthetic literacy and the nonuniversality of children's artistic development, arts educators will gain support for teaching the arts in…

A check of staff development plans in 67 Florida counties revealed 143 components for arts-related professional growth. While briefly summarizing objectives for working with art media, this article concentrates on the in-service objectives related to more general teaching competencies, such as class management, instructional methods, and program…

Explores computer uses in art education, addressing the apprehension with which many educators view such technology. Discusses the graphics capabilities and user-friendliness of computers such as the Macintosh, Amiga, and Atari ST. States that computer versatility, simplicity, and graphic capabilities contribute significantly to art education and…

Discusses EXPLORER'S GUIDE: A YOUNG PERSON'S GUIDE TO LAUMEIER SCULPTURE PARK, a book written to introduce children and adults to the artwork displayed in this St. Louis, Missouri park. Describes activities included in the book and assesses the guide's instructional value for young people. (GEA)

Discussed is how an "art/ad bag"--a collection of materials provided by art publishers and other products packaged for distribution to conference registrants--can help offset the costs of conferences, provide a professional service to suppliers of art materials, and serve the membership of any state art education association. (RM)

The process of curriculum development in art education by committee in Manitoba, Canada, is discussed. Four areas that affect curriculum development by committee are (1) initiation, ownership, and control; (2) selection and composition of the committee; (3) effect of the group process; and (4) cohesion and time factors. (RM)

This article is intended to help school districts evaluate and monitor safety in the art classroom. It lists the responsibilities of administrators, teachers, students, and custodians. It suggests safety standards for the art facility and for use of tools, safety equipment, and hazardous materials. (SJL)

Proposes an arts education course for elementary school teachers which is designed to stimulate the teacher's aesthetic awareness and personal exploration. The author suggests that course content should be relevant to the learner and should stress personal experience as well as emotional and polysensory awareness of art forms. (AM)

Discusses art teachers' information needs and outlines optimal library research strategies for retrieving various sorts of information. Included is an annotated bibliography of reference sources for art teachers. (AM)

Outlines the roles of the following groups in creating and maintaining a quality school art program: superintendents and boards of education, principals, parent teacher organizations, state art supervisors, classroom teachers, local art supervisors, and certified art specialists. (SJL)

A secondary art teacher describes how, when faced with district budget cuts, she developed links with local businesses willing to donate supplies, grants, and display spaces for her art program. (SJL)

List steps that art teachers can take to create an organized, factual defense against disproportionate cuts in the district art program. (SJL)