Maintains that the way arts education assessment, outcomes, and standards are specified has the potential to shape arts education both positively and negatively. Argues that current approaches are fragmented, decontextualized, and inefficient. Recommends a holistic approach combining discipline-based art education with a more intellectually…

Provides a state-by-state summary of the progress made in implementing national standards for arts curricula and assessment. Forty-four states either have adopted standards or are vigorously working on their implementation. This is an enormous improvement over last year's participation of only six states. (MJP)

Proposes an aesthetic philosophy concerning public art and art education that is based on neo-Kantian principles. This philosophy advocates an art that inspires and educates and is a valuable presence in individuals' lives. Contrasts this with art that is politically motivated and prone to "cultural victimization." (MJP)

Discusses the educational restructuring movement in Australia and places it in the context of past educational reforms. Educational restructuring is defined as a national curriculum framework with a common set of national goals and a curriculum streamlined into eight key learning areas. The arts is one of those areas. (MJP)

Constructs a theory of dance education based on critical pedagogy theory (CPT). CPT views education as a liberating rather than an oppressive force. Defines and elaborates various components and approaches for establishing critical methodologies in the dance classroom. These mostly concern empowering the student and developing a critical…

Maintains that the various components of philosophical inquiry (reasoning, forming concepts, translating) can serve as useful methods for art education research. Discusses four approaches to philosophical research: analytic, phenemenological, feminist, and pragmatic. Reviews examples of each drawn from recent art education literature. (MJP)

Analyzes a research project that utilizes a coherent conceptual model of art education research incorporating the demand for empirical rigor and providing for diverse interpretive frameworks. Briefly profiles the NUD*IST (Non-numerical Unstructured Data Indexing Searching and Theorizing) software system that can organize and retrieve complex…

Recommends using a number of qualitative research techniques, specifically for research regarding art education teaching techniques and teachers. Argues that the process of teaching and the subject of art are so subjective that researchers should embrace unabashedly qualitative approaches to research. Briefly describes these approaches. (MJP)

Maintains that autobiography, as a form of qualitative research methodology, has the ability to incorporate a deep sense of the intricate relationships of the meaning and process of artistic practice and its embeddedness in cultural influences, personal experiences, and aspirations. Provides specific examples of how to use autobiographical…

Defines a narratological approach to art education research as one that integrates autobiographical writings, interviews, and other voices into the construction of Neonarratives (literally "new stories"). Includes guidelines for conducting this research and a thematic approach to analyzing narrative data. Provides graphs and diagrams of these…

Provides an introduction and an overview of Michel Foucault's archaeology and genealogy as eligible and appropriate art educational research methods. Briefly reviews Foucault's work on subjectivity and governmentality and provides relevant samples. Discusses similar postmodernist theorists and includes a 62-item bibliography. (MJP)

Maintains that the explosion of information technology combined with a cornucopia of new critical approaches places even heavier demands on art teachers and students. Examines some of the cognitive and curricular consequences of these changes. Offers recommendations for guiding future research on art learning and curricular development. (MJP)

Raises a number of interesting questions about the relationship between controversial contemporary art and school art. Briefly summarizes the reactions of several groups of teachers and students after attending a controversial exhibit. Concludes with some recommendations for bridging the gap between the two art worlds. (MJP)

Reports on a follow-up study to an evaluation of art museum education practices from nearly a decade ago. That report criticized museum art education as lacking intellectual rigor and training, institutional support, technical training, and vision. The up-to-date data found some significant improvement but many of the same problems. (MJP)

Provides a brief overview of the historical development of art education. Notes the relationship between 19th century art education and manufacturing jobs and contrasts this with current art education and a changing job market. Maintains that art education must remain relevant to, and cognizant of, social changes. (MJP)