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National Art Education Association, 2020
The arts disciplines (visual arts, music, theatre, and dance) merit and require formal study. Policy makers should support studies in the arts as core disciplines, as specified in the "Elementary and Secondary Education Act (ESEA)," the federal legislation that sets policy and appropriations for public education. The arts merit and…
Descriptors: Art Education, Early Childhood Education, Equal Education, Graduation Requirements
Hu, Jun – National Art Education Association, 2020
Self-assessment is crucial to visual art learning. Firstly, because the art experience is personalized, any external assessment is insufficient and deficient; secondly, because an individual's creativity is inexhaustible, any acquired criteria of assessment are too static for an open-ended process that is multidirectional and with infinite…
Descriptors: Poetry, Self Evaluation (Individuals), Visual Arts, Art Education
Guenter, Cris – National Art Education Association, 2019
The teaching performance expectations and assignments that preservice art teachers currently address in field experiences and in their coursework are designed to help them meet the expectations of being a quality art educator in the 21st century. These assignments may be very different from the assignments that art educators had in their…
Descriptors: Data Use, Decision Making, Data Collection, Art Education
Sickler-Voigt, Deborah C. – National Art Education Association, 2018
Teacher education programs in 40 states require teacher candidates working toward visual art certification to take edTPA, a high-stakes summative performance assessment developed by Stanford Center for Assessment, Learning and Equity (SCALE) and distributed by Pearson's Evaluations Systems (Pearson Education, 2018). Since its implementation in…
Descriptors: Preservice Teachers, Performance Based Assessment, Art Teachers, Teacher Certification
Manifold, Marjorie Cohee, Ed.; Willis, Steve Ed.; Zimmerman, Enid, Ed. – National Art Education Association, 2016
Globalization is blurring the lines between once clearly defined groups of people, making cultural sensitivity more important than ever. Culturally sensitive art education can cultivate the ability for students to empathize with and care about others, but until now, few guidelines have existed to help art educators bring together those from…
Descriptors: Art Education, Cultural Relevance, Cultural Awareness, Culturally Relevant Education
National Art Education Association, 2009
The National Art Education Association (NAEA) is committed to ensuring student access to a highly qualified, certified visual arts educator in every K-12 public school across the United States, recognizing that effective arts instruction is a core component to a 21st-century education. "Standards for Art Teacher Preparation" represents the…
Descriptors: Visual Arts, Elementary Secondary Education, Art Education, Art Teachers
Rushlow, Bonnie B., Ed. – National Art Education Association, 2005
The role and expectations of the arts supervisor and administrator have expanded beyond managing personnel and programmatic activities to informing policy decisions. Legislation such as The No Child Left Behind Act, signed by President Bush in 2002, exacerbated this paradigm shift. Thus, the role of arts supervisors and administrators as leaders…
Descriptors: Federal Legislation, Leadership, Educational Change, Administrator Role