In this article, a music teacher educator and a music therapy clinician and educator discuss special education policy and arts instruction at the district level. To illustrate the gulf between federal and local policies with regard to exceptional learners and arts instruction, we examine the intersections of music therapy and music education with…

Authors and scholars published within "Arts Education Policy Review" have been diligent to investigate various topics surrounding music educator preparation, mentoring, retention, as well as avenues for continued professional development and growth. Linda Darling-Hammond and Robert Rothman, along with various chapter authors, address…

The serious need for reform of the Leaving Certificate Art Curriculum in Ireland sets the context for this article, which tracks the social and political factors that shaped the emergence of art education in Ireland before and after the formation of the Free State. This historical framing creates the background for the training of art teachers…

A myriad of issues affect PK-12 public school art educators' work lives, including how and by whom art is taught in schools. Chief among these issues are budgetary shortfalls, time constraints, and general misconceptions that anyone who enjoys the visual arts is capable of teaching the visual arts. Perpetuation of this myth impacts art education,…

Within art education, Day (1997) and others (for example; Beudert, 2006; Galbraith, 2001; Galbraith & Grauer, 2004; Hutchens, 1997; Sabol, 2004; Thurber, 2004; Zimmerman, 1997, 2004) have called for increased research into teacher preparation in order to understand current practice, to recognize what is working well, and to determine directions…

In this article, the author, aware of the importance of music education from the earliest age, especially in the emotional, expressive, cultural, social, intellectual, and creative needs of all children, analyzes the status of music education for the young child in Puerto Rico. She examines whether and how local education policies impact the…

In the past decade of educational reform, there has been one astounding accomplishment: The federal and state governments and the private sector have recommended and adopted policies to advance the visual and performing arts as essential to a comprehensive education. The goals created by the president and the governors of all 50 states for…

Teacher education in the visual arts in Canada has passed through a creative, golden age and is now in a critical period. The expansionist period of the 1960s and 1970s has passed, giving way to cutbacks and restraints. Possible scenarios are discussed. (RM)

Teacher makes a plea for more constructive attitudes toward art education and makes suggestions for formulating changes to improve the discipline. Also presents teacher reaction to his evaluation of the current status of art education. (RK)

In order that art students develop into qualified art teachers, the administration at Montclair State College decided to expose them to the world of the art professional. As well, the art student became familiar with his future area of concern both as a teacher in the school and with society in America. (Author/RK)

Describes art teachers as creative and humanistic people with a dislike for cognitive approaches to art. Most are products of university art departments, where students are encouraged to manipulate forms rather than ideas. The author proposes an art education program emphasizing aesthetic literacy, skills of art criticism, and social relevance.…

Many students leave high school with little knowledge of our artistic heritage. While this is partly because of low exposure to art classes, another reason can be found in the lack of training in art history among art teachers. Recommendations for increased training in art history are made. (IS)

Comments and suggestions are directed to art educators in colleges, art schools, and universities. Evaluates art teachers and their teaching methods, specifically the rhetorical versus the dialogue approach to teaching art. (Author/RK)

Considers recent changes in issues and strategies of art criticism and how these relate to computer-generated images and computer assisted instruction. These changes both reflect and inhabit the decentered, fragmentary, and flexible postmodernist vision. Preservice art teachers should become familiar with these changes. (MJP)