Novel Ideas for Silk Screens

School-based management, or local school control, is an organizational school reform effort aimed at decentralizing school decision-making that has become prevalent in districts throughout the United States. Using the groundbreaking Chicago system of local school control as an exemplar, this article outlines the implications of such reform efforts for arts education, especially in a time of increasing centralization at the level of federal education policy. Following a brief examination of Chicago's path to school-based management and its impact on the district's arts programs, this article describes both the challenges and the opportunities that such reforms may provide for arts education.     

The rise of creative youth development

ABSTRACT

Creative youth development (CYD) is a dynamic area of community arts education that successfully bridges youth development and arts education. CYD is an intentional, holistic practice that combines hands-on artmaking and skill building in the arts with development of life skills to support young people in successfully participating in adolescence and navigating into adulthood. Young people in CYD programs exhibit high levels of artistic skill and accomplishment along with increased self-esteem and sense of belonging. CYD participants are immersed in a broad array of rigorous artistic endeavors, including creating documentary films, researching and reporting on community issues through radio broadcasts, writing and staging new theatrical works, and engaging in thoughtful critique of one another's visual art work. The impact for youth of program participation extends beyond pride in artistic accomplishment. Throughout the United States, teen participants in CYD programs assert that the programs saved their lives, putting them on positive trajectories and away from gangs, drug use, crime, and ennui. This article provides a definition for the term creative youth development, describes core characteristics of CYD programs, and briefly describes four CYD programs. It provides background on the origins and history of creative youth development, including current advances in the field and signs the field is coalescing. The article describes creative youth development in the larger contexts of arts education and of education reform. Lastly, the article discusses policy, funding, and research needs and opportunities and provides questions for consideration.     

Eugenics: past, present, and the future.

During the past 20 years there has been a resurgence of interest in the history of the eugenics movements, particularly those of the United States and Germany. Unfortunately, most of these accounts have been published in nonmedical and nongenetic journals, so they are not readily available to geneticists or physicians. The authors of this article are concerned about the lack of information that geneticists, physicians, and students have concerning the origin and progress of these movements. This article provides a short history of the American and German eugenics programs and concludes with a review of their possible relations to our current practices. It is hoped that this will encourage institutions to include, in master's Ph.D., and M.D. programs in human genetics, lectures, seminars, and journal clubs on the topic of eugenics.     

For what purpose the arts? An analysis of the mission statements of urban arts high schools in Canada and the United States

While general arts programs have declined in many schools across the United States and Canada, the number of specialized art programs in public secondary schools has swelled since the 1980s. While this increase is often celebrated by arts educators, questions about the justification of specialized arts programs are rarely raised, and their value is often taken for granted. In this article, we examine the mission statements of eighty-four specialized arts programs across two countries to examine the ideas, values, and commitments that are expressed in these public statements. In addition to a close thematic analysis, we describe how these mission statements reflect different conceptions of the role of the arts in education and consider the ways in which arguments that seek to broaden access to the arts are combined with the goal of serving a narrow subset of the student population. We argue that analyzing mission statements provides a clearer picture of the ideas that shape these programs, and that in order to foster an informed public conversation about the purpose and value of an education in the arts, educators committed to the arts must engage in this serious discussion.     

Designs Made in the Free Brush Manner

In this article, the author examines the current arts education policies in the United States through the lens of Matthew Arnold's work and prose during his time as one of Her Majesty's School Inspectors in England and Wales in the nineteenth century. Arnold argued for government funding of public school systems, setting standards of quality for teacher education, and many other issues that still affect us today. His passion for a liberal education that included everyone, reinforced by his belief in the moral and humanistic goals that could be reached through an education in the arts, helped open the public schools to the humanities that we teach today. The author provides a valuable overview of what Arnold saw, not only in the English and Welsh schools but also in the French and German approach to education. Finally, the author leaves us with a concise list of what Arnold can teach us today about arts education.     

Visual arts education provisions for primary schools in Turkey

This article examines the history of art education in Turkey. Since the beginning, the purposes of the arts and art education have been a point of discussion by various authorities. Whether art education should be taught, and how it needs to be taught, have been at the forefront of educationalists' minds. As a result, introducing certain models of art education has been a challenge. The objective of this article is to present the changes in art education since the 19th century in Turkey. The main focus is on art education practices and policies and an overview of key events in Turkey's history of art education. The article also presents issues related to the importance of visual arts education in Turkish primary school settings. In so doing, this research aims to show readers how past developments helped to create the current visual art education policy in Turkey.     

Improve your Frames with Inserts

The field of education in the United States is in a period of unprecedented change. Educators in all disciplines are challenged to understand and respond to the waves of reform sweeping over the national education landscape. Linking these reforms to meaningful outcomes that will produce more rigorous and effective measures of quality and performance in our schools is an ongoing goal for all educators as they work to respond to calls for educational reform. Changes in the general field of education have direct implications for arts education policy and practice. Arts educators find themselves in the position of making sense of these landmark reforms and changes in the context of arts education and determining what courses of action and responses they should pursue on the road to meaningful reform. This report provides an overview of a selected number of contemporary developments in the general field of education, brief summaries of consequential studies and education-related reports, and an examination of some policy issues these developments and reports raise for arts educators as they work to shape the future landscape of arts education.     

Doodle-Do Board

The field of dance arts education in the United States is in an entirely different place today than it was at the turn of the century. Much of this change is due to a convergence of events that involved: federal and state legislation, policy, and funding that supported dance in arts education; a forty-year transition of dance out of departments of physical education into the colleges of fine and performing arts; and the establishment of the National Dance Education Organization, which provided infrastructure (standards, assessments, research, certification, teacher training, professional development, and programs and services) that was needed to support dance taught as an art form. This infrastructure has become an integral component to building, nurturing, and sustaining strong arts-based programs over the years at local, state, or national levels.     

The Local and Global State of Theater Education Research and Policy

The United States and much of the world is struggling with what “education” and being “educated” mean. Daily media are replete with debates on issues ranging from gender and class rights to the ideological and practical purpose of education. Prominent among these debates are discussions about whether education should be geared toward vocational purposes and employability or toward the creation of engaged, informed, and intellectually aware citizens. In this article we problematize the role and limitations of current research on drama and theater in and as education. To do this, we first share a sampling of the current state of research in this arts area. We then articulate the role this diverse range of research methodologies and foci play in shaping national and global educational policy.     

Toward trust: Recalibrating accreditation practices for postsecondary arts education

This article charts the influence of American accreditation policies on postsecondary arts education practices. Some commentators suggest that accreditation is a standards- and evidence-based process. I argue that trust is at the center of concerns about assessment in higher education, especially in the arts. The purpose of this article is to provide to policy makers and arts administrators some recommendations for ways trust might be engendered between and within educational units responsible for collecting data for institutional accreditation.     

Bridging the gap: How the National Core Arts Standards forge the divide between the arts and assessment-based learning

ABSTRACT

This article is a review and thematic analysis of the 2014 National Core Arts Standards (NCAS). Historically, there exists a gap between the arts and assessment-based educational practices. Thematic analysis of the NCAS reveals a policy striving to bridge the gap between the way arts educators envision arts in schools, and the current reality of assessment-based schooling in the United States. This policy could become the foundation for the recognition of the arts as academically rigorous subject matter, capable of existing and thriving in an assessment-oriented world; it remains to be seen as to how and if arts educators will use and adapt NCAS. Is the NCAS merely a symbolic policy or does it have the support behind it to be a material policy that truly creates change in the educational system?     

Need for Legal Protection Against Weight Discrimination in the United States

The steady rise in the prevalence of obesity has had a negative impact for people living with obesity. This includes health care and social disparities that lead to diminished quality of life and social prosperity. Even though discrimination based on weight has a negative impact on people’s health and wellness, there is only one state in the United States, Michigan, that has an antiweight discrimination law. Massachusetts and some cities in the United States have been working to ensure that weight is added as a civil protection over the years. This perspective describes the importance of a weight discrimination law in the United States as well as summarizes the currently existing protections in the country.     

Scandinavian eugenics: Nordic historians provide new approaches

Late disclosure of the large scale of sterilization practices in the Nordic countries created an outburst of scandal: did these policies rely on coercion? To what extent? Who in the end was responsible? Sterilization practices targeted underpriviledged people first. The mentally retarded and women were their first victims. Operations were very frequently determined by other people's manipulative or coercive influences. Should the blame be put on the Social-Democrats in power throughout the period (except in Finland and Estonia)? Apart from Denmark, perhaps, local physicians and local services, more than governments, seemed to have strongly supported sterilization practices. Teetotalers and feminists shared responsibilities. How can one explain that eugenics finally declined? Based on a sound application of the Hardy-Weinberg law, the science of the eugenicists was correct. Was it politics? But uncovering of the Nazi crimes had only a very small impact on eugenics. Some authors underline the fact that the Nordic scientific institutions were particularly suited to liberal values. Others point to the devastating effect on eugenics once hereditarist psychiatry fell from favour in the middle of the sixties.     

Education Through Art

In this article, the author revisits a case study presented in Arts Education Policy Review 105(1) in September/October 2003. The author discusses Arts Collaborator's Incorporated's (ACI) efforts to educate the community about art and about arts opportunities in River City. Themes visited in the discussion are community development through the arts, and connecting economic development to education. Implications for the arts education community that the author draws from this discussion are (a) ACI has assets and connections that the arts education community may not have, (b) ACI uses its influence to teach and promote certain kinds of art, and (c) the arts education community needs to be aware of advocacy groups to maintain education standards and to fully use available opportunities.     

A Wall Hanging a Batik Worker

This article reviews the political and empirical record within music education surrounding the Goals 2000: Educate America Act and reports a new study evaluating the effects of the law on music and arts education policies in U.S. high schools. School-level data (N = 670 schools) from the National Education Longitudinal Study of 1988 and the Education Longitudinal Study of 2002 were independently pooled to estimate the effects of Goals 2000 on the number of unique music courses high schools offered, the probability that schools would enforce a local arts graduation requirement, and the number of arts courses required for graduation. Results showed no effect on the number of unique music courses offered. However, for schools in states that prior to Goals 2000 had no arts education mandate or had a flexible arts education mandate, Goals 2000 significantly increased the probability of schools requiring the arts, as well as the number of arts credits required for graduation. The article concludes with implications for the arts in the current Common Core Standards movement.     

Biographies for Artistic and Social Intervention: A Youth-Driven Project

This article discusses how biographical materials may be used in youth arts education projects to develop new methodologies and approaches that can stimulate artistic and social intervention in contemporary urban communities, thus changing the field of arts education policy at the community level. Through their creation of Artistic Society Projects, a group of young people from the arts education project Bando à Parte: Youth Cultures, Arts and Social Inclusion (O Teatrão, Coimbra, Portugal) have created a voice that may be used to transform their own communities. The starting points for this transformation are the young peoples’ biographical paths. The influence of youth on education policy may be strategically understood in the context of formal and nonformal school curricula. How can youth use their biographies to develop specific contributions both to change in individual behaviors and to social change in urban communities, influencing arts education policies to instigate action? The exploration of these processes through the work of artistic creation, inspired by collected biographical materials, represents a contribution to ongoing reflection on the issues of memory, identity, youth resistance, and community change in urban settings, influencing the ways in which arts education policy is understood and implemented.     

The New Teacher of Art

Because of education reform policy and misconceptions about artistry and artistic assessment, visual art education remains in the margins of high school education. One response to the lack of supportive arts education policy is the Advanced Placement (AP) Studio Art Program, a visual arts assessment at the high school level that engages large numbers of students in rigorous art experiences. This article reviews the structure and characteristics of the AP portfolio assessment as a basis for critique and policy analysis. At issue are the reliability of this assessment's measurements and its level of credibility with key constituencies. These concerns are especially relevant in a testing culture in which objective evaluations are highly regarded and art education programs are often threatened. The authors suggest possibilities for future research and policy recommendations for secondary art education.     

Museums teach evolution

Natural history museums play a significant role in educating the general public about evolution. This article describes Explore Evolution, one of the largest evolution education projects funded by the National Science Foundation. A group of regional museums from the Midwestern United States worked with leading evolutionary scientists to create multiple permanent exhibit galleries and a curriculum book for youth. This program invites the public to experience current evolutionary research on organisms that range in size from HIV to whales. Learning research is being conducted on museum visitors to understand how they reason about evolution and to determine what influences the process of conceptual change.     

Assessment in the visual arts: Challenges and possibilities

Abstract

Assessment in art is notoriously difficult and is probably best approached with skepticism. Artistry is notoriously difficult to assess. Yet measures of student learning in art are needed for both advocacy and art education policy. Assessments, particularly large-scale assessments, influence funding and educational policy at all levels. This article explores some of the challenges of assessment in the visual arts and critically examines the Advanced Placement Studio Art Portfolio to illustrate how a product-oriented assessment might influence teaching and policy.     

Liberts’ Wet-in-Wet Painting

This article describes important global and local initiatives that have one common goal: to give access to and equal opportunities for arts/music education to all children and adolescents. The article also discusses the lack of information available to global leaders in arts education—without a worldwide picture of arts education practices, it is difficult to design local or global policies. The case of Brazil is presented, showing a timeline of advocacy campaigns and the success of establishing a law that assures compulsory music education in schools, as well as the challenges of regulating the profession and the need to rethink our pedagogical paradigm in a contemporary world. Regardless of local or international perspective, the establishment of policy needs to be based on research data and include dialogue between policymakers and arts teachers.