Concept mapping is a form of visual organization that can be used to categorize and represent knowledge about a particular subject or related subjects and foster development of these critical skills. A strategy initiated in the late 1990s (Novak, 1998), concept mapping employs concepts and propositions as central elements in structuring knowledge…

Due to the outbreak of COVID-19, which requires the majority of K-16 education to be temporarily taught online. While unfamiliarity with digital technologies may make the transition to online teaching difficult, the world's sudden dependence on distance learning has sparked the pressing need to implement virtual art education that is efficient and…

The practice of including students with disabilities in art education has existed longer than efforts to increase access to general academic instruction. However, most teacher education programs do not offer sufficient coursework or field experiences in training pre-service art teachers to teach students with disabilities. To examine how…

The quality of preK-12 education is an international issue of central importance in discussions currently being held by educators, administrators, legislators, and educational policymakers. Concerns addressed in these discussions include funding, high-stakes assessments, the role of technology in the classroom, national and state curriculum…

Policy changes influence various aspects of art education such as K-12 art education curricula, state licensure systems, and contexts of art teacher preparation. Despite strong relationships between art education policy and practical fields, few studies have attempted to understand art education from the perspective of policy analysis. This study…

The Strategic National Arts Alumni Project (SNAAP) is a comprehensive survey administered online to the arts alumni of participating institutions. Founded in 2008, SNAAP is based at the Indiana University Center for Postsecondary Research of the School of Education and administered in cooperation with the Indiana University Center for Survey…

Dr. Robert F. Sabol, professor of visual and performing arts at Purdue University says that art education has suffered some serious setbacks since No Child Left Behind--the landmark federal education law that put a greater emphasis on high-stakes testing. Since No Child Left Behind became law in 2002, school systems--under increased pressure to…

This is a report of an experimental study that focused on adjudicating the art portfolios of secondary art students assessed in both actual and digital forms in order to determine whether art teachers evaluate actual works of art in students' portfolios differently than digital copies of them. The study participants included 178 students of 29…

This is the second installment of Chapter 1, "The Assessment Context," by F. Robert Sabol, from "Assessing Expressive Learning: A Practical Guide for Teacher-Directed Authentic Assessment in K-12 Visual Art Education," edited and written by Charles M. Dorn, Stanley S. Madeja, and F. Robert Sabol. [c] Lawrence Erlbaum…

A descriptive study surveyed the visual arts opportunities for gifted and talented elementary students in Indiana. Surveys completed by 109 art teachers revealed demographic information as well as data on teacher certification and education. Among results were that 65% had written curricula for their regular art class, and 5% had written curricula…

This cross-site, collaborative study focused on the instructional practices of three middle school art teachers from Arizona, Indiana, and New York. The researchers found similarities as well as differences among the teachers' strategies. At all three sites, emphasis was on curriculum related to their students' lives, developing technical skills,…