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Allison, Amanda – Arts Education Policy Review, 2013
Teacher professional development is a chief concern of states, districts, and schools in the wake of high-stakes accountability measures such as No Child Left Behind (NCLB). The goals and practices of professional development are often disconnected, and this misalignment affects art teachers in unique ways. Art teachers are often "left…
Descriptors: Art Teachers, Faculty Development, Accountability, Standards
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Bonbright, Jane; McGreevy-Nichols, Susan – Arts Education Policy Review, 2012
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…
Descriptors: Dance Education, Educational Development, Educational History, National Organizations
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Greher, Gena R. – Arts Education Policy Review, 2011
The intersection of the arts with technology can provide educators with a focus that is more in tune with students' lived experiences, providing a relevant context for the making of meaning. Yet the technological advances of the last few decades have done little to alter the pedagogical practice of most music teachers. Teaching with technology…
Descriptors: Preservice Teacher Education, Music Teachers, Music Education, Technology Uses in Education
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Schmidt, Patrick; Robbins, Janet – Arts Education Policy Review, 2011
The article analyzes professional development in music education considering the ways in which policy change depends on conditions where renewed practice can become self supporting. The authors situate professional development amid the current politico-educational climate while offering an interpretive framework based on key issues and actions…
Descriptors: Music Education, Faculty Development, Professional Development, Politics of Education
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Hope, Samuel – Arts Education Policy Review, 2010
Creativity, content, and policy have multiple relationships. Creativity and disciplinary content are inextricably linked. In dealing with creativity, the first education policy choice is whether to recognize and act on that fact. Care is needed in using the term "creativity" in advocacy contexts, lest the relationship between creativity and…
Descriptors: Creativity, Indigenous Knowledge, Art Education, Creative Development
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Hodges, Donald A.; Luehrsen, Mary – Arts Education Policy Review, 2010
"Sounds of Learning: The Impact of Music Education" is a research program designed to allow researchers to examine the roles of music education in the lives of school-aged children to expand the understanding of music's role in a quality education. The NAMM Foundation, the sponsoring organization, has provided more than $1,000,000 to fund research…
Descriptors: Music Education, Music, Research Projects, Educational Quality
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Scheib, John W. – Arts Education Policy Review, 2006
In 2004, the National Center for Education Statistics (NCES) released evidence that points to arts and music teachers possibly being greatest at risk for leaving their current teaching positions. In classifying teachers as stayers, movers, or leavers, the NCES found arts and music teachers to be the highest of all assignment areas of teachers who…
Descriptors: Job Satisfaction, Teacher Persistence, Teacher Shortage, Faculty Mobility
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Kamhi, Michelle Marder – Arts Education Policy Review, 2006
Numerous incidents have been reported in recent years wherein a work of art is mistaken as trash. The question is, how have people reached the point in the civilized world where a purported work of art cannot be distinguished from a pile of rubbish or a grid of condensation pipes? The answer to that question lies in the basic assumption of nearly…
Descriptors: Creativity, Art Education, Artists, Art Appreciation