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Schmid, Dale – Arts Education Policy Review, 2019
The "Dance Entry Level Teacher Assessment" (DELTA) measures pedagogical content knowledge and subject-specific content knowledge in dance. Created and administered jointly by the National Dance Education Organization and the State Education Agency Directors of Arts Education, DELTA represents a first step toward reaching national…
Descriptors: Dance Education, Teacher Competencies, Pedagogical Content Knowledge, Beginning Teachers
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Graham, Mark – Arts Education Policy Review, 2019
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…
Descriptors: Visual Arts, Student Evaluation, Evaluation Methods, Art Education
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Colwell, Richard – Arts Education Policy Review, 2019
As the title suggests, the author provides a description of an international effort to develop an understanding of the present depth and priority of arts policies. As arts policy is not limited to education but formulated at all levels of community, including unions, individuals, philanthropic organizations, and government agencies, policy often…
Descriptors: Art Education, Educational Policy, Educational Change, Accountability
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Shaw, Ryan D. – Arts Education Policy Review, 2019
While policy formation frameworks are commonly used to understand public policy developments, scholars rarely have used them to reflect on arts education policies. Such analysis is important because it can assist both in identifying the genesis of past policies, including who the important actors are, how issues are framed and problematized, and…
Descriptors: Art Education, Educational Policy, Models, Policy Formation
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de Araújo, Gustavo Cunha – Arts Education Policy Review, 2018
This article examines the relation between official policy on art education in Brazilian basic education and what is actually taught and done in public school teaching in Mato Grosso, Brazil. Making use of interpretative analysis, I directly observed art classes in schools selected in the state of Mato Grosso. I also analyzed the laws, guidelines,…
Descriptors: Art Education, Educational Policy, Public Schools, Observation
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Aróstegui, José Luis – Arts Education Policy Review, 2018
The author interviewed Glenn Nierman on the occasion of the recent conclusion of his term as National Association for Music Education (NAfME) president. Topics included the current state of music education and advocacy of music education in the United States, the role of NAfME, and the recently revised national music education standards.
Descriptors: Music Education, Advocacy, National Organizations, Institutional Role
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Thomas, Beth A. – Arts Education Policy Review, 2017
In 1968 the Bilingual Education Act marked the first comprehensive federal intervention in the schooling of language minoritized students by creating financial incentives for bilingual education in an effort to address social and educational inequities created by poverty and linguistic isolation in schools. Since that time federal education…
Descriptors: Language Attitudes, Student Attitudes, Visual Arts, Bilingualism
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Kelin, Daniel A., II. – Arts Education Policy Review, 2017
Arts education has no firm place in Hawaii's public school system. Even the Board of Education plan and the State Department of Education's plans differ in how they refer to and make recommendations about the place or purpose of arts education. This article reviews examples of competing policy to suggest how arts-integrated style teaching could…
Descriptors: Art Education, Educational Policy, Interdisciplinary Approach, Drama
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Patton, Ryan M.; Buffington, Melanie L. – Arts Education Policy Review, 2016
This article addresses the standards of technology in the visual arts, arguing the standards function as de facto policy, the guidelines that shape what teachers teach. In this study, we investigate how art education standards approach technology as a teaching tool and artmaking medium, analyzing the current National Visual Arts Standards, the…
Descriptors: Art Education, Technology Uses in Education, Standards, Visual Arts
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Gilbert, Ashley Danielle – Arts Education Policy Review, 2016
Federal laws and funding initiatives, such as the No Child Left Behind Act and the Race to the Top campaign, have created an increasing incentive for schools nationwide to document student progress, standardize assessment practices, and evaluate teachers according to student success. In response, the Common Core State Standards, a popular yet…
Descriptors: Music Education, Educational Assessment, Teacher Evaluation, Common Core State Standards
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Albert, Daniel J. – Arts Education Policy Review, 2016
Media arts has been familiar to many through television, film, and digital graphics, and often appears as an extension of the four traditional arts disciplines: music, arts, theatre, and dance. As media arts continues to acquire its own unique identity, particularly through technological means, it has been included as a stand-alone discipline in…
Descriptors: Interviews, Art Education, Elementary Secondary Education, Teacher Education Curriculum
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Wakamatsu, Kori – Arts Education Policy Review, 2016
Teacher evaluation policy is a poignant and high-stakes issue. Driven by research, stakeholders are forging ahead with the premise that quality teachers are a critical, if not the most important, resource. As a result, many states are reforming procedures in response to educational reforms. The change to evaluate teachers in a systematic way has…
Descriptors: Teacher Evaluation, Principals, Feedback (Response), Administrator Attitudes
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Shively, Joseph – Arts Education Policy Review, 2015
Over the past twenty years, constructivism, as a theory of learning, has taken on an increasingly important role in music education. Efforts to shift music education toward a more constructivist practice have significant implications for policymaking at all levels of music education. In this article, I seek to recalibrate our thinking about what…
Descriptors: Music Education, Constructivism (Learning), Learning Theories, Knowledge Level
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Maloney, Betsy – Arts Education Policy Review, 2015
In this research study, I examined how institutional power affected the experiences of two dance educators attempting to gain their K-12 dance teaching license in Minnesota. My research analyzed the ways in which candidates applying for the portfolio review process constructed, amended, or abandoned their identities as teachers/artists/individuals…
Descriptors: Power Structure, Dance Education, Teachers, Teacher Certification
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Vermeersch, Lode; Groenez, Steven – Arts Education Policy Review, 2015
In this article we explore the influence of the geographical proximity of out-of-school arts education provision on the individual decisions of children and youngsters to enroll in an arts education course. The distance between the homes of the Belgian students in compulsory education and the nearest offering of out-of-school arts education (a…
Descriptors: Art Education, After School Education, Proximity, Geographic Location
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