NAEA has a new text.... I am wondering if you could
get your district to buy one for the staff? Many of
our art ed research "heroes" are in this book...all
the best in one place.
NAEA ANNOUNCES NEW TEXT
"Handbook of Research and Policy
in Art Education"
A milestone in the field of Art Education!
Edited by Elliot Eisner, Stanford University and
Michael Day, Brigham Young University. Handbook of
Research and Policy in Art Education marks a milestone
in the field of Art Education. Sponsored by the
National Art Education Association and assembled by an
internationally known group of art educators, this
36-chapter, 888-page handbook provides an overview of
the remarkable progress that has characterized this
field in recent decades.
Organized into six sections, it profiles and
integrates the following elements of this rapidly
emerging field: history, policy, learning, curriculum
and instruction, assessment, and competing
perspectives. Because the scholarly foundations of art
education are relatively new and loosely coupled, this
handbook provides researchers, students, and policy
makers (both inside and outside the field) an
invaluable snapshot of its current boundaries and
rapidly growing content.
In a nutshell, it provides much needed definition and
intellectual respectability to a field that as
recently as 1960 was more firmly rooted in the world
of arts and crafts than in scholarly research.
Order No. 292
Handbook of Research and Policy in Art Education
888 pgs. ISBN 0-8058-4972-6 [paper]
$130.00; Member Price $90.00
TABLE OF CONTENTS:
E.W. Eisner, M. Day, Introduction.
Part I: Historical Currents in Art Education.
G. Chalmers, Introduction: Learning From Histories of
Art Education: An Overview of Research and Issues.
M.A. Stankiewicz, P. Amburgy, P. Bolin,
Questioning the Past: Contexts, Functions, and
Stakeholders in 19th Century Art Education. J.H.
White, 20th Century Art Education: A Historical
Part II: Policy Perspectives Impacting the Teaching of
R. Smith, Introduction: Policy and Arts Education. R.
Smith, Aesthetic Education: Questions and Issues. S.
Hope, Art Education in a World of Cross-Purposes. L.
Hetland, E. Winner, Cognitive Transfer From Arts
Education to Non-Arts Outcomes: Research Evidence and
Policy Implications. G. Blocker, Varieties of
Multicultural Art Education: Some Policy Issues. E.L.
Lankford, K. Scheffer, Controversial Art and Museum
Education: Living on a Fault Line. C.B. Gee, Spirit,
Mind, and Body: Arts Education the Redeemer.
Part III: Learning in the Visual Arts.
A.M. Kindler, Introduction: Development and Learning
in Art. A.M. Kindler,
Researching Impossible? Models of Artistic Development
Reconsidered. J. Matthews,
The Art of Infancy. N. Freeman, Aesthetic Judgment and
Reasoning. C. Golomb,
Sculpture: Representational Development in a
Three-Dimensional Medium. D. Pariser, E. Zimmerman,
Learning in the Visual Arts: Characteristics of Gifted
and Talented Individuals. B. Wilson, Child Art After
Modernism: Visual Culture and New Narratives.
Part IV: Teaching and Teacher Education.
E. Zimmerman, Introduction: Introduction to Teaching
and Teacher Education: Making What’s Relative More
Universal. L. Galbraith, K. Grauer, State of the
Field: Demographics and Art Teacher Education. M.
Stokrocki, Contexts for Teaching Art. M. Erickson,
Interaction of Teaching and Curriculum. F. Thurber,
Teacher Education as a Field of Study in Art
Education: A Comprehensive Overview of
Methodology and Methods Used in Research About Art
Teacher Education. R. Sabol, An Overview of Art
Teacher Recruitment, Certification, and Retention. J.
Burton, The Practice of Teaching in K-12 Schools:
Devices and Desires.
Part V: Forms of Assessment in Art Education.
L. Soep, Introduction: Assessment and Visual Art
Education: Section Introduction. L. Soep, Self and
Peer Assessment in Visual Arts Education. C. Myford,
A. Sims-Gunzenhauser, The Evolution of Large-Scale
Assessment Programs in the Visual Arts. H. Persky, The
NAEP Arts Assessment: Pushing the Boundaries of
Large-Scale Performance Assessment. D. Boughton,
Making Sense of Student Art Learning: Portfolio
Assessment and International Art Education.
Part VI: Emerging Visions of the Field.
A. Efland, Introduction: Emerging Visions of Art
Education. A. Efland, Art Education as Imaginative
Cognition. S.M. Dopps, Discipline-Based Art Education.
T. Barrett, Investigating Art Criticism in Education:
An Autobiographical Narrative. M. Parsons, Art and
Integrated Curriculum. G. Sullivan, Studio Art as
Research Practice. K. Freedman, P. Stuhr, Curriculum
Change for the 21st Century: Visual Culture in Art
How to order can be found on NAEA web site. Maybe a
nearby university will be getting a copy? You can not
return the book for refund if you purchase it and do
not find it useful (smile). New teachers may want to
check it out for summer reading. Post your reviews to