Date of Award

Summer 7-7-2015

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Arthur Ellis

Second Advisor

Dr. Rick Eigenbrood

Third Advisor

Dr. David Wicks

Keywords

visual arts, K-8, high quality visual arts eduction (HQVAE), discipline-based arts education, student outcomes, development (DBAE)

Abstract

The national infrastructure of arts education shows continued rhetorical support, updated visual art standards, attributes in 21st century learning frameworks, and research affirming arts disciplines as a core subject still valued today. Concerns from the past, however, show and continue to portend a cloudy future for visual arts education against high profile national standards and high stakes assessments focused on mathematics, language arts, and science. This study provides four views of visual arts education: (a) current research, advocacy, and national and state standards supporting sustained high-quality visual arts education (HQVAE); (b) a renewed look at the Discipline-Based Art Education (Greer, 1984) approach to curriculum and pedagogy; (c) theoretical support of the art development stages in grades K-8; and (d) current analysis of the relationship between principal and teacher experiences and attitudes as they influence high quality visual arts education in northwest Washington State county schools (Catterall & Peppler, 2007; Winner & Hetland, 2007). In addition, it is hypothesized that visual arts education correlates with students’ positive educational outcomes including indicators of student capabilities and motivation achievement to support learning across the curriculum (Arts Education Partnership, 2013).

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