Date of Award
Doctor of Education (EdD)
First Advisor/Committee Member
Dr. Arthur Ellis
Second Advisor/Committee Member
Dr. Rick Eigenbrood
Third Advisor/Committee Member
Dr. David Wicks
visual arts, K-8, high quality visual arts eduction (HQVAE), discipline-based arts education, student outcomes, development (DBAE)
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).
Hayes, Patricia A., "High Quality Visual Arts Education K-8, The Student, The Principal, and The Teacher" (2015). Education Dissertations. 4.