Publication Cover
Studies in Art Education
A Journal of Issues and Research
Volume 59, 2018 - Issue 2
631
Views
10
CrossRef citations to date
0
Altmetric
Articles

School Art in an Era of Accountability and Compliance: New Art Teachers and the Complex Relations of Public Schools

REFERENCES

  • Acuff, J. B. (2014). (Mis)Information highways: A critique of online resources for multicultural art education. International Journal of Education through Art, 10(3), 303–316. doi:10.1386/eta.10.3.303_1
  • Acuff, J. B. (2015). Failure to operationalize: Investing in critical multicultural art education. Journal of Social Theory in Art Education, 35, 30–43.
  • Anderson, T., Gussak, D., Hallmark, K. K., & Paul, A. (2010). Art education for social justice. Reston, VA: National Art Education Association.
  • Anderson, T., & Milbrandt, M. (1998). Authentic instruction in art: Why and how to dump the school art style. Visual Arts Research, 24(1), 13–20.
  • Atkinson, B. M. (2012). Strategic compliance: Silence, “faking it,” and confession in teacher reflection. Journal of Curriculum Theorizing (Online), 28(1), 74–88.
  • Atkinson, D. (2006a). A critical reading of the national curriculum for art in light of contemporary theories of subjectivity. In T. Hardy (Ed.), Art education in a postmodern world: Collected essays (pp. 137–146). Bristol, England: Intellect.
  • Atkinson, D. (2006b). School art education: Mourning the past and opening a future. International Journal of Art and Design Education, 25(1), 16–27. doi:10.1111/j.1476-8070.2006.00465.x
  • Bain, C., Newton, C., Kuster, D., & Milbrandt, M. (2010). How do novice art teachers define and implement meaningful curriculum? Studies in Art Education, 51(3), 233–247.
  • Bey, S., & Washington, G. (2013). Queering curriculum: Truth or dare, secret nude sketches, and closeted video recordings. Studies in Art Education, 54(2), 116–126.
  • Bolin, P., & Blandy, D. (2003). Beyond visual culture: Seven statements of support for material culture studies in art education. Studies in Art Education, 44(3), 246–263.
  • Bolin, P., & Blandy, D. (Eds.). (2011). Matter matters: Art education and material culture studies. Reston, VA: National Art Education Association.
  • Bourke, T., Ryan, M. E., & Lidstone, J. (2013). Reflexive professionalism: Reclaiming the voice of authority in shaping the discourses of education policy. Asia-Pacific Journal of Teacher Education, 41(4), 398–413. doi:10.1080/1359866X.2013.838619
  • Britzman, D. (2003). Practice makes practice: A critical study of learning to teach (2nd ed.). Albany: State University of New York.
  • Buchtová, T., Kucerová, L., Chudý, S., Neumeister, P., Plischke, J., Petrová, J., & Vyhnálková, P. (2015). The phenomenon of discipline and its conception for novice teachers: A discourse analysis. Creative Education, 6(8), 711–717. doi:10.4236/ce.2015.68073
  • Carpenter, B. S., & Tavin, K. (2010). Drawing (past, present, and future) together: A (graphic) look at the reconceptualization of art education. Studies in Art Education, 51(4), 327–352.
  • Chapman, L. H. (2004). No Child Left Behind in art? Arts Education Policy Review, 106(2), 3–17. doi:10.3200/AEPR.106.2.3-20
  • Chapman, L. H. (2005). Status of elementary art education: 1997-2004. Studies in Art Education, 46(2), 118–137.
  • Chapman, L. H. (2007). An update on No Child Left Behind and national trends in education. Arts Education Policy Review, 109(1), 25–36. doi:10.3200/AEPR.109.1.25-40
  • Cohen-Evron, N. (2002). Why do good art teachers find it hard to stay in the public school system? Studies in Art Education, 44(1), 79–94. doi:10.2307/1321050
  • Cosier, K., & Sanders, III, J. (2007). Queering art teacher education. International Journal of Art & Design Education, 26(1), 21–30. doi:10.1111/j.1476-8070.2007.00506.x
  • Danielson, C. (2007). Enhancing professional practice: A Framework for teaching (2nd ed.). Alexandria, VA: ASCD.
  • Darling-Hammond, L., Bae, S., Cook-Harvey, C. M., Lam, L., Mercer, C., Podolsky, A., & Stosich, E. L. (2016). Pathways to new accountability through the Every Student Succeeds Act. Palo Alto, CA: Learning Policy Institute. Retrieved from http://learningpolicyinstitute.org/our-work/publications-resources/pathways-new-accountability-every-student-succeeds-act
  • Devos, A. (2010). New teachers, mentoring and the discursive formation of professional identity. Teaching and Teacher Education, 26(5), 1219–1223. doi:10.1016/j.tate.2010.03.001
  • Dewhurst, M. (2014). Social justice art: A framework for activist art pedagogy. Cambridge, MA: Harvard Education Press.
  • Douglas, K. M., & Jaquith, D. B. (2009). Engaging learners through artmaking: Choice-based art education in the classroom. New York, NY: Teachers College Press.
  • Duncum, P. (2009). Visual culture in art education, circa 2009. Visual Arts Research, 35(1), 64–75.
  • Duncum, P. (2015). A journey toward an art education for wired youth. Studies in Art Education, 56(4), 295–306.
  • Efland, A. (1976). The school art style: A functional analysis. Studies in Art Education, 17(2), 37–44. doi:10.2307/1319979
  • Feldman, E. (1970). Becoming human through art. Englewood Cliffs, NJ: Prentice Hall.
  • Foucault, M. (1977/1995). Discipline and punish: The birth of the prison. New York, NY: Vintage Books.
  • Freedman, K. J. (2003). Teaching visual culture: Curriculum, aesthetics, and the social life of art. New York, NY: Teachers College Press.
  • Garoian, C., & Gaudelius, Y. (2008). Spectacle pedagogy: Art, politics, and visual culture. Albany: State University of New York Press.
  • Gates, L. (2017). Embracing subjective assessment practices: Recommendations for art educators. Art Education, 70(1), 23–28.
  • Giroux, H. A. (2011). Education and the crisis of public values: Challenging the attack on teachers, students, and public education. New York, NY: Peter Lang.
  • Gradle, S. A. (2008). When vines talk: Community, art, and ecology. Art Education, 61(6), 6–12.
  • Greteman, A. (2017). Helping kids turn out queer: Queer theory in art education. Studies in Art Education, 58(3), 195–205.
  • Gude, O. (2004). Postmodern principles: In search of a 21st century art education. Art Education, 57(1), 6–14.
  • Gude, O. (2007). Principles of possibility: Considerations for a 21st-century art & culture curriculum. Art Education, 60(1), 6–17.
  • Gude, O. (2013). New school art styles: The project of art education. Art Education, 66(1), 6–15.
  • Hamlin, J., & Fusaro, J. (2014). Revamping art education for the twenty-first century. Art21 Magazine. Retrieved from http://magazine.art21.org/2014/12/09/revamping-art-education-for-the-twenty-first-century/#.WV7vUWUwdos
  • Hathaway, N. E. (2013). Smoke and mirrors: Art teacher as magician. Art Education, 66(3), 9–15.
  • Hathaway, N. E., & Jaquith, D. B. (2014). Where’s the revolution? The Phi Delta Kappan, 95(6), 25–29. doi:10.1177/003172171409500606
  • Hetrick, L. J., & Sutters, J. P. (2014). Becoming (time) and/or being (space) art teacher: A spatio-temporal look at the culture of student teaching in art education. Journal of Cultural Research in Art Education, 31, 13–31.
  • Hutzel, K. (2007). Reconstructing a community, reclaiming a playground: A participatory action research study. Studies in Art Education, 48(3), 299–315.
  • Hyatt, J. (2015). Reflective communities: Mentoring teacher candidates during the (in)between spaces of the practicum. Journal of Social Theory in Art Education, 35, 82–97.
  • Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233.
  • Jaquith, D. B., & Hathaway, N. E. (2012). The learner-directed classroom: Developing creative thinking skills through art. New York, NY: Teachers College Press.
  • Kagan, D. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129–169. doi:10.3102/00346543062002129
  • Keifer-Boyd, K. T., & Smith-Shank, D. L. (2017). Born digital: Visual culture & gender. Visual Arts Research, 43(1), 17–35. doi:10.5406/visuartsrese.43.1.0017
  • Knochel, A., & Patton, R. (2015). If art education then critical digital making: Computational thinking and creative code. Studies in Art Education, 57(1), 21–38.
  • Kraehe, A. M., Acuff, J. B., Slivka, K., & Pfeiler-Wunder, A. (2015). Conversations extended: Art education in context, four art educators converse on issues of race, intersectionality, and power. Art Education, 68(6), 6–8.
  • La Porte, A., Speirs, P., & Young, B. (2008). Art curriculum influences: A national survey. Studies in Art Education, 49(4), 358–370.
  • Lawton, P. H. (2014). The role of art education in cultivating community and leadership through creative collaboration. Visual Inquiry: Learning & Teaching Art, 3(3), 421–436. doi:10.1386/vi.3.3.421_1
  • Levin, D. M., Hammer, D., & Coffey, J. E. (2009). Novice teachers’ attention to student thinking. Journal of Teacher Education, 60(2), 142–154. doi:10.1177/0022487108330245
  • Masuda, A. M. (2010). The teacher study group as a space for agency in an era of accountability and compliance. Teacher Development, 14(4), 467–481. doi:10.1080/13664530.2010.533489
  • May, H. (2011). Shifting the curriculum: DECENTRALIZATION in the art education Experience. Art Education, 64(3), 33–40.
  • Nolte-Yupari, S. (2017). Everything into one place: Beginning teachers and the K-12 art room taskscape. Studies in Art Education, 58(3), 222–233.
  • Quinn, T. M., Ploof, J., & Hochtritt, L. J. (2011). Art and social justice education: Culture as commons. Florence, KY: Routledge, Taylor & Francis Group.
  • Robbins, C. G., & Kovalchuk, S. (2012). Dangerous disciplines: Understanding pedagogies of punishment in the neoliberal states of America. Journal of Pedagogy, 3(2), 198–218. doi:10.2478/v10159-012-0010-z
  • Robertson, S. L. (1996). Teachers’ work, restructuring and postFordism: Constructing the new “professionalism.” In I. Goodson & A. Hargreaves (Eds.), Teachers' professional lives (pp. 28–55. London, England: Routledge Falmer.
  • Sabol, F. R. (2013). Seismic shifts in the education landscape: What do they mean for arts education and arts education policy? Arts Education Policy Review, 114(1), 33–45. doi:10.1080/10632913.2013.744250
  • Shore, C., & Wright, S. (2000). Coercive accountability: The rise of audit culture in higher education. In M. Strathern (Ed.), Audit cultures: Anthropological studies in accountability, ethics, and the academy (pp. 57–89). New York, NY: Routledge.
  • Speirs, P., & Gaudelius, Y. (2002). Contemporary issues in art education. Upper Saddle River, NJ: Prentice Hall.
  • Stewart, M., & Walker, S. (2005). Rethinking curriculum in art. Worcester, MA: Davis Publications.
  • Sutters, J. P. (2016). Disrupting the tourist paradigm in art education: The urban art classroom as a globalized site of travel, transience, and transaction. Journal of Social Theory in Art Education, 36, 9–19.
  • Sweeny, R. (Ed.). (2010). Inter/actions/inter/sections: Art education in a digital visual culture. Reston, VA: National Art Education Association.
  • Thompson, K. (2003). Forms of resistance: Foucault on tactical reversal and self-formation. Continental Philosophy Review, 36(2), 113–138. doi:10.1023/A:1026072000125
  • Unrath, K. A., Anderson, M. A., & Franco, M. J. (2013). The becoming art teacher: A reconciliation of teacher identity and the dance of teaching art. Visual Arts Research, 39(2), 82–92. doi:10.5406/visuartsrese.39.2.0082
  • Walker, S. (2001). Teaching meaning in artmaking. Worcester, MA: Davis Publications.
  • Wexler, A. (2004). A theory for living: Walking with Reggio Emilia. Art Education, 57(6), 13–19. doi:10.2307/27696039
  • Wexler, A. (2014). Reaching higher? The impact of the Common Core State Standards on the visual arts, poverty, and disabilities. Arts Education Policy Review, 115(2), 52–61. doi:10.1080/10632913.2014.883897
  • Wild, C. (2011). Making creative spaces: The art and design classroom as a site of performativity. International Journal of Art & Design Education, 30(3), 423–432. doi:10.1111/j.1476-8070.2011.01722.x
  • Wolfgang, C., & Rhoades, M. (2017). First fagnostics: Queering art education. Journal of Social Theory in Art Education, 37, 72–79.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.