INPUT &

COMMENTS

If you have any input, comments or would like more information about any of the positions statements up for review, please contact us here.

 

Abi Paytoe Gbayee is the delegate for this year, feel free to contact her here with any additional comments, questions or concerns are welcome up to the 2016 NAEA Conference at the end of March, 2016.

 

POSITION STATEMENTS UP FOR REVIEW

POSITION STATEMENTS TO BE REVIEWED AT THE 2016 NAEA CONFERENCE

 

NAEA Adopted Position Statements for Review March 2016 Review Process:

 

The Platform Working Group has reviewed the following Position Statements, adopted in March 2013.

 

Each Position Statement can be either 1) Kept as is, 2) Kept with modifications, or 3) Archived.

 

The recommendation regarding each Position Statement is at the close of each Position Statement. The recommendations will be presented at the 2016 Delegates Assembly. Final action regarding each Position Statement will be determined by the NAEA Board at the March 2016 meeting following the Delegates Assembly.

 

Platform Category: Students

Position Statement on Early Childhood Art Education

[Adopted April 2010; Reviewed and Revised March 2013]

 

The visual arts are essential to early learning. Every child is innately curious and seeks to construct personal knowledge and understanding of the world. Children construct knowledge in meaningful social contexts with peers and adults. Children experience their environment in holistic ways that are best served by an interdisciplinary approach that includes both guided and spontaneous learning experiences. The visual arts support multiple ways of knowing and learning that are inherent in the unique nature of each child. The visual arts empower children to communicate, represent, and express their thoughts, feelings, and perceptions. The visual arts offer opportunities to develop creativity, imagination, and flexible thinking. The arts enrich a young child’s understanding of diverse cultures. Early childhood art programs should be comprehensive in scope, including studio experiences, interactions with artists, real and/or (remove /or) virtual visits to museums and art galleries, and opportunities to respond to art through conversation, storytelling, play, dramatics, movement, music, and art making.

 

Recommendation for March 2016:

Delete the language highlighted in green.

 

 

Platform Category: Art Educators

Position Statement on Certified/Licensed Visual Art Educators in Pre-K through 12 School

Settings [Adopted April 2010; Reviewed and Revised March 2013]

 

The visual arts in Pre-K through 12 school settings should be taught by certified/licensed and highly qualified art educators. A certified/licensed and highly qualified art educator should have pre-service experience in the grade level and content area in which they are pursuing the profession.

 

Certified/Licensed and highly qualified visual art educators should:

 

- Have a thorough understanding of the visual arts including history, studio skills, art criticism, aesthetics, and the study of visual art and cultures.

 

- (add) Have a knowledge of teaching methodologies and how to apply them to the visual arts classroom

 

- Have an ongoing understanding of and ability to integrate current and emerging technology into their teaching.

 

- Understand students as learners, including diverse characteristics, abilities, and learning styles.

 

- Help students understand the ways in which the arts make meaning, connect with the entire curriculum, and prepare students for success in school, work, and life.

 

- Pursue ongoing professional development to support their continuous improvement in both teaching and the arts.

 

Recommendation for March 2016:

Insert the language highlighted in orange.

 

 

Position Statement on Teacher Evaluation and Student Growth

[Adopted March 2013]

 

NAEA supports (delete - the need for) the need for teacher evaluation and accountability to enhance visual arts teaching and student learning. NAEA believes that the following criteria are necessary:

 

- Teacher evaluation systems should include multiple measures that can be used reliably in different teaching settings, instructional levels, and with all student populations. Any evaluation system should take into account the number of students taught and the instructional time available.

 

- Effective teacher evaluation instruments and protocol must be aligned with visual arts local curricula, state and/or national standards.

 

- The measure of student achievement growth in teacher evaluation systems must rely on standards based student assessment in visual arts classrooms.

 

- The student growth component of the visual arts teacher evaluation should be determined solely by student growth in the specific visual art subjects being taught during the evaluation time period.

 

- Visual arts teachers and administrators should collaborate in the development of evaluation instruments.

 

- Evaluators of visual arts teachers must be knowledgeable of the content and effective practice for the subject being taught.

 

- Substantial, ongoing, appropriate and content specific professional development must be made available to provide continued professional growth for visual arts teachers.

 

Recommendation for March 2016:

Delete the language highlighted in green. The second and third bullets have been reversed. No changes have been made to the language of the text for either bullet.

 

 

Platform Category: Relationships

Position Statement on Deaccessioning Objects in Art Museum Collections

[Adopted March 2013]

 

Museums are stewards of our shared past; the collections they house are repositories of our collective human creativity, knowledge, and history in all its diversity. Museum collections should be viewed as resources that are essential to the education of future generations, rather than as disposable assets, and as such should be protected and maintained to honor the public trust. Deaccessioning objects from a museum’s collection must be guided by the highest standards of professional practice and NAEA supports the goals, principles, procedures, and processes put forth in the Association of Art Museum Directors (AAMD) Professional Practices in Art Museums and AAMD’s Policy on Deaccessioning. Art museums, along with museums of other disciplines and libraries and archives,

provide an essential component to a high quality and well-rounded education. By preserving, providing access to, and interpreting objects of visual art and material culture, they offer valuable learning opportunities for all visitors, today and in the future.

 

Recommendation for March 2016:

The recommendation is to keep the Position Statement as is.

 

 

Position Statement Regarding the Use of Race Based Mascots in Educational Settings

[Adopted April 2010; Reviewed March 2013]

 

NAEA considers Race-based Mascots in educational institutions to be representations that can be seen as derogatory. Visual art educators are encouraged to support their communities in addressing how such images impact all lives. Race-based Mascots offer teachable moments for art classrooms; opportunities to explore the complex and problematic ways that ethnic mascots and similar visual representations convey information about people, communities, cultures, and civilizations. For Example, Visual art educators working in non-Native American schools with Indian mascots are encouraged to ask their school to consult with and be informed by Native American Tribal Councils, and to participate in identifying new positive images worthy of representing their school and communities.

 

Recommendation for March 2016:

The recommendation is to keep the Position Statement as is.

 

 

Platform Category: Curriculum

Position Statement on Arts Integration

[Adopted March 2013]

 

NAEA recognizes the importance of arts integration as a philosophy, pedagogy, and methodology for teaching and learning in, through, and about the arts to achieve greater understanding across disciplines.

 

Arts integration increases knowledge and skills in multiple content areas elevating learning by linking disciplines while developing related skills and deeper understanding of the arts. Arts integration creates a level of personal connection and insight through a creative, inquiry-based process that would not be obtained using a single-discipline approach.

 

Collaboration among educators for the subjects involved with integration is an essential element in providing seamless, integrated experiences for students in the arts and other disciplines. NAEA recognizes that a team approach for planning, implementing, participating in, and assessing arts integration programs is a critical factor in ensuring success.

 

Arts integration supports authentic experiences which engage and motivate students. The arts component provides students with multiple modes of learning and understanding. Arts integration intensifies academic rigor as students engage problem-solving skills to draw connections across disciplines and demonstrate

competency through creative endeavors.

 

Effective arts integration embraces the National Visual Arts Standards, (delete) the Common Core Standards, (add) and standards from other content areas, (delete) and advances (add) advancing the 21st Century Skills of creativity, innovation, critical thinking, problem solving, collaboration, and communication.

 

Recommendation for March 2016:

Delete the language highlighted in green; add the language highlighted in orange.

 

 

Position Statement on 21st Century Skills and Visual Arts Education

[Adopted April 2010; Reviewed March 2013]

 

As a national collaborator on the Arts Map for the Partnership for 21st Century Skills, and as a signatory to the Partnership for 21st Century Skills’ National Action Agenda, NAEA recognizes the importance of having all students leave school prepared with the skills and knowledge to address the challenges that await them.

To that end, we support the following PRINCIPLES:

 

- That the arts, including the visual arts, dance, music, and theatre, are recognized as core subjects (delete) in the framework of (add) in the Partnership for 21st Century Skills’ Framework for 21st Century Learning.

 

- That the visual arts provide opportunities for all students to build their skills and capacity in what the Partnership for 21st Century Skills calls “Learning and Innovation Skills,” specifically Creativity and Innovation; Critical Thinking and Problem Solving; and Communication and Collaboration.

 

- That the visual arts provide opportunities for all students to build their skills and capacity in what the Partnership for 21st Century Skills calls “Information, Media and Technology Skills,” specifically Information Literacy, Media Literacy, and ICT (Information, Communications, and Technology) Literacy.

 

- That the visual arts provide opportunities for students to build their skills and capacity in what the Partnership for 21st Century Skills calls “Life and Career Skills,” specifically, Flexibility and Adaptability; Initiative and Self-Direction; Social and Cross-Cultural Skills; Productivity and Accountability; and Leadership and Responsibility.

 

Recommendation for March 2016:

Delete the language highlighted in green; add the language highlighted in orange.

 

 

Platform Category: Instruction

Position Statement on Distance Learning in Art Education

[Adopted March 2013]

 

NAEA believes distance learning is a viable and effective method of instruction. Distance art education encompasses both the use of e-learning technologies that support face-to-face instruction (such as blended, hybrid, or flipped classrooms) as well as those that substitute for face-to-face delivery. These technologies are beneficial in many settings including K-12, colleges, universities, museums, and community-based programs among others. Distance education is defined as “institution-based formal education where the learning group is separated and where interactive telecommunications systems are used to connect learners, resources and instructors” (Schlosser & Simonson, 2006, p. 1).

 

Distance art education can meet the diverse needs of today’s learner locally, as well as globally, making it accessible to a variety of students to accommodate individual learning styles and situations. Among those are students in alternative learning settings, home schools, home-bound for medical reasons, those in need of flexible scheduling, and students who prefer distance delivery of instruction.

 

When used in K-12 schools, colleges, (delete) and universities, (add) and museums, high quality, effective distance learning in art education includes and is supported by:

- Distance educators (add) who are knowledgeable in the primary concepts and structures of effective distance learning and are able to use a range of technologies, both existing and emerging, to effectively engage students in learning in the visual arts.

- (add) Having and using appropriate technology to accomplish its objectives and enable dynamic teaching and learning of the wide range of visual art curricula.

- Evaluation of students using a variety of formative and summative assessment methods and technologies.

- Ongoing revision of course design and instruction based on the feedback from students, peers, and self-reflection.

- Technical support and training provided for students and teachers by the

sponsoring institution.

 

NAEA believes that in the K12 setting, high quality, effective distance learning in art education also includes:

- Curriculum aligned with local, state and national visual arts standards using

multiple strategies and technologies to engage and assess authentic student

learning.

- Design and instruction by certified/licensed, highly-qualified art educators as

defined by NAEA’s Professional Standards for Visual Arts Educators (NAEA, 2009).

 

Recommendation for March 2016:

Delete the language highlighted in green; add the language highlighted in orange.

 

 

Platform Category: Assessment

Position Statement on Student Assessment in the Visual Arts Classroom

[Adopted March 2013]

 

NAEA recognizes the importance of developmentally appropriate student assessment to teaching and learning in the visual arts. Effective assessment is a continuous process that is standards-based and directly linked to instructional goals, objectives and performance expectations. Performance assessment is the primary means of measuring student knowledge and skills in the visual arts. Visual arts assessment provides ongoing and instructive feedback for supporting student growth. Assessment strategies often include methods that involve student reflection and evaluation. When shared with students, assessment criteria enable visual arts educators to communicate goals for student growth and creative development. Educators who make informed judgments based upon formative and summative assessments are better able to plan and improve instructional practice to meet the needs of their students.

 

Recommendation for March 2016:

The recommendation is to keep the Position Statement as is.

 

(add) Resource:

To view the Model Cornerstone Assessments developed along with the National Visual Arts Standards for grades 2 5,8, proficient, accomplished, and advanced levels for high school, go to www.nationalvisualartsstandards.org

 

 

 

See more about platform and position statements or to see a specific position statement in full you can find them here.

 

 

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