A study of Arkansas' implementation of an elementary art program

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Author
Harris, Angela
Chair
Reyes, Maria
Committee
Hornig, Joan
Hogan, Maureen
Metadata
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URI
http://hdl.handle.net/11122/5859
Abstract
The purpose of this case study was to describe how Arkansas was able to mandate and implement their elementary art education program, as well as the possibility of using Arkansas' program as a model for implementing art education at the elementary level in schools in other states. Based on what I discovered through interviews and publicly available documents, Arkansas' program was mandated and designed in such a manner that other states could modify the process used to create an elementary art program to fit their own individual needs. The findings from this study of the elementary art program in Arkansas could have an impact on art education nationwide. The possibility that other states could follow this lead would be a positive step towards improving art education for all students.
Description
Thesis (M.Ed.) University of Alaska Fairbanks, 2007
Table of Contents
1. Introduction -- 2. Literature review -- Why should art be taught? -- The value of art education -- Elementary art in public schools -- Who should teach art? -- Art training -- Classroom practices -- Commitment to the standards -N362 -- Pressure from NCLB -- Best of both worlds -- Artist-in-residency programs -- Why should art be mandated? -- Conclusion and discussion -- 3. Methodology -- 4. Results -- Mandate -- 2001 Bill -- 2005 Bill -- Compromise -- Implementation -- Finding teachers -- Funding -- Teachers in schools -- Arkansas' program as a model -- 5. Discussion and conclusion -- The mandate -- The implementation -- Arkansas' program as a model -- Conclusion -- References -- Appendices.
Date
2007-05
Type
Thesis
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