Several Art Education Faculty Will Give Presentations at the NAEA Conference
New Orleans, Louisiana
March 26-30

The NAEA National Convention features nearly 1,000 sessions, tours, and hands-on workshops that are geared toward professional development for art educators.  K–12 art educators, administrators, professors of art education, museum art educators, and artists from around the globe will be there. Find out about the latest innovations in teaching resources, classroom supplies, and techniques from hundreds of exhibitors. Experience all that New Orleans has to offer through the city’s many museums, galleries, shops, music venues, and restaurants.

View a complete listing of over 1,000 Convention activities on the website:  www.naea-reston.org/convention2008.html

New contributions to the field of development challenge us to consider how we can move our students and ourselves forward in the developmental process.  People at more complex stages of development engage in complex human interaction more humanely, productively and successfully.  Teaching and learning are complex human interactions.  And as we encourage as well as promote development in our students, we ourselves develop as educators and as human beings. This presentation provides visual, written and oral evidence of such development.  Professional visual arts educators used their study of development, originally intended to inform their work with students, to better understand themselves.  As artists, educators and human beings, these graduate students utilized the visual arts as a means of researching their own developmental process.  Their results inform future teaching practice, artmaking, professional plans and personal growth. 

Dan Serig will present:

Evaluating Arts Integration Programming Using Cognitive, Social And Personal Dimensions Of Learning

The model of teaching and learning dimensions identified in the “Learning In and Through the Arts” study (Burton, Horowitz, and Abeles, 1999), and more recently defined in “Connections: The Arts and Cognitive, Social, and Personal Development” (Horowitz, 2005), was applied to several evaluations of arts programs and partnerships.  A wide variety of evaluation studies used instrumentation based on cognitive, social and personal dimensions of learning in mixed-method designs.  The benefits and limitations of the model will be presented within the context of findings from several evaluations.  Implications for defining and evaluating arts integrated programs will be discussed, as well as distinctions between evaluating arts education and arts-infused programs.  Evaluations of arts integration programs will be presented within the context of findings from several studies. Implications for defining and evaluating arts integrated programs will be discussed.

and

Continuing the Conversation: Art Based Education Research, the Next Generation
(with Pamela Harris Lawton and  Christine Staikidis)

This session continues the conversation about arts-based educational research (ABER) by bringing together four former students of Graeme Sullivan to discuss the merits and challenges of ABER.  The presenters attempt to epitomize the interwoven practices of artist/educator/researcher as early-career professors of art and art education.  From this standpoint they enter into a dialogue about the difficulties encountered with colleagues, administrators and other disciplines in their attempts to advocate a holistic approach to their profession.  They also describe their attempts to contribute to the field through presentations of rigorous, meaningful and innovative programs and projects using ABER.  Participants are asked to ponder the possibilities for characterizing, locating and expanding the role of ABER in the field of art education.  Through examples and discussion, arts-based educational researchers continue the conversation begun by their professor, Graeme Sullivan, on its legitimacy as rigorous, meaningful and innovative research.

John Crowe will present:

 Introducing the AEiPod

Apple need not worry ­–this version is a metaphor.  Modifications to iPod’s interface produce a lesson planning device most useful for beginning art education students.  Exemplars will be shared. 

The use of iPod’s elegant interface, customized for art education lesson planning purposes, has proven to be useful as a preface to writing full text plans.  Common beginner errors can caught at this condensed phase preventing much wasted time and frustration.  The metaphorical device allows for identifying lessons and objectives, choosing teaching and assessments strategies and establishing time allotments.  Each of the simple functions opens to reveal numerous and increasingly complex options for focusing learning objectives; selecting appropriate teaching strategies such as direct teaching, problem solving and experimentation; and developing relevant assessment tools.  Many samples of student use, representing a wide variety of teaching and learning models, will be shared.