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The Art Educator Toolkit contains strategies, approaches, lessons, units, and tools that are curated by representatives from every NAEA division and our membership at large to support you in successfully navigating the shifting landscape of teaching and learning (including in-person, hybrid, and distance-learning).
Teaching Tips
- Tips for Teaching Visual Arts and Design in a Hybrid Learning Environment
- Tips for Returning to the Visual Arts and Design Classroom
- Tips for Teaching Visual Arts and Design in a Distance Learning Environment
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- Getting Started with Equity, Diversity, and Inclusion
Sample Educational Frameworks
- Virtual/Distance Learning
- Traditional/In-person/Back to the Classroom
- Hybrid/Blended
Letters Advocating for Visual Arts Education
- An Open Letter to Superintendents, Principals, and School Board Members (May 2020)
- An Open Letter to Museum Directors, Museum Board Members, and Community Organizations/Leaders (August 2020)
- An Open Letter to University and College Presidents, Provosts, Chancellors, Board Members, and Deans Overseeing Visual Arts Education Programs (January 2021)
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Professional learning from anywhere in the world! Access live and on demand webinars, workshops, and more. Earn professional development credit or university credit!
National Art Education Foundation
The National Art Education Foundation (NAEF) invests in innovative initiatives to support instructional practice, research, and leadership in visual arts education.
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- Art Education in the Classroom
The Importance of Art Education in the Classroom
November 30, 2023
That deceptively simple, four-word query confronts a topic that’s occupied some of the world’s greatest creators and philosophers since Plato. How we answer this question can have much bigger consequences than whether you get to buy a piece of artwork from Banksy’s online store. The issue of art’s value becomes far more pressing when policymakers and administrators decide how to allocate time and funding for art education in schools.
Art teachers must be ready to advocate for committing the necessary resources to prioritize the value of creativity in the classroom. You may have to explain the importance of art education in a school’s curriculum and present the research to back up those claims. We can become powerful advocates for the power of art and improved student outcomes by investigating the many benefits that come out of integrating more creativity into the school day and improving our classroom strategies .
Why Is Art Education In Schools Important?
Anyone who’s passionate about the arts recalls formative moments of experiencing a work of art pushing through a creative challenge. When we’re exposed to remarkable artworks or have opportunities to create, we find that art is crucial to individual growth and development and can even impact our health.
A literature review from Frontiers in Psychology outlined several studies linking aesthetic experiences with broad improvements in subjects’ emotional states that promote physical and psychological well-being. Giving learners the time, space, and materials for creative expression can lower stress, improve memory, and make them feel more socially connected. Instructors can build their careers on bringing those experiences to students in a variety of settings, like galleries, museums, or events organized by nonprofit and community organizations.
Appreciation for art also makes a significant difference in people’s lives on a macro level. Entire societies may stand to gain from an investment in the arts. Drawing on data from the General Social Survey, researchers from the University of Illinois at Chicago’s Department of Public Administration linked participation as either an audience member or creator to higher levels of civic engagement and social tolerance . This work suggests that children learning how to draw, paint, sing, or just appreciate the works made by others can help us become not just happier and healthier, but also better people. Learn about UF’s Online Master of Arts in Art Education program
How Does Art Education Help Students?
When surveyed by the nonprofit organization Americans for the Arts, members of the U.S. public overwhelmingly agreed that the arts are one aspect of a well-rounded K-12 education . In addition, a recent study conducted in Houston public schools showed that students who participated in arts education see the following benefits:
- Improved writing achievement
- Reduced disciplinary infractions
- More student engagement
- Improved college aspirations
- No drop in standardized test scores
Yet, participation in the visual and performing arts is often treated as merely supplemental to other aspects of learning. As a result, there are major differences in access to art and music classes across the country.
2019 findings from the National Assessment of Educational Progress showed that eighth graders in the Northeast were much more likely to report being enrolled in a visual arts course than those in the South. Disparities were also tied to race, ethnicity, family income, and whether a school is located in a city, suburb, town, or rural area.
Meanwhile, the Nation’s Report Card shows that U.S. students continue to score lower than many of their peers in Europe and Asia on standardized tests despite years of pressure on educators to close the achievement gap. But seeking to improve student performance in math and reading does not have to come at the expense of art education.
In fact, researchers from the Johns Hopkins University School of Education, argue that instruction becomes more effective when educators integrate creative activities and make them central to academic development. Across disciplines, including STEM, there’s room to reimagine classes with a strong emphasis on drawing, painting, playing music, performing drama, and other creative pursuits. Encouraging students to use their imagination can help them actively engage with new concepts and discover connections between ideas as well as provide advantages for their social and emotional well-being.
One example of effectively integrating arts and creative expression with other fields as a pedagogical strategy can be seen in the collaboration between University of Florida faculty members Susan K. Jacobson, who studies wildlife ecology and conservation, and Robert C. Mueller, who teaches printmaking. The UF professors collaborated on an interdisciplinary project in climate change communication in which groups of graduate students from both the School of Natural Resources and the Environment and the College of the Arts visited the university’s Seahorse Key Marine Laboratory. The students participated in learning activities like scientific lectures, discussions, and making collages before working in small groups to create environmental communication materials for visitors.
As this example shows, students benefit from learning to embrace insights from multiple disciplines, and this can be valuable when they go on to pursue jobs. A 2019 survey from the National Association of Colleges and Employers showed that employers are interested in hiring professionals with skills that can be strengthened through participation in the arts, such as written communication, problem-solving, teamwork, and taking initiative. Art teachers can help students become more well-rounded and capable individuals by teaching them to develop original ideas through creative projects and practices.
The Importance of Art Education in Early Childhood and Beyond
It’s never too soon to introduce kids to the possibilities of creative expression. As outlined in a literature review from the National Endowment for the Arts, a variety of studies demonstrate the value of embedding artistic practice into early childhood education . Imaginative activities for young learners can lead to better skills in social interactions and emotional regulation.
Lessons in the arts introduce K-12 students to problem-solving techniques, which help them to see the world in new ways, and provide access to creative ways of knowing. Kids discover how art can communicate their own ideas and may become interested in creating increasingly realistic depictions and mastering new techniques. By high school, young artists can think critically about their own work and that of others, establishing a unique point of view and a sense of community with other creative individuals.
The National Core Arts Standards provide a framework for advancing students’ artistic understanding . This structure breaks down the developmental stages from Pre K through high school into 10 anchor standards. In each stage, students build creative habits as they learn to:
- Generate and conceptualize artistic ideas and work
- Organize and develop ideas and work
- Refine and complete artistic work
- Select, analyze, and interpret artistic work for presentation
- Convey meaning through the presentation
- Perceive and analyze artistic work
- Interpret intent and meaning
- Apply criteria to evaluate work
- Make art by synthesizing and relating knowledge and personal experiences
- Deepen understanding by relating artistic ideas to societal, historical, and cultural contexts
Pediatrician Dr. Perri Klass outlined the benefits of art education in schools in the New York Times, noting improvements for overall motivation, thinking, and academic achievement . An arts-integrated curriculum that asks students to draw or sing as part of the learning process may enhance their ability to recall material such as scientific principles or vocabulary. Foregrounding creativity can be especially effective for students who struggle to retain information from traditional lectures and reading assignments alone.
Art does matter in the classroom, delivering a wide range of advantages for students. Educators can make the most of that potential by equipping themselves to offer creative practice as a central feature in the curriculum and show decisionmakers how these initiatives can achieve transformative results. The University of Florida’s online Master of Arts in Art Education (MAAE) program helps teachers make a difference. This program features courses that prepare educators to work in a variety of learning environments , support students of all ages, incorporate digital tools into their pedagogy, and foster critical thinking.
About the Online Master’s in Art Education from the University of Florida
The University of Florida’s online Master of Arts in Art Education (MAAE) program engages students purposefully in art education theory and practice, contemporary art, and their own studio work. Our dynamic online learning environment fosters meaningful interaction with peers and our world-class faculty as members of a supportive, close-knit community of art educators, artists, cultural workers, and scholars. This flexible program brings you the advanced concepts and immersive, hands-on experiences you need to flourish academically and creatively.
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Latest Articles
- The Importance of Art Education in the Classroom | 11/30/2023
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- UF Alumnus Brings Art Education to a Juvenile Detention Center | 06/02/2021
- Back to School in a Pandemic | 05/27/2021
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The State of Art Education 2021
For the past three years, 2018 , 2019 , and 2020 , AOEU has conducted and published a comprehensive “State of Art Education” survey of K-12 art educators in the United States. With thousands of responses, it is the largest and most consistent survey of its kind to date. Our goal is to share what it means to be an art teacher in the 21st century.
The past twelve months have held so many challenges. Remote/hybrid learning, school cancellations, mask-wearing, safety protocols, internet access struggles, the list is a mile long. The regular rulebook of teaching and learning has been permanently altered.
While the stress of the past year remains, overall, the survey results show what we already know—art teachers are resilient, passionate, and ready to meet the needs of students in any learning environment. Below you will find the top ten most significant takeaways from this year’s survey and how they compare to previous years.
Download the full report to gain even more insight.
1. Demographics remain consistent—mostly.
2. “A” Players are everywhere.
3. Hybrid learning is here.
4. Art teachers are meeting in the middle.
5. Priorities are clear.
6. Art teachers have control.
7. There is a need for SEL and mindfulness.
8. We are asking for a little R-E-S-P-E-C-T.
9. Art teachers are still burning the candle at both ends.
While the top ten takeaways cannot possibly speak to all art teachers, they certainly show art teachers are proving their place in education on a daily and yearly basis. To everyone who participated in the survey—Thank you! Your generosity of information only makes us all stronger and better equipped to support one another for years to come.
Do the results surprise you? Why is it important to hear about others’ experiences in art education? How can you use the results to advocate for and learn from other art educators?
Read more The State of Art Education 2020 The 2019 State of Art Education A Look at the 2018 State of Art Education Surveying the State of Art Education (Ep. 210)
Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.
Megan Dehner
Megan Dehner, an art and Spanish language educator, is a former AOEU Writer. She believes in empowering art teachers with resources and knowledge to overcome barriers students may face in the art room.
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6 Ways the Visual Arts Promotes Resilient Learners for Life
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The Arts Endowment’s arts education program is focused on pre-K to 12th-grade students, the educators and civic leaders who support them, and the schools and communities that serve them. The agency’s funding is focused on providing dance, music, theater, visual arts, literary arts and media arts education for all students and closing the opportunity gap for students who have the least arts education access. The Arts Endowment implements an ambitious strategy that combines grantmaking with national and state leadership as well as data and research initiatives to ensure every student is engaged through an excellent arts education.
As families and educators ready children to go back to school, the National Endowment for the Arts recognizes the important role of arts education in educating, engaging, and empowering youth. The NEA also understands that families and schools are dealing with uncertainties and the residual disruption from the previous year. Arts education can help to address these challenges by supporting the social and emotional learning needs of students, helping them to succeed both in and out of school. For more information on the benefits of arts education, check out our Back to School page.
Grantmaking
Around 75 percent of arts education grants directly engage underserved populations:
Direct Learning grants increase student knowledge and skills in the arts, helping them reach their full potential.
Professional Development grants build the capacity of urban and rural classroom teachers and teaching artists to effectively teach and measure student learning in the arts.
Collective Impact grants transform schools and communities by providing access and engagement in the arts for all students through collective, systemic approaches. Collective Impact projects create lasting systems change tailored to community needs, fundamentally altering the ways in which the components and structures of a system behave and interact over time. Collective Impact grantees .
Logic Model for Collective Impact : JPG | PDF
Initiatives
The nation’s hub for arts and education leaders, building their leadership capacity to support students, educators, and learning environments through research, reporting, counseling, and convening.
State Data Infrastructure Project for Arts Education
To promote more and better information in young people’s access to, and participation in, arts education, the State Data Infrastructure Project for Arts Education provides a suite of groundbreaking tools and resources and case studies to help stakeholders extract, analyze, and report on data about arts education.
Arts Education Data Toolkit Webinar (3/24/21)
Professional Development Institute for State Arts Agency Arts Education Managers
The annual Professional Development Institute for state arts agency arts education managers provides meaningful leadership development and technical assistance for this field.
State Education Agencies Directors of Arts Education
An annual leadership grant supports professional development for state education agency directors of arts education, which consists of those persons at state education agencies whose responsibility is education in the arts.
Arts Education Blog Posts
The Artful Life Questionnaire: Michelle Hoffmann
Back to School Grant Spotlight: In Progress
Back to School Grant Spotlight: Imagination Stage
Stay connected to the national endowment for the arts.
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Art Education, BA
Coordinator: Dr. Lisa LaJevic
Bachelor of Arts in Art Education
Program Requirements
Current AAE Students
The Art Education major prepares students for a successful career in Art Teaching. Designed to create exemplary artists and educators, the innovative curriculum includes an exciting range of art education, art studio, and art history courses. Field experiences in the sophomore, junior, and senior years offer students unique opportunities to work and teach in actual K-12 New Jersey art classrooms and with local non-profit arts organizations. The program culminates with a full semester of student teaching at both the elementary and secondary level, with an option to student teach abroad. With a reputation for excellence, TCNJ’s art education graduates are represented in school districts and arts organizations across the region. Upon completion of the Bachelor of Arts degree, students qualify for the New Jersey State Art Teacher Certification, kindergarten through twelfth grade.
Student and Alumni News and Recognitions
The department would like to congratulate:.
Julianna Dimeola (’21) and Julia Pfaar (’22) for their exceptional work on MUSE this summer! Under the mentorship of Dr. Carolina Blatt and Professor Anita Allyn, Julia and Julianna ran a week-long photo workshop for local high school students who lost access to studio resources and instruction due to the pandemic. The resulting images are on display in the windows of the first and second floors of AIMM during fall semester 2021 and on temporary exhibition (September 8 – 27, 2021) in AIMM 119. Learn more about their work and the AMPLIFY project here .
Alyssa Schoenfelt (Art Education Major, 2021) and Megan Scarborough (Art Education Major, 2021) for being awarded the 2020 College Scholarship through the Art Educators of New Jersey (AENJ)! AENJ is the state’s professional association for visual arts educators and this award recognizes students who exemplify the qualities of outstanding scholarship, service, and visual ability. Keep up the great work!
Morgan Gualtieri (Washington Elementary School, Edison), Taylor Hughes (Eastern Regional High School), Keith Kozak (Timber Creek High School, Sicklerville), Emily Pustay (Nottingham High School, Hamilton), and Gabe Randazzo (West Windsor-Plainsboro Regional High School) for serving as guest speakers for the AAE 370 Art Materials and Processes course. They are all TCNJ graduates and art teachers in NJ. Thank you for sharing your wonderful art lesson ideas!
Ron Heller (Art Supervisor in the Hopewell Valley Regional School District), Patrick Lenihan (Art Supervisor in the Princeton Public Schools), and Jeffrey Santoro (Art Supervisor in the West Windsor-Plainsboro School District) for serving as guest speakers for our senior practicum! They shared great advice for securing a K-12 art teaching job! Thank you!
Five art education majors have been accepted to the global student teaching program so we will have student teachers placed around the world this fall! Congratulations Melanie Capalbo, Kelly Marrone, Claire McNally, Estefany Rodriguez, and Madeline Wyville! Bon Voyage!
The March 2018 reception was attended by Angela’s cooperating teacher and principal as well as many of the student artists represented in the show and their families!
TCNJ was well represented at this year’s AENJ conference, our state professional organization! Presenters included current student, Archana Kamani, who shared an original lesson plan, and recent graduate, Abigail Saiia, who shared tips on transitioning to a new position.
In Fall 2015, Taylor Hughes spent half the semester student-teaching abroad in Italy! What a wonderful experience!
Scott Samuels for his 2015 solo show of upcycled works at The Gallery at Don’t Toss It in Lambertville, NJ!
Amanda Intili for her proposal acceptance to the 2015 National Art Education Association (NAEA) Convention in New Orleans, LA. The paper titled, “Pre-Service Teaching and Art Workshops for Underserved Populations” was co-written with Professor LaJevic during MUSE 2014.
Katelyn Liepins for her 2014 solo art show at TCNJ!
Matthew Pembleton for his 2014 publication titled “Living Sculptures: Performance Art in the Classroom.” The article, co written with Dr. LaJevic, was published in Art Education, the official journal of NAEA. It examines performance art, the artist Erwin Wurm, and the role the body plays in art education. The paper was co-written during MUSE. Matt graduated in December 2013 and is currently teaching in the Princeton Public Schools
Jenn Cartagena, Colleen Duffy, Alyssa Gargiulo, Amanda Intili, Keith Kozak, Susan Mitrano, Matthew Pembleton, and Jessica Sassaman, . These are a few of the students (and recent alumni) who will be presenting at the 2014 Art Educators of New Jersey (AENJ) Conference in Long Branch! Good luck!
All the AAE Alumni who are showcased in TCNJ’s 2014 Juried Alumni Art Exhibition! Way to go teaching- artists!
All the AAE students who graduated in 2013-2014! We are so very proud of you! We also want to recognize a few alumni that recently accepted jobs as K-12 art teachers! Samantha Berk is teaching in Cranford, Andrew Dean is teaching in Maplewood, Johann Derflinger accepted a position in Somerville, Allie Guarini accepted a job in Burlington City, Ashley Garguilo is teaching art in the Richmond County Schools, NC, and Jessica Sassaman accepted a position in the Falmouth Public Schools, MA.
Gabriel Randazzo for his 2013 publication titled “Cleaning Our World Through Reverse Graffiti.” The article, co-written with Dr. LaJevic, was published in Art Education . It examines ecological art and the artist Moose, and presents pedagogical possibilities for incorporating reverse pollution into the art curriculum. The paper was co- written during MUSE and presented at the 2013 NAEA Conference in Ft. Worth, TX. Gabe graduated in May 2014 and is currently teaching in the West Windsor-Plainsboro Regional School District. For more information about the project, please click here: https://www.tcnjmagazine.com/?p=8914
Kelsey Long for receiving NAEA’s 2013 Higher Education Student Achievement Award. Kelsey was chosen as the national recipient for this prestigious award that was bestowed to only one art pre-service teacher in the nation. While student-teaching in Spain, she designed a cultural art exchange lesson with an art teacher at Trenton Central High School. Kelsey (2012) is currently teaching art at Academic Charter School in Jersey City.
Jessica Sassaman , Alyssa Gargiulo, Jennifer Cartagena , Ashley Garguilo, Samantha Berk , Alexandra Wesson , Johann Derflinger , Colleen Duffy and Emily Pustay . These students presented at the 2013 AENJ Conference in New Brunswick: Way to go, and keep up the great work!
Ashley Garguilo ! Ashley was awarded the 2013 AENJ College Student Scholarship.
Kappa Pi Honor Society members for their exhibition opening “The Art of Teaching” at Grounds for Sculpture. The exhibit runs through November 3 rd , 2013. The artists in this exhibition seek to find the connection between the work they do as both artists and educators. In addition to the twenty K-12 art students highlighted in the show from New Jersey and abroad, the four participating artists are TCNJ Art Education alumni and include: Kelsey Long, Matthew Pembleton, Anne Ruffner, and Danielle Sarnowski.
Bryan Borut and Samantha Parlow for having been awarded a 2012 College Student Scholarship through Art Educators of New Jersey’s (AENJ). We are proud of your accomplishments and dedication to the arts and education!
Matthew Pembleton and Kelsey Long for co-presenting with Professor LaJevic at the 2012 National Art Education Association (NAEA) Conference in New York City. The session titled, Exploring Contemporary Artists: Lesson Ideas for the Art Classroom, attracted many conference attendees and was a great success!
All the K-12 students and art teachers who participated in TCNJ’s 2013 Art, Innovation , and Ideas, a statewide, juried K-12 student art exhibition!
Where are they now?
- Krista Carpino (2015) teaches art at Northern Highlands Regional School District.
- Erin Chamberlin (2015) teaches art in South Brunswick School District.
- Caitlin Gold (2015) is an art teacher in the Princeton Public Schools.
- Scott Samuels (2015) teaches art in Hillsborough.
- Samantha Berk (2014) is teaching middle school art in Cranford, NJ.
- Andrew Dean (2014) is an art teacher at Tuscan Elementary School in Maplewood NJ.
- Johann Derflinger (2014) teaches art at Van Derveer School in Somerville, NJ.
- Ashley Garguilo (2014) is an art teacher at Rockingham Middle School, NC.
- Gabe Randazzo (2014) is an art teacher at West Windsor High School South
- Jessica Sassaman (2013) teaches art at North Falmouth Elementary School, MA.
- Keri Hamilton (2013) is an art teacher at Dutch Neck Elementary School in West Windsor-Plainsboro.
- Samantha Parlow (2013) is working with Teach For America in Baltimore, MD.
- Lisa Czernikowski (2012) is an art teacher in Elizabeth School District.
- Valerie Gawron (2012) is teaching art at Matawan Aberdeen Middle School.
- Kelsey Long (2012) is teaching art at Academic Charter School in Jersey City.
- Matthew Pembleton (2012) teaches art in the Princeton Public Schools
- Dana Sedlak (2012) is attending Rutgers graduate school to study Clinical Social Work where she plans to integrate the arts into her coursework.
- Jaimie Bass (2011) is an art teacher in the Summit School District.
- Julie Gallup (2011) received a first place ribbon for her photographic work at Sparta Camera Club in 2012. She has also shown her work at Gallery 14 in Hopewell, PA. She is employed at the Phoenix Center, a school for children with differing needs.
- Keith Kozak (2011) is an art teacher at Timber Creek Regional High School.
- Diana Montano (2011) interned at the Textile Museum in Washington DC.
- Katie Petrillo (2011) received her MFA in 2014 from Pennsylvania Academy of the Fine Arts and is working at the Philadelphia Museum of Art.
- Rachel Razza (2011) is an art teacher at Grover Cleveland Elementary School.
- Anne Ruffner (2011) is teaching art at Edison High School.
- Jim Tramontano (2010) is teaching at Franklin High School.
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