Skip to main content
SpringerLink
Log in

Visual Arts Education

  • Chapter
  • First Online:
Handbook of Research on Educational Communications and Technology

Abstract

Given the prevalence of the use of the image for communication in modern society, along with the rapid evolution of electronic tools to create such images and communicate through visual channels, it is easy to understand the dramatic changes that have occurred in teaching and learning in the visual arts. Technologies have evolved not only to provide unprecedented access to global resources for art education but also to offer new tools for the creation of art—thus representing both the medium of instruction as well as the resulting visual message produced by the developing artist. The adoption of electronic technology in art making has had a profound influence on approaches to visual arts instruction; other factors also have converged to impact present-day educational trends in this discipline. To understand the origins of these factors, a brief review of the history of visual arts education is provided. Following the historical overview, contemporary instructional design and technology trends are examined in relation to the teaching and learning of visual arts, as well as recent developments in educational research focused within this area of interest.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 229.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Arts for LA. (2012). Update on LAUSD Arts Education. Retrieved from http://www.artsforla.org/news/update-lausd-arts-education.

  • Black, J., & Browning, K. (2011). Creativity in digital art education teaching practices. Art Education, 64(5), 19–27.

    Google Scholar 

  • Boughton, D. G. (2000). The shaping of visual arts in education. In B. Moon, M. Ben-Peretz, & S. Brown (Eds.), Routledge international companion to education (pp. 956–969). London: Routledge.

    Google Scholar 

  • Boughton, D. G. (2004). Assessing art learning in changing contexts: High stakes accountability, international standards, and changing conceptions of artistic development. In E. W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education (pp. 585–605). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • *Bresler, L. (2007). International handbook of research in arts education. New York, NY: Springer.

    Google Scholar 

  • Bruce, B. (2007). Technology and arts education. In L. Bresler (Ed.), International handbook of research in arts education (pp. 1355–1360). New York, NY: Springer.

    Chapter  Google Scholar 

  • Delacruz, E. M. (2009). Art education aims in the age of new media: Moving toward global civil society. Art Education, 62(5), 13–18.

    Google Scholar 

  • DePlatchett, N. (2008). Placing magic in the classroom: TPCK in arts education. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 167–192). New York, NY: Routledge.

    Google Scholar 

  • Dewey, J. (1934). Art as experience. New York, NY: The Berkley Publishing Group.

    Google Scholar 

  • *Dobbs, S. (1992). The DBAE handbook: An overview of discipline-based art education. Los Angeles, CA: Getty Center for Education in the Arts.

    Google Scholar 

  • Dobbs, S. (2004). Discipline-based art education. In E. W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education (pp. 701–724). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • *Eisner, E. W. (2002). The arts and the creation of mind. New Haven, CO: Yale University Press.

    Google Scholar 

  • *Eisner, E. W., & Day, M. D. (2004). Handbook of research and policy in art education. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Ferneding, K. (2007). Understanding the message of the medium: Media technologies as an aesthetic. In L. Bresler (Ed.), International handbook of research in arts education (pp. 1331–1352). New York, NY: Springer.

    Chapter  Google Scholar 

  • Gregory, D. C. (2009). Boxes with fires: Wisely integrating learning technologies into the art classroom. Art Education, 62(3), 47–54.

    Google Scholar 

  • *Gura, M. (2008). Visual arts for all levels. National Educational Technology Students Curriculum Series. Eugene, OR: International Society for Technology in Education.

    Google Scholar 

  • Haanstra, F., & Schonau, D. (2007). Evaluation research in visual arts education. In L. Bresler (Ed.), International handbook of research in arts education (pp. 427–444). New York, NY: Springer.

    Chapter  Google Scholar 

  • Harel, I. (1991). Children designers: Interdisciplinary constructions for learning and knowing mathematics in a computer-rich school. Norwood, NJ: Ablex.

    Google Scholar 

  • *Kafai, Y. B. (2006). Constructionism. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 35–46). New York: Cambridge University Press.

    Google Scholar 

  • Kafai, Y. B., Peppler, K. A., & Chapman, R. N. (2009). The computer clubhouse: Constructionism and creativity in youth communities. New York, NY: Teachers College.

    Google Scholar 

  • Keifer-Boyd, K. (2005). Technology interfaces with art education. Visual Arts Research, 31(1), 1–3.

    Google Scholar 

  • Knight, W. B. (2005). Charter schools: Reconnecting youth at risk through technology-based instruction. Visual Arts Research, 31(1), 103–116.

    Google Scholar 

  • Krug, D. H. (2004). Leadership and research: Reimagining electronic technologies for supporting learning through the visual arts. Studies in Art Education: A journal of issues and research, 46(1), 3–5.

    Google Scholar 

  • Lin, P. H. (2005). The dream of digital art: Beyond the myth of contemporary computer technology in visual arts. Visual Arts Research, 31(1), 4–12.

    Google Scholar 

  • McCarthy, K., Ondaatje, E., Brooks, A., & Szanto, A. (2005). A portrait of the visual arts: Meeting the challenges of a new era. RAND Research in the Arts. Santa Monica, CA: RAND Corporation.

    Google Scholar 

  • *McGraw, T., & Lampert, N. (2010). Integrating technology in the visual arts classroom. In K. S. Cennamo, J. D Ross, & P. A. Ertmer (Eds.), Technology integration for meaningful classroom use: A standards-based approach (pp. 453–471). Belmont, CA: Wadsworth.

    Google Scholar 

  • National Art Education Association. (1994a). Definition of visual arts. Retrieved from http://www.arteducators.org/about-us

  • *National Art Education Association. (1994b). The National Visual Arts Standards. Reston, VA. Retrieved from http://www.arteducators.org/store/NAEA_Natl_Visual_Standards1.pdf

  • National Art Education Association. (2009). Creating a visual arts education research agenda for the 21st century: Encouraging individual and collaborative research. Retrieved from http://www.arteducators.org/research/NAEA_Research_Agenda_December2008.pdf

  • National Art Education Association. (2012). New coalition will lead the revision of the National Standards for Arts Education. Retrieved from http://www.arteducators.org/news/6-11_New_coalition_National_Standards_for_Arts_Education.pdf

  • *Papert, S. (1980). Mindstorms. New York, NY: Basic Books.

    Google Scholar 

  • Parsons, M. (2004). Art and integrated curriculum. In E. W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education (pp. 775–794). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • *Peppler, K. (2010). Media arts: Arts education for a digital age. Teachers College Record, 112(8), 2118–2153.

    Google Scholar 

  • Proctor, N. (2011). The Google Art Project: A new generation of museums on the web? The Museum Journal, 54(2), 215–221.

    Google Scholar 

  • Reas, C., & Fry, B. (2006). Processing: Programming for the media arts. AI & Society, 20(4), 526–538.

    Article  Google Scholar 

  • Roblyer, M. D., & Doering, A. H. (2010). Integrating educational ­technology into teaching. Boston, MA: Allyn & Bacon.

    Google Scholar 

  • Roland, C. (2010). Preparing art teachers to teach in a new digital landscape. Art Education, 63(1), 17–24.

    Google Scholar 

  • Ruble, J., & Lysne, K. (2010). The animated classroom: Using Japanese anime to engage and motivate students. English Journal, 100(1), 37–46.

    Google Scholar 

  • *Sabol, F. R. (2010). Summary of findings from NCLB: A study of its impact upon art education programs. (Research Report Summary). Retrieved from www.arteducators.org/research/nclb.

  • Soep, E. (2004). Visualizing judgment: Self-assessment and peer assessment in arts education. In E. W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education (pp. 667–687). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • *Stokrocki, M. (2007). Art education avatars in cyberspace: Research in computer-based technology and visual arts education. In L. Bresler (Ed.), International handbook of research in arts education (pp. 1361–1380). New York, NY: Springer.

    Google Scholar 

  • Tillander, M. (2011). Creativity, technology, art, and pedagogical practices. Art Education, 64(1), 40–46.

    Google Scholar 

  • Vygotsky, L. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • *Walling, D. (2001). Rethinking visual arts education: A convergence of influences. Phi Delta Kappan, 82(8), 626–628, 630–631.

    Google Scholar 

  • Webster, P. H. (2007). Knowledge, skills, attitudes, and values: Technology and its role in arts education. In L. Bresler (Ed.), International handbook of research in arts education (pp. 1293–1296). New York, NY: Springer.

    Chapter  Google Scholar 

  • *Zimmerman, E. (1994). Creating a visual arts research agenda toward the 21st century. NAEA Commission on Research in Art Education. National Art Education Association: Reston, VA.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Office of Educational Research and Outreach, School of Education, Virginia Tech, 115 War Memorial Hall, Blacksburg, VA, 24061-0313, USA

    Barbara B. Lockee & Feihong Wang

Authors
  1. Barbara B. Lockee
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Feihong Wang
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Barbara B. Lockee .

Editor information

Editors and Affiliations

  1. , Department of Learning Technologies, C, University of North Texas, North Elm 3940, Denton, 76207-7102, Texas, USA

    J. Michael Spector

  2. W. Sunset Blvd. 1812, St. George, 84770, Utah, USA

    M. David Merrill

  3. , Centr. Instructiepsychol.&-technologie, K.U. Leuven, Andreas Vesaliusstraat 2, Leuven, 3000, Belgium

    Jan Elen

  4. Research Drive, Iacocca A109 111, Bethlehem, 18015, Pennsylvania, USA

    M. J. Bishop

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media New York

About this chapter

Cite this chapter

Lockee, B.B., Wang, F. (2014). Visual Arts Education. In: Spector, J., Merrill, M., Elen, J., Bishop, M. (eds) Handbook of Research on Educational Communications and Technology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3185-5_46

Download citation

Publish with us

Policies and ethics

Search

Navigation