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Research & Theory in Art Education

Many bodies of research as well as educational and aesthetic theories come together to comprise important and relevant knowledge for future art educators. Below are a sampling of the important ideas, theories, and theorists that dwell within our curriculum.

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ART 195: Introduction to Art Education
Big Ideas and Themes in Art

• Teaching Meaning in Artmaking (Walker, 2001)

Visual Culture

• Duncum, P. (2013). Teaching the elements of realistic-style pictures. Art Education, 66(1), 46-51.

Social Emotional Learning

• Ohio's SEL standards

Trauma-informed Teaching

• Art for Children Experiencing Psychological Trauma (Hunter, Heise, & Johns, 2018)

ART 295: Elementary Art Methods
Children's Artistic Development

• Children's artistic development (e.g. Kellogg's stages of artistic development, Lowenfeld & Brittain's stages of artistic development, Piaget's theory of cognitive development, Schirrmacher's stages of artistic development
• Reggio Emilia inspired schools (Griebling, S. (2011). Discoveries from a reggio-inspired classroom: Meeting developmental needs through the visual arts. Art Education, 64(2), 6-11.)
• Circle of Courage developmental framework (Bendtro, L., & Brokenleg, M. (2001). The circle of courage: Children as sacred beings. In L. Lantieri (Ed.), Schools with spirit (pp. 39-52). Boston, MA: Beacon Press)
• Waldorf inspired schools
  • Waldorf Education
  • Waldorf and art (Nordlund, C. (2013). Waldorf education: Breathing creativity. Art Education, 66(2), 13-19.)

Lesson Planning

• Constructivism, STEAM, Design Thinking
• Backwards Planning & Understanding by Design

Classroom Management

• Design Standards for School Art Facilities
• Social and Emotional Learning

ART 296: Secondary Art Methods
​Art and Social Change

• Feminist pedagogy and art (Carrie Nordlund, Peg Speirs, & Marilyn Stewart. (2010). AN INVITATION TO SOCIAL CHANGE: Fifteen Principles for Teaching Art. Art Education, 63(5), 36.)
• Contemporary art in the curriculum (Marshall, J. (2010). Five Ways to Integrate: Using Strategies from Contemporary Art. Art Education, 63(3), 13.)
• Teaching for Artistic Behavior (TAB)
• Holistic Art Education, Discipline-Based Art Education, Creative Self-Expression, Gifted and Talented Art Education, Creativity in Art Education (Zimmerman, E. (2010). Creativity and Art Education: A Personal Journey in Four Acts. Art Education, 63(5), 84–92.)

​Personal Relationship Building 

• Identity First Language
• Saphier, Haley-Speca, & Gower's key teacher traits for relationship building
• Marzano & communicating high expectations

​Talking & Thinking About Art

• Barrett's recommendations for critiques
• Feldman's DAIJ process
• Sandell's Form-Theme-Context​

Art 395: Art Across the Curriculum
​Art Integration

• Art-centered learning across the curriculum: Integrating contemporary art in the secondary school classroom. (Marshall & Donahue, 2014)

Social Justice

• Acuff, J. B., "A Critical Race Theory analysis of online resources for creating Native American Art" (in Ballengee-Morris & Staikidis (Eds.), Transforming our practices: Indigenous art, pedagogies, and philosophies (pp. 144-149). NAEA.

Artist-Art Educator Identity 

• Hatfield, C., Montana, V., & Deffenbaugh, C. (2006). Artist/Art Educator: Making sense of identity issues. Art Education, ​59(3), 42-47.

Art 493: Professional Dispositions in Art Education

• CPAST Professional Teaching Dispositions
• Seligman's Positive Psychology and Science of Happiness
• Dweck's Fixed and Growth Mindsets
• Duckworth's Grit and Perseverance
• Cuddy's Power Posing
• Anderson's TED Talks

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ART 495: Saturday Art Practicum & 419: Student Teaching in Art Education
During this course students will enact and develop the ideas and theories they've studied throughout their time at Miami. Specifically, student teachers will be asked to connect relevant theories to their work during the edTPA process.