General Bibliography – Websites, Books, Journals, and Monographs

Arts Education in the News.  New York, NY: The Dana Foundation Press.
A subscription to this periodical, published by the Dana Foundation, provides articles, academic studies and illustrations from various newspapers and trade journals addressing the combined disciplines of arts and education.  The periodical is structured to highlight the best practices around the country. Subscribe at http://www.dana.org/books/press/artsnews/.

Deasy, R. J. & Stevenson, L. M. (2005) Third Space, When Learning Matters. Location: Arts Education Partnership.
This inspirational publication highlights ten high poverty urban and rural schools in which successful arts integration programs have been implemented.  The book provides an alternative vision of the process of school reform as well as the effects of school reform.

Eisner, E. W., & Day, M. D. (eds). (2004). Handbook of Research and Policy in Art Education.  Mahwah, NJ: Lawrence Erlbaum Associates.
This publication presents a plethora of research and view-points based on findings from the visual art education field.  It provides information in the fields of history, policy, curriculum and instruction.  More than 800 pages long, it can hardly be qualified as a handbook.  This invaluable resource is available though NAEA’s website.

Fineberg, C. (2004). Creating Islands of Excellence: Arts Education as a Partner in School Reform.  New York, NY: Heinemann.
The author explores arts-based instruction integrated in both educational settings, as well as other venues. 

Fineberg, C. (ed). (2002).  Planning an Arts-Centered School: A Handbook.  New York, NY: The Dana Foundation Press.
This free publication offers eighteen insightful essays written by both artists and educators, describing successful approaches and suggested practices based on various experiences within arts-centered educational settings.  A prolegomenon is included, as well as an opening commentary.

Goodlad, J. I.  (1984). A Place Called School: Prospects for the Future.  Columbus, OH: McGraw-Hill Book Co.
This text advocates for experimental education, providing it can dramatically change schools because it encourages new roles of students, teachers, and administrators.  Experimental education fosters a deeper level of engagement, enabling students to take on the responsibility of their own learning.  In addition, it can offer a process for helping individuals become facile in the common roles for restructured institutions. 

Greene, M. (2000). Releasing the Imagination: Essays on Education, the Arts, and Social Change.  San Francisco, CA: Jossey-Bass.
In this set of essays, the author advocates for an educational structure where students are encouraged to self engage and critically search for meanings.  Imagination serves as the major catalyst in activating arts education, general education, aesthetics, and literature.  The author encourages individuals to create processes to enliven and develop new visions though imagination and the arts.

Jaffe, N. (ed). Teaching Artist Journal.  Publisher: Lawrence Erlbaum Associates, Inc.
A Quarterly Forum for Professionals.

Kennedy, J. R. (2002). “The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children.” In Deasy, R. (Ed.), Critical Links: Learning in the Arts and Student Achievement and Social Development, 119-120. 
Do performing on guitar and singing boost self esteem and self-efficacy in at-risk youth (in comparison to therapeutic treatments that do not include performance? The study shows that self-esteem in students given hands-on instrumental instruction dramatically improved, while the control group which did not receive musical instruction did not improve.  To gain more information or to access this study please visit the www.aep_arts.org and download the PDF form. 

La Pierre, S. D. & Zimmerman, E. (eds.). (1999). Research Methods and Methodologies for Art Education.  Reston, VA: National Art Education Association.
This book addresses methods and methodologies in searching for contemporary research in art education.  It provides successful research methods that can be utilized to investigate various aspects of the art education field.  Art education researchers are searching, reflecting and observing from an artistic perspective and form new considerations that integrate a basis of arts knowledge. 

Moore, B. H. & Caldwell, H (2002). “Drama and Drawing for Narrative Writing in Primary Grades.” InDeasy, R. (Ed.), Critical Links: Learning in the Arts and Student Achievement and Social Development, 32-33.
This particular study focused on the following questions: What are the effects of thought-organizing activities involving drama on narrative writing in comparison to traditional pre-writing-planning activities?  What are the effects of thought-organizing activities involving drawing on narrative writing in comparison to traditional pre-writing-planning activities?  The results show that when curriculum is structured to develop writing skills, drama and drawing can improve narrative writing for second and third graders. 

Murfee, E. (1995). Eloquent Evidence: Arts at the Core of Learning. Washington DC: National Assembly of State Arts Agencies.
This publication focuses on studies and research on arts education published since 1985 .  A solid advocate of arts education, the publication offers an arrangement of research completed in various areas of concentration. Categories include creativity development, reading, writing and math enhancement, employment preparation, and resources for parents and teachers.  To access more information visit www.nasaa-arts.org/publications/eloquent.pdf.

Page, N. (1995).  Music as a Way of Knowing: Different Ways of Knowing.  Portland, ME: Stenhouse Publishers.
Focused on art and teaching, this book raises numerous aesthetic and cultural questions.  The authors investigate ways in which art shapes not only intellect, but emotions as well.  Much of the discussion is centered on how a social controversy at the Brooklyn Museum dramatically informed their course entitled ‘High and Low Art: Good and Bad Taste.’  The authors outline how the controversy implicated larger concerns in the art world, culture and education in general.

Perkins, D. (1994).  The Intelligent Eye: Learning to Think by Looking at Art.  Los Angeles, CA: Getty Trust.
Supporting scholarship in the art education field, this series cultivates and distributes theory ideas and discipline-based practice in art education.  It specifically demonstrates how the formation of the “art of intelligence” is brought about through careful observation of art.

Qualley, C. A. (2005). Safety In the Artroom.  Publisher: Americans for the Arts.
This valuable resource is available to art educators through Americans for the Arts.  A best seller, it has been reconstructed for current art spaces.  Important information on hazardous materials, tools and procedures are provided, as well as several web links to further health and safety information sites. 

Ross, J. (2002). “Art and Community: Creating Knowledge through Service in Dance.” In R. Deasy (Ed.), Critical Links: Learning in the Arts and Student Achievement and Social Development.
This particular study focused on the following questions: How does dance affect self-perception and social development for at-risk and incarcerated adolescents?  How does participant/observation research by undergraduates in dance-centered service learning project affect perceptions of the purposes of arts generally and dance specifically in the undergraduates’ and the lives of others?  To gain more information or to access this study please visit the www.aep_arts.org and download the PDF form. 

Taylor, P. G., Carpenter, B. S. II., Ballengee-Morris, C., & Sessions, B. (2006).  Interdisciplinary Approaches to Teaching Art in High School.  Publisher: Americans for the Arts.
The authors believe catalysts for learning can be found in works of art as well as art-making skills.  It specifically addresses high school settings, to support and encourage all levels of art teachers.  Issues of curriculum, advocacy, classroom management, assessment are related to the high school setting and student-initiated learning.  The authors encourage readers to reflect and critically assess their own interdisciplinary thinking and teaching strategies.  The provided personal experiences of the authors creates a motivating and inspirational text.

Tishman, S., MacGillivray, D., & Palmer, P. (2002), “Investigating the Educational Impact and Potential of the Museum of Modern Art’s Visual Thinking Curriculum: Final Report.” In R. Deasy (Ed.), Critical Links: Learning in the Arts and Student Achievement and Social Development, 142-143.
This particular study focused on the following questions: When children aged 9 to 10 are trained to look closely at works of art and reason about what they see, can they transfer these skills to a science activity?  The study results show children who studied works of art scored higher on evidential reasoning, and were aware that their interpretations were subjective.  These looking and reasoning skills were then utilized when students studied a scientific image. 

Vaughn, K. (2002). “Music and Mathematics: Modest Support for the Oft-Claimed Relationship.” In R. Deasy (Ed.), Critical Links: Learning in the Arts and Student Achievement and Social Development, 130-131.
This particular study focused on the following questions: Is there a relationship between music study and mathematic achievement?  Does music instruction cause increases in mathematic achievement? Does listening to background music while thinking about mathematics problems enhance mathematics ability?  To gain more information or to access this study please visit the www.aep-arts.org and download the PDF form.