Art education in the United States reflects the social values of American culture. Apprenticeship was once the norm and the main sense, however with the democratization of education, particularly as promoted by educational philosopher John Dewey, opportunities have greatly expanded. Elliot Eisner has been an influential advocate for the benefits of art in the schools.
Enrollment in art classes at the high school elective level peaked in the late 1960s—early 1970s with that period's emphasis on individuals expressing uniqueness. Currently 'art(s) magnet schools', available in many larger communities, use art(s) as a core or underlying theme to attract those students motivated by personal interest or with the intention of becoming a professional or commercial artist. It is widely reported that the arts are losing instruction time in school based upon budget cuts in combination with increasing test-based assessments of children which the federal government's No Child Left Behind (NCLB) act requires. It is worth noting that while the NCLB retains the arts as part of the "core curriculum" for all schools, it does not require reporting any instruction time or assessment data for arts education content or performance standards, which is reason often cited for the decline or possible decline of arts education in American public schools.
Recently, the U.S. Department of Education began awarding Arts in Education Model Development and Dissemination grants to support organizations with art expertise in their development of artistic curricula that helps students to better understand and retain academic information. One such model of education was created in 2006 by the Storytellers Inc. and ArtsTech (formerly Pan-Educational Institute). The curricula and method of learning is titled AXIS
Read more about Art Education In The United States: The Picture Study Movement, Before 1930, Since WWII, Discipline-Based Art Education - Early 1980s, National Organizations, Arts Integration
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