- What do scholars cite as critical elements of contemporary art education?
- What are key elements for creating and implementing contemporary art curriculum for students in grade three?
- How can I use a rubric to design contemporary elementary art curriculum and to assess its structure and content?
Some of the things I "think" I understand before even beginning this analysis are that NCAS is an effective framework for writing quality art curriculum, it is easy to follow and use in curriculum writing, and it will work well in the "backward design" curriculum planning model of Wigging & McTighe. It will certainly be enlightening to reframe my previous 20 years of curriculum writing under the former National Visual Arts Standards. I wonder how quickly or easily a 20-year habit can be comfortably yet adequately adjusted?