These are my three key research questions:
1. What do scholars cite as critical elements of contemporary art education?
2. What are key elements for creating and implementing contemporary art curriculum for students in third grade?
3. How can I use a rubric to assess the structure and content of contemporary elementary art curriculum and to design my own?
Today I developed a deeper understanding of how the NCAS assist teachers with designing and implementing contemporary art curriculum (question 2 above). They are built upon research-based discoveries, philosophical foundations, and lifelong goals in the arts and arts learning. They clarify what artistic literacy and the artistic processes are. They give a fully-rounded view of how to write, deliver, and assess curriculum; detail what the artistic processes encompass across arts content areas and grade spans; and provide a framework of anchor standards and performance standards, creative practices, enduring understandings, essential questions, and model cornerstone assessment with which to construct quality arts content and instruction (NCCAS, 2014).
What's next? I need to clarify my understanding of the conceptual framework for the NCAS. I will sort the data I have found and organize it in a matrix for further analysis. My anticipation is that I will be able to narrow down the narrative explanations of all of these key art curriculum elements to more concise segments with definitions or descriptions of each piece. After this, I will find more data on what scholars cite as key elements of contemporary art education. I will also have to search specifically for third grade-appropriate art content, skills, tasks, and performances within each of the artistic processes.
NCCAS. (2014). National core arts standards: A conceptual framework for arts learning. New York, NY: NAEA.