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In lieu of the undeniable ecological emergencies facing the planet and the need for ecologically oriented art pedagogies, which have been well argued and recurringly championed in the field, the degree to which and manner in which visual arts standards might support such approaches is important to assess. In this article, we present a content analysis of US kindergarten through Grade 12 national and state visual arts standards. We found ecological integration (EI) units were present but minimal across most standards. Despite our conclusion that widespread ecological re-imagining of US K-12 visual arts standards will be required, our analysis also demonstrates the potential of such integration. In multiple, though relatively infrequent, cases, visual arts standards demonstrated vital EI that should be acknowledged and celebrated. This content analysis provides exemplars for future standards revisions and identifies some key high-impact entry points for EI.
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https://doi.org/10.1386/eta_00182_1 Published content will be available immediately after check-out or when it is released in case of a pre-order. Please make sure to be logged in to see all available purchase options.