ABSTRACT
Many teachers may not yet be familiar with the term “visual-arts literacy.” This is not surprising considering the arts were neglected in Goals 2000: The Educate America Act (Greene, 1995). In addition, artistic pursuits remain peripheral in many teacher education programs because K-8 teachers are not required to teach the visual arts (Cornett, 1999; Fowler, 1988). At this time, “few teachers have training in facilitating [students’] artistic processes or in developing curricula that incorporate the arts” (Oreck, Baum, & Owen, 1999, p. 2) (also see Eisner, 1995, and Oreck, 2000).
