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Identifying agreed-upon content and competencies necessary for learning in the arts has been an ongoing challenge. With publication of the Common European Framework of Reference for Visual Literacy by the European Network of Visual Literacy and publication of the American National Arts Standards by the National Coalition for Core Arts Standards, two models for achieving visual literacy and learning in the arts were established. This article summarizes essential components of both models and then describes similarities and differences between the two models. The article concludes with a discussion of key factors in assessment of visual literacy and learning in the arts. [ABSTRACT FROM AUTHOR]

The fields of general education and art education are in an unprecedented period of change. Educational leaders at all instructional levels have experienced new challenges, problems and opportunities that required higher levels of creativity, innovation and visionary thinking than ever before. Advances in neuroscience, creativity studies, charter schools, technology, national curriculum standards, high-stake assessments of learning, teacher evaluations and numerous other developments have contributed to making leadership development a priority in all school districts and communities. Opportunities for leadership development and professional learning are limited. In order for the field of art education to meet these growing leadership challenges, the field needs to increase its emphasis on leadership development for all art educators. Those in positions of leadership must engage in and emphasize policy studies in art education. At a fundamental level, art educators and leaders must refine and develop their understanding of the nature and structures of leadership. In order for these things to occur across the nation, creation of professional development opportunities must be made available on an ongoing basis so that art educators can continue to develop and refine their skills as leaders. Among the full array of leadership development needs in art education, there are significant opportunities for leadership growth and involvement in the areas of public policy, educational partnerships and teacher training programmes. Concentrating leadership development in these key areas holds potential for producing leadership outcomes that can positively influence art education in all schools and communities across the country. [ABSTRACT FROM AUTHOR]