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An interview with the National Association of Elementary School Principals president Mark White and National Art Education Association president Dennis Inhulsen is presented. When asked about the essence of arts integration, White tells that it is important to help teachers render different methods of instruction to satisfy various learning needs of students. When asked about National Core Arts Standards, Dennis tells that they can help students develop their art skills in various disciplines.

The article offers the author's insights on the development of interest in contemporary arts. Topics discussed by the author include the boundaries of multiple artistic disciplines; development in every aspect of arts including music, theater, and film; and development of ability to various artworks and help students to develop metacognitive intuition.

The article focuses on Ohio's music curriculum Model Cornerstone (MC) Assessments which are constructed to cope with the National Core Arts Standards. It mentions that music part of the MC were written by music teachers who are members of the Ohio Music Education Association and coordinated by music teacher David Eby. It points out benefits of MC in student learning objectives (SLOs).

The article reports on the changes made to the Arizona Music Standards including expanded set of standards for teaching music in secondary settings, inclusion of advanced categories, and mentions benefits of differentiation for music educators in Arizona.

The article focuses on the Florida Language Arts Standards and on how can school librarians lead the technology demands of the standards. It mentions that the standards, which is a light revision of the Common Core Standards, requires every teacher to engage students with technology and provide them with information without seeking and communication assignments. It discusses ways on how can school librarians lead the demands of the standards which include emphasize digital reading.

The article focuses on the dance budget of Irish Arts Council for indigenous classical ballet in 2013-2014. Topics include the creation of the Arts Council by Irish government to stimulate public interest in the arts, to promote knowledge and practice of arts and to assist in improving standards in arts, suggestions by researcher François Matarasso to the Arts Council on how to assess artistic merit and amendment of criteria for artistic merit by the Arts Council in 2013.

The article describes the Tennessee Fine Arts Growth Measures System, or arts teachers' preparation of electronic classroom portfolios to demonstrate students' achievement in 2013. Alternative teacher evaluation, student improvement, and a similar pilot program in North Carolina are mentioned, as well as art education standards in Tennessee.

The author discusses the omission of arts requirements in 2013 from the English Baccalaureate (EBac) educational test in Great Britain, arguing that not requiring arts for students would not negatively affect British culture. Education secretary Michael Gove is mentioned, as well as British arts education advocates, the General Certificate of Secondary Education (GCSE) exams, and the economic aspects of arts education.

The article discusses the Illinois Fine Arts Learning Standards and the Every Student Succeeds Act (ESSA) for music education in 2016.

The article provides updates for organization Illinois Music Education Association (ILMEA) in 2016. Topics mentioned include the Illinois Music Education Conference (IMEC) 2017 which will focus on the intrinsic value of music education, the average participation in high school music courses in the U.S., and diversity of school music programs. The Every Student Succeeds Act (ESSA) and the Fine Arts Learning Standards are also discussed.

The article discusses presents lesson plan including teacher evaluation, student assessment, and standards for teaching fine arts in Nebraska.

A letter to the editor is presented in response to an article about the National Coalition of Core Arts Standards by Keith Powers in the January 2015 issue.

The article reports that several headteachers in Great Britain are avoiding arts in schools as managements fear it may impact exam league table rankings and notes that film producer, David Puttnam believes that it is important to improve school standards through performing arts.

The article offers information on the National Association of State Directors of Art Education (NASDAE)/State Education Agency Directors of Arts Education (SEADAE) and state standards in the U.S. It discusses the educational standards as part of the Educational Reform movement of the 1990s, what the national and state standards means for states, and the implementation of arts education standards in 48 U.S. states, as well as the developments since the release of National Core Arts Standards.

A letter to the editor is presented in response to the article "Inspired Learning: A special Commentary section on arts education," originally published in the December 3, 2014 issue, discussing the U.S. National Core Arts Standards (NCAS).

The article focuses on the creation of the National Core Arts Standards (NCAS) by the National Coalition of Core Arts Standards (NCCAS). Topics covered include the reason behind the establishment of NCCAS, the importance of the creation of an interactive web site to the coalition's effort and the remarks of Mike Blakeslee of the National Association for Music Education (NAfME) on NCAS.

The article discusses the impact of the National Art Education Association's (NAEA) 2014 National Core Arts Standards on arts education in the U.S. It explores how the 2014 national core arts standards improve upon the 1994 standards. Also noted is the support for the national core arts standards by the American for the Arts (AftA).

The article provides insights from regional directors of the National Art Education Association (NAEA) about the National Visual Arts Standards in 2014. They include eastern region director Julie Sawyer, western region director-elect Nikki Kalcevic, and southeastern region director Aimee Burgamy. Pacific region director Pamelia Valentine shares tips on using the standards in the classroom.

The author provides insights for art educators on the importance of balancing work and life. She offers an overview of Charles Duhigg's book "The Power of Habit: Why We Do What We Do in Life and Business," which gives tips on forming positive and empowering habits. She touts the U.S. National Core Standards for Visual Arts and Media Arts as an opportunity for bringing a mindful approach to redefining the work of an art educator.

The article discusses the National Visual Arts Standards of the National Art Education Association (NAEA) in 2014. Topics covered include the importance of the standards to art teachers and teacher effectiveness, the qualities of professional development, and the components of professional learning communities (PLC).

The article discusses arts education in the U.S. and focuses on new initiatives for the 2014-2015 school year. Topics discussed include the U.S. National Core Arts Standards (NCAS), an increase in the level and funding for arts education in New York City, and the findings of the report "State of the Arts: A Plan to Boost Arts Education in New York City Schools," which include the lack of art teachers, partnerships, designated art rooms in the city's schools.

The article announces that the public review of the comprehensive PreK-12 standards for arts education in the U.S. will start in January 2014.

The article reports on a research released by the College Board, in partnership with the National Coalition for Core Arts Standards (NCCAS), which discusses the alignment between the 2010 Common Core State Standards in English Language Arts (ELA) and Math and the National Core Arts Standards.

The article discusses what constitutes arts literacy in arts education standards according to the U.S. National Coalition for Core Arts Standards, adapted from the blog post "What is Artistic Literacy?," by Erik W. Robelen, published on the issue's Curriculum Matters blog in January 2013.

The article looks at a proposal to recreate the National Standards for the Arts in U.S. education. Organizations supporting the initiative include the National Association for Music Education (NAfME), the National Dance Education Organization (NDEO), and the Educational Theatre Association (EdTA). These standards focus on the use of technology and social media, and would exist in a virtual format. Other topics include curriculum development, cognitive levels, and media as a discipline.

The article states the Music Educators National Conference (MENC) will work with groups such as American Alliance for Theatre and Education, the Arts Education Partnership, and the College Board to create the National Coalition for Core Arts Standards (NCCAS), to focus on U.S. arts education standards.