A Call for a Culturally Responsive Visual Arts Scorecard Framework

Abstract

ABSTRACT This study sought to discover the need for a Culturally Responsive and Sustaining (CR-S) Art Education Framework as an effective tool to help educators build language and support toward a more equitable, diverse, and inclusive art education in North Carolina. A survey was sent to visual art educators across North Carolina. The research methods utilized a Likert survey, an adapted NYU Culturally Responsive Sustaining Education (CRSE) Digital STEAM Scorecard, and an interview. A small sample size was geographically representative of regions across the state. Seventy-one participants completed the survey, and five were interviewed. Visual art educators rated their satisfaction with the guidance they receive for using CR-S current teacher materials and resources across North Carolina using the scoring guide. Participants indicated a need for improved guidance on using the NYU Metro Digital CRSE Steam Scoring Guide to use CR-S teaching materials. Areas selected as problematic included how to design lessons or engage in conversations that use art to disrupt power inequities in educator materials and resources, how to combat the legacy of arts education-related trauma amongst historically marginalized communities, and appropriately using Indigenous and non-Western resources. The findings expressed a need for guidance around CR-S. Further analysis using a complete scorecard and utilizing all stakeholders for future studies would be valuable to visual art education in North Carolina.