Abstract
This article explores changes in multicultural knowledge and skill to which beginning art teachers are held accountable through standardized teacher testing in Texas. Standardized testing of preservice art teachers’ knowledge and skill has been the basis of the state’s certification of beginning art teachers and accreditation of art teacher preparation programs for over 20 years. Using qualitative and quantitative content analysis, the 1986 and 2007 art content standards were compared and contrasted for their inclusion of and approaches to multicultural art education. Theories of multicultural art education and postcolonial theory informed the analysis of the standards. Implications of the standards for teaching for diversity, equity, and social justice in the art classroom are considered.
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