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PDF pending restorationSherman, Ann L.; Lincoln, Yvonna S. – 1982
An overview of four models of naturalistic evaluation of arts education is presented for visual arts education administrators: illuminative, responsive, criticism, and naturalistic. The first method is illuminative evaluation. It focuses on description and interpretation, rather than standardized measurement and control. Concentrating on the…
Descriptors: Educational Assessment, Evaluation, Evaluation Methods, Program Evaluation
Peer reviewedMcCaughey, Suzanne – Gifted Child Today Magazine, 1997
Describes the use of process-folios with students who are gifted in the visual arts, for assessing student needs, identifying advanced ability, developing specific programming, and evaluating programs. Discusses factors that should be considered to ensure accurate assessment when implementing process-folios and activities for creating the…
Descriptors: Ability Identification, Elementary Secondary Education, Evaluation Methods, Gifted
Download full textBrigham, Don L. – 1989
Basic arts education must give students the essence of their civilization, the civilizations that contributed to it, and the more distant civilizations that enriched world civilizations as a whole. All students are potentially capable of experiencing and analyzing the fundamental qualitativeness of art; therefore, it is realistic to propose…
Descriptors: Art Education, Art Expression, Cultural Context, Cultural Education
Connecticut State Dept. of Education, Hartford. Bureau of Elementary and Secondary Education. – 1980
Intended for professional personnel involved in the education of artistically talented students, the document presents a rationale; a selection of the most appropriate identification practices and options that involve professional resource people and school personnel; appropriate curriculum and instructional strategies for talented students at all…
Descriptors: Art, Creative Writing, Curriculum, Dance
Lundin, Janet, Ed.; And Others – 1989
Two approaches to teaching dance, drama/theatre, music, and the visual arts are interwoven into a comprehensive whole in the framework described in this document. The first approach views arts instruction as direct student involvement in the expressive modes of the arts. The second approach views the arts as a means of acquiring cultural literacy.…
Descriptors: Career Education, Curriculum Development, Dance Education, Drama
Lundin, Janet, Ed.; Smith, Theodore, Ed. – 1982
The framework is organized to assist curriculum planners in designing a curriculum that has a triple thrust--one that develops the unique characteristics of each of the arts, interrelates the arts, and infuses the arts into the general curriculum as appropriate. Chapter 1 discusses the commonalities of the arts. Chapters 2 through 5 examine the…
Descriptors: Career Education, Curriculum Development, Dance Education, Drama
