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Sample
The Quiet Evolution

Executive Summary

Prologue by Vicki J. Rosenberg

Introduction: The Evaluation of Discipline-Based Art Education Regional Institute Grant Programs
Evaluation: Matters of Substance and Quality
Forms of Evaluation
Outline of This Report
Conclusion

The Evolution of DBAE in the Regional Institute Programs:
Creating Educational Change Communities
The Genesis of a Reform Initiative
The Quiet Evolution Begins
Who Determined the Form of DBAE?
Projects and Services in rig Programs
Reflections on Consortia-Based Change Communities
Conclusion
RIG Program Portraits—The Character of DBAE Consortia

The DBAE Summer Professional Development Institute:
An Art World Rite of Passage
DBAE Summer Institutes as Rites of Passage
A Conceptual Model of Art and Related Worlds Presented in DBAE Institutes
From the Art World to DBAE
A Model for Integration of Art Disciplines in DBAE Instruction
The Summer Institute and Initial Planning for Implementation
New Developments in Summer Institute Programs
Assessment and Evaluation in DBAE Institutes
Conclusion

Multiple Forms of DBAE: From Theory to Practice to Theory
Differing Forms of DBAE
Evaluating the Different Forms DBAE Has Taken
Ways to Integrate the Disciplines
The Thematic Work-of-Art-Based Unit of Instruction: Paradigmatic DBAE
Forms of DBAE and Their Implications
Conclusion

The Implementation of DBAE in School Districts and Schools
Implementation Constraints
A Systemic Approach to Educational Reform
DBAE Curricula: A Continuing Problem
The Assessment of Student Learning
The Relationship of DBAE to Other Reform Initiatives
Conclusion

Exemplary DBAE Practices in Elementary Schools: Issues and Instruction
The DBAE Elementary School
Who Should Teach Art in the Elementary School?
Moving Art to the Core of the Elementary School Curriculum
The Elementary School DBAE Instruction and Performance Assessment
Conclusion

DBAE in Secondary Schools: Issues, Problems, and Exemplary Practices
Implementing DBAE in Middle, Junior, and High Schools
The Challenges to Implementing DBAE in High Schools
DBAE in Middle and Junior High Schools
A Comprehensive Approach to DBAE
Creating an Arts/Humanities-Oriented Curriculum: Some Challenges
Conclusion

DBAE in Art Museums: Collaboration with Schools
Museums: An Essential Component of DBAE
Collaborative and Cooperative Working Models
Effects of Summer Institute Attendance on Museum Education Programs
Collaboration between DBAE Institutes and Art Museums
Conclusion

The Role of DBAE in Reforming Education
Summary of Key Findings
Reflections on an Experiment
The Regional Consortia, DBAE, and Educational Reform
Issues Associated with Top-Down and Bottom-Up Change Initiatives
Creating Agents of Change
Who Should Lead Educational Reform Initiatives?
Absence of the Critical Mass Needed to Initiate Change
Moving from Theory to Practice
Old Forms of Art Education with a New Label
Conclusion

Epilogue by Vicki J. Rosenberg

References

Appendix A
Getty Education Institute National Evaluation Team

Appendix B
Regional Institute Grant Program Guidelines and Application Procedures (1986)

Appendix C
Regional Institute Participants and Partners, 1988-95

Index