DOCUMENT RESUME Arts Education: Highlights Of The NAEP .

2y ago
22 Views
2 Downloads
819.94 KB
18 Pages
Last View : 15d ago
Last Download : 2m ago
Upload by : Troy Oden
Transcription

DOCUMENT RESUMEED 425 122TITLEINSTITUTIONSO 030 562Arts Education: Highlights of the NAEP 1997 Arts AssessmentReport Card.National Center for Education Statistics (ED), Washington,DC.REPORT NOPUB DATENOTEAVAILABLE FROMPUB TYPEEDRS p.; Photographs may not reproduce clearly.ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel:877-433-7827 (Toll Free).Information Analyses (070)MF01/PCO2 Plus Postage.Academic Standards; *Art Education; *Dance Education; Grade8; Junior High Schools; National Standards; *StudentEvaluation; *Theater Arts; *Visual Arts*National Assessment of Educational ProgressABSTRACTThis summary report provides samples from and highlights ofthe national assessment in arts education at the eighth-grade level conductedin 1997 by the National Assessment of Educational Progress (NAEP) . The artsassessment measured students' literacy in the arts through their knowledgeand skill in creating, performing, and responding to challenging, innovativetest exercises. Sample test items and results are given from the assessmentof music, theater, and the visual arts. A list of six other arts educationassessment publications is included. ************************************Reproductions supplied by EDRS are the best that can be made**from the original ***************************************

Artsof Educational Progress1997 National Assessment2NAEP 1Highlights of theBEST COPY AMIABLEciEducationmepTHE NATION'SREPORTCARDNATIONAL CENTER FOR EDUCATION STATISTICS!.Arts AssessmePoints of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policyoriginating it13 Minor changes have been made toimprove reproduction quality24;document has been reproduced asreceived from the person or organizationU S DEPARTMENT OF EDUCATIONOffice of Educational Research and ImprovementEDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)rr

19, tilOffice of Educational Research and ImprovementU.S. Department of Education4NOTE For reasons of confidentiality, the studentsshown on the photographs for this report are notNAEP arts assessment participants16,rr,.AssessmentBEST COPY AVAILABLEOther Publications and Related MaterialsThe Context of Arts ProgramsDevelopment of the Dance Assessment5NCES 98-455Sample Results from the Assessment of the Visual ArtsSample Results from the Assessment of TheatreSample Results from the Assessment of Music(2) The ArtsCONTENTSIf the arts are about creativity, innovation, new ideas, working togetherto produce excellence, and the ways in which individuals find a voice forexpression, then our nation has cause to reflect deeply on these findings.The arts assessment produced a wealth of information about what eighth-gradestudents know and can do in music, theatre, and the visual arts. The results areimportant to the nation because the arts manifest a special form of literacy thatmakes use of visual images, sounds, movements, gestures, and the whole rangeof human intellect and emotion to understand the human condition, developinnovative ideas, and inform our decisions in fundamental ways.The assessment established new ground for measuring student achievement.It proved that arts and other complex educational experiences could bemeasured in a large-scale assessment using authentic measures that allowstudents to demonstrate their knowledge and skill in performance settings.literacy in the arts through their knowledge and skill in creating, performing,and responding to challenging, innovative test exercises. This brief reportprovides samples from and highlights of that assessment.In 1997 the National Assessment of Educational Progress (NAEP), commonlycalled "The Nation's Report Card," conducted a national assessment in artseducation at the eighth-grade level. The arts assessment measured students'

.fArts Education Assessmentwas founded on a vision of asociety that believes the artsare an essential form ofliteracy for every child'scomplete development. Theexpectation is not that allchildren will become talentedartists, but that they willexperience enough of theThe development of the NAEPfAf.'.4-BEST COPY AVAOLABLEof the four areas of music, theatre, the visual arts,and dance to the three arts processes of creating,performing, and responding. The knowledge andskills appropriate for each area are part of theassessment activities for all four disciplines. Theassessment framework, developed by the NationalAssessment Governing Board was funded by theNational Endowment for the Arts, in collaborationwith the Getty Center for Education in the Arts.The framework reflects the voluntary nationalstandards and is the result of a national consensusprocess that included teachers, artists, scholars,The NAEP 1997 Framework shows the relationshipAssessment FrameworkAssessment TasksThe sample of schools and students for music andthe visual arts was a nationally representativesample. The sampling process allows researchersto predict what the scores might be if every childwere assessed. The theatre sample was a targetedsample selected from schools that offered theatrecourses and from students who took thosecourses. This sampling process allows researchersto predict what the scores might be for studentstaking theatre courses. Comparisons for thisassessment can be made only at the national andregional levels.SampleThe 1997 National Assessment of EducationalProgress in the Arts was conducted at the eighthgrade level in music, theatre, and the visual artsusing a representative sample of public andnonpublic schools. Dance was not assessed becauseonly 4% of schools had regular dance programs.In 1994 Congress passed the Goals 2000: EducateAmerica Act. Goal three listed the arts as oneof the important core subjects for all children.Also in 1994 the Consortium of National ArtsEducation Associations completed the voluntaryNational Standards for Arts Education. Thestandards reflect a collective national wisdomabout arts education learning based on manypoints of view.Assessment DesignNational GoalsAssessmentThe Arts

!RespondingPerformingCreatingMuskr,TheatreVisual ArtsIn the framework, the term creating refers togenerating original art. Performing is defined asrecreating an existing work, a process that callson a student's ability to interpret and portraysomeone else's creative work. Respondingincludes a student's response to a work of art orperformance as well as to his or her own work.arts and education leaders, and experts in testdevelopment, as well as input from public hearingsacross the country.BEST COPY AMIABLEKnowledge and SkillsBased on Specific Content in the Arts DisciplinesDancediscipline, challenge, and joyof creating in different artforms to understand intimatelythe human significance ofmusic, theatre, the visual arts,d dance:Performance tasks asked the students to applytheir knowledge and skills to activities in the arts.These activities proved to be especially challengingto develop and administer. To capture the fullarray of student responses in the assessment,NAEP used photography, video, and audiorecording devices. In music performance tasks,students were asked to sing, use an electronickeyboard, and, in some cases, play their owninstruments. Visual arts tasks allowed students towork with clay, charcoal, drawing pencils, andother construction materials. Theatre activitiesinvolved script reading, improvisation, andelements of design. Dance tasks developed butnot used included creating and performingdance movements under the guidance of a traineddance facilitator.innovative tasks for all four arts disciplines. Paperand-pencil tasks included multiple-choice andshort- and long-answer questions in response tothe works of art provided.The NAEP Arts Education Assessment developed

10Thc graphs show the students' scores for allcreating and performing tasks as they relate tothe students' responding scores (lower, middle,and upper).the upper 25% of theresponding scale scored better inthe creating and performing tasks thanothcr students, with scores of 520/a in thecreating tasks and 56% in the performingtasks. Students who scored in the middle 50% ofthe responding scale also scored better than didstudents in the lowest group.Studentswho scored inCI%SO%C.1100%PercentagesScore LevelPercentagesPercentage of Eighth GradersReceiving Various ScoresTone Quality1-Inadequate2-Limited3-AdequateScore LevelPercentage' of Eighth GraderS k'jReceiving Various Scores, .*Percentages100%I11In the first measure scored, 660/a of the studentsreceived the score inadequate, 40/13 received alimited score, and 300/a received a score ofadequate. In the last measure, 72% of thestudents received a score of inadequate, 30/areceived a limited score, and 250/a received ascore of adequate.11-J.LIIMMIcorrect number of beats.ro, question 8, you are tit write an ending for the thythmic pattern you secbelow. You will hear it played two times. After you heat the rhythmic pattern,writc an ending to the pattern in the empty measures printed in your testbooklet. The nmsic that you write should make the rhythm sound finished. Youmay use notes or rests in your answer, hut do not copy any of the measures thatarc already used in the music. Makc sure that the ending that you write has theStudents were also asked to compose twomeasures of a short musical score to assess theirability to use musical notation The responseswere scored as adequate, limited, or inadequatefor each of the two measuresEST COPY AVAI1ABLESO%C11101 MINFINNOMENIOOMMMOrVOIMI11rallinScore levelPitch/IntonationPercentage of Eighth GradersReceiving Various Scoresdifferent factors: rhythm, pitch/intonation, tonequality, diction, and expression. Most studentscould maintain an adequate rhythm but had somedifficulty producing good tone quality andmaintaining the correct pitch.questions asked and the types of student responsescollected. For example, students were asked tosing the song "America" with a full chorusaccompaniment on tape and were rated on fiveSample questions from selected creating andperforming activities illustrate the types ofwith theatre and the visual arts, all students were administered a set ofpaper-and-pencil items in a classroom setting to assess their knowledgeand skills in responding to music. To measure their knowledge and skillsin creating and performing, students were assessed individually andtheir responses were recorded for later scoring.Music was assessed using a national sample of 2,275 students. As: i,stiots2

211%411%6111111111060ssMean Percent CorrectCreating Score1226.14411%60%C111211111111080%Mean Percent CorrectPerforming ed0%50%CIDCO100%This sample student response received a score ofadequate for both measures.TJ Ji If-JJJTJI;JnI) IJJSample Student Response 4: Use of Musical Notation13Display more advanced knowledge of standardmusic notation and terminology.piano rag and an aria by George Frideric Handel).BEST COPY AVAILABLEDescribe adequately at least three errors heard ina performance of the folk song "Michael Row theBoat Ashore."Identify and provide limited justification for theirDemonstrate knowledge of basic terms andfundamentals of music notation.categorizations of the genres or style periods of somepieces of music they heard (such as a Scott JoplinProvide at least limited descriptions of aspectsof music they heard.Identify line drawings that reflected the textureof music they heard.Students who were in the upper range (top 25%)of the music scale were able to:Show a broader understanding of the functions ofmusic in society.music played.Make distinctions about the melodic contour ofStudents who were in the middle range (middle 50%)of the music scale were able to:SOURCE Notion., Ceriser hi, Edocroion Statistics, Nraionol Asse5sment of Educational Progress (NAEPI, 1997 Ms Assessment.Describe adequately at least one error heard in aperformance of lhe folk song "Michael Rowthe Boat Ashore."(such as spirituals).Show limited knowledge of the functional uses ofmusic in society and very limited knowledge of thehistorical or cultural significance of musical genresexamples played.Make simple distinctions about the music phrasesthey heard as being the same or different fromStudents who were in the lower range (lower 250/a)of the music scale were able to:I)MJThis sample student response received a score ofinadequate on the first measure and adequateon the second measure.f]JeJ ITJJM117.1.Student scores from the responding section were placed on a scale that located them in the lower 25%, middle 500/0, or upper 25%.UpperMiddleLowerGroups of Student Profiles onthe Music Responding ScaleScore soupsPerforming Mean for Lower, Middle, and Upper RespondingUpperMiddleLowerGroups of Student Profiles onthe Music Responding ScaleCreating Mean for Lower, Middle, and Upper RespondingSemi GroupsSample Student Response 2: Use of Musical Natation

20x0MMamsoxskMean Percent CorrectCreating/Performing Score14BEST COPY AVAILABLEStudents who did well on the paper-and-pencilresponding portion of the assessment also scoredrelatively well on the creating/performing tasks,with the upper level mean scores at 600/0.LowerGroups of Student Profiles onthe Theatre Responding ScaleCreating/Perforndng Mean for Lower, Middle, and Upper,Responding Score GroupsAs with music and the visual arts, all studentswere administered a set of paper-and-pencilitems in a classroom setting to assess theirknowledge and skills in responding to theatre.the group performed together.For example, students were asked to create ascene from a short script. The students werescored on a variety of factors, such asexpression, vocal production, and how wellIn the creating/performing sections, studentswere asked to perform in a variety of activitiesto apply and display their knowledge and skillin theatre.Many of the responding tasks used videotapes of film scenes andaudiotapes of play readings to engage students in the assessmentactivities. The creating/performing student activities were videotapedfor scoring at a later time. Most of the creating/performing studentresponses were scored on a number of factors; each studentreceived a separate score for each factor according tohis or her performance.heatre was assessed using a targeted sample of 1,386 students whotook theatre courses in schools that offered them.costume in Jezebel and how characters in thatfilm used action and facial expressions toconvey feeling.Analyze and explain the suitability of the thememusic for a radio play, how to stage a portion ofiliat play told by a narrator, and how an actorused his voice to convey character.Make complex inferences based on scripts, film,and audiotape about character, set, and costume.Students in the upper range (top 25%) of thetheatre responding scale were able to:Show some understanding of how charactersin a film used action and facial expressions toconvey feeling.film Jezebel.Identify the effect of a camera shot in theused his voice to convey character.Show an initial understanding of how an actorDescribe in general terms how to stage aportion of a play told by a narrator.Make inferences based on scripts, film, andaudiotape about necessary props and costumesfor staging performances.Students in the middle range (middle 50%) ofthe theatre responding scale were able to:Display a rudimentary understanding of thepurpose of the title song in the film Meet Me inSt. Louis and identify the genre of that film.Identify necessary sound effects for the staging ofa short script.Make simple inferences based on visual and auralinformation about character and location.Students in the lower range (lower 25%) of thetheatre responding scale were able to:Student scores from the respondingsection were placed on a scale thatlocated them in the lower 25%, middle50%, or upper 25%.

4 64,A161-Una ccept able2-Partial3-AcceptableScore LevelExpression56%100%Percentages41'Recihing VOious:tiote05Perieiffigetif Elohltglidsox no%SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1997 Arts Assessment.416-100%NOTE Percentages do not sum to 100due to rounding.al;50%1-Unacceptable 02-Pa rtial1-Unacceptable 02-PartialPercentages3-EssentialScore 'PentiO4-ExtensiveScore Level11Pereelitage'of Eighth GradersReceiving Various ScoresSpatial AwarenessBEST COPY AVAILABLEFor these three dimensions of the activity,most students scored fairly high on spatialawareness and vocal production, but mostfell short on expression, which assessedthe ability to change pitch, volume, pace,and tone of the voice to convey meaning.

C OMr.264660%BO%?IF18160%.AM.isoxloosspecific things ahouta km of CoMPleteyourself in your drawingpastels and/or charcoalto create the thingshow you used the oilyou talk about.your selfportrait that communicate. In your answer, talk in detail aimDiscus% at leam thmeyour personalyoto communicate shoutResponse Receivinga Score of SufficientStudent 6: Sample SelflvaluationResponse Receiving19At left is an exampleof a student whoreceived the highestscore on both theself-portrait and theself-evaluation.Overall, students did a fair job on the self-portrait task,but most were unable to express their ideas clearly andeffectively in the self-evaluation.in;1-Unacceptable sScore LevelPercentagesScore LevelSelf-PortraitPercentage of Eighth GradersReceiving Various ScoresSelf-EvaluationPercentage of Eighth GradersReceiving Various ScoresStudents were also asked to complete a self-portrait ofthemselves and to evaluate what they created. Both thework and the student self-evaluation were scored toprovide a context for understanding the student's intentand use of expressive qualities.Explain what you hopedStudent 6: Sample Self-portraitBEST COPY AVAILABLEStudents who did well on the paper-and-pencilresponding activities also did well on thecreating tasks.tAL'Mean Percent CorrectCreating Score141111111111;.1411,00friMIT6' k.4:o4i1111111111101MMiddleLowerGroups-of Student Profiles onthe Visual Arts Responding Scale'As with music and theatre, all students wereadministered a set of paper-and-pencil items in aclassroom setting to assess their knowledge andskills in responding to the visual arts.I11he visual artsassessment ivas given to 0national sample of 2,999students, using a richassortment of artworkfrom a broad range ofartists. The studentswere asked to usedifferent arts mediaand tools to draw,construct collages, andmodel clay in completingtheir responses. Students werealso asked to create solutions forreal-world design problems. The completed student workwas either photographed or collected by the assessmentfacilitator for later scoring.

CD SymmetryC) Radial emphasisCP Horizontal emphasisCD Linear perspectiveLook at self-portrait A. Which of the following is an important aspect of thecomposition (arrangement of shapes, lines, and forms) of the drawing?20to carry a fish on abicycle.'21Apply design principles to analyses of the operatiOnand materials of their own designs. for a packa*L-.collage and the historical Period of a mother-andi'.child portraitIdentify the historical and cultural contexts for seyeral,,"works of art and identify the genre of a BeardenSupport interpretations of a Schiele self-portrait and a,William Sergeant Kendall mother-and-child portrait,with specific references to characteristics such as line,composition, background, and color.Students who were in the upper range (upper 25%)of the visual arts responding scale were able to:Omit 1%BEST COPY AVAHABLEApply simple design principles to describe characteristics of their own designs for a package to carrya fish on a bicycle.the assessment.Make some initial connections between technicalaspects of works and their expressive qualities, linkingcharacteristics like color with their intended meaning inthe self-portraits they were asked to create as part ofMake some observations about and comparisons ofconcepts in works of art (such as near and far, or realismor a lack of realism).Identify one characteristic of charcoal in a K5theKollwitz self-portrait.Students who were in the middle range (middle 50%)of the visual arts responding scale were able to:SOURCE: National Centel for Education Statistics, National Assessment of Educational Progress (NAEP), 1997 Arts Assessment.Make simple inferences about package design(for example, an advantage of mailing a poster ina mailing tube).Offer sparse interpretations of what an artist mighthave been trying to communicate when creating awork of art.Make some basic observations about the technicalaspects or subjects of artworks (such as a quality ofcolor in an Egon Schiele self-portrait or the presenceof a factory in a Romare Bearden collage).Students who were in the lower range (bottom 25%)of the visual arts responding scale were able to:Student scores from the responding section placed them in the lower 25%, middle 50%, or upper 25%.Multiple-choice questions are sometimes aneffective and efficient way to collect informationabout a student's basic knowledge when assessingthe visual arts. The students were given areproduction of a self-portrait done by KätheKollwitz in charcoal and asked about techniqueand expressive qualities.Sample Question 1This question measures students' abilities to recognize a feature of composition in theKollwitz self-portrait. The question was scored either correct orincorrect. The correct answer is B.

"Philippine"2-wtamorphosis-(Performing block)"Jazz"(Responding block)"White Web"(Responding block)"Eagle"(Responding block).After a warmup, students are asked to work with a partner to createAfter a warm-up, students are asked to learn an extended movementphrase that uses jazz steps from a dance facilitator. The students thenperform the phrase, and their performances are captured on videotape.Students view segments of three dances from the movie White Nights,with Gregory Hines and Mikhail Baryshnikov. The segments includeexamples of both jazz and modern dance. Students apply theirknowledge of dance elements, such as movement qualities,choreographic techniques, and cultural and stylistic contexts, tothe dances. Finally, students view a contemporary dance based ona spider motif (created for NAEP featuring six children) and writea brief review analyzing and evaluating the dance.Students view segments of two videotaped dances (an AmericanIndian dance and a Russian folk dance) and apply their knowledgeof dance elements, such as movement qualities, choreographictechniques, and cultural and stylistic contexts, to the dances.And Still We Dance: Philippine Courtesy of World Arts West; Irish Step DanceCourtesy of World Arts West; West African Dance Courtesy of World Arts WestStudents view segments of three videotaped dances (a PhilippineSingkal dance, an Irish step dance, and a West African dance) andapply their knowledge of dance elements, such as movement qualitiesand choreographic techniques, to the dances.Dpn tifith4 sup Dince,Assestintent12 4;Student demonstrates jumps accurately (counts 11-12 in Section 3).IF.BEST COPY AVAILABLE1G. Student demonstrates dynamics called for in the dance phrase.Student demonstrates balance (counts 3-6 of Section 3).IE.ID. Student demonstrates sustained reach (counts 9-11 in Section 2).3Student demonstrates the concept of isolating body parts (counts 3 & 4 of sections I & 2).IC. Student accurately repeats the sequence of the entire movement phrase.1B.IA. Student demonstrates awareness of rhythm by moving on the pulse (beat) of themusic during key parts of the phrase.technique and focus and expression. The criteria that students are scored on and the setup for the task are shown below.The task assesses students' abilities to accurately recall and reproduce movement, and to demonstrate physicalfor the third performance.students perform it with the facilitator. They are then given 30 seconds to practice. The second time andthird time they perform the dance on their own. The students in the front and back rows switch placesfacilitator. After they are taught the phrase, they are asked to perform it three times. The first timeIn this task, students learn an extended movement phrase that uses jazz steps. The students firstparticipate in a three-minute warmup and then are taught the jazz phrase in several sections by a dance['Sample Task the "Jaze IockThe following is an example of a performing activity from the danceassessment, with setup instructions and a list of criteria to be assessed.The NAEP 1997 Arts Report Card does provide a descriptionof the assessment that is parallel to the other arts areas.Information about the field test of the assessment at the fourth-,eighth-, and twelfth-grade levels will also be available in theNAEP 1995-97 Arts Field Test Process Report.The assessment for dance was fully developed and field-testedwith the other arts areas. However, the assessment was notadministered because of the low incidence of dance programsin the nation's schools.

2.1G.Effectiveness of the dance as a whole.IF. The dance incorporates the use of sharp and smooth movement qualities.dance.1E. The pair demonstrates use of high, middle, and low movement levels in theID. The pair demonstrates at least two clear, different shapes in the dance (notincluding beginning or ending pose).IC. The pair performs their dance together with smoothness, focus and expression.1B. The pair accurately repeats the sequence of the dance.Use of space:Use of force/energy:2.3.24Use of timing:1.Ani FDescribe the Philippine dance (Dance 1). In your answer, discuss in detail: use of timing (rhythm and tempo),use of space (how the dancers moved in and through the performance space and around one another); andthe use of force/energy (the qualities and mood of the movements the dancers made).iIIA. The dance begins and ends with a clear, still pose (scored in second performance only).students are scored on are listed below.and perform improvisational and compositional structures, replicate movement, perform with physicaltechnique, and communicate through movement. The aspects of Creating and Performing thatdemonstrate an ability to collaborate with a partner to achieve solutions to a movement task, createIn this task, students collaborate with a partner to create a movement sequence based on the idea ofmetamorphosis, using elements of dance composition including time, space, and energy. StudentsSample Taslc the "Metamorphosis" BlockQuestion 2 measures students' abilities to analyze compositional elements in dance, such as time,sPace, and energy.As with the other assessments, dance madeuse of short-answer questions to measurestudents' ability to perceive and analyzedifferent elements of dance. In this question,students are asked to observe a set of danceson a videotape and address the three elementsbeing explored.task, and one was a combination of performingand creating. Videos of different dancers anddances were to be shown to students for thethree responding questions, and traineddancers and dance educators were used toconvey the instructions in the creating andperforming exercises. Examples of the typesof questions and tasks are included here, butbecause the assessment was not administered,no results are provided.assessment. Three were designed to measureresponding tasks, one measured a performingvideo camera can simultaneously focus on all four students within the performance area.25Setup:Four students are spaced in two staggered lines (see diagram below) so that the students can see the facilitator and bevisible to the video camera. The space must be at least 20' x 20', and the entire room at least 30' x 40', so that theIn the following example, four students are asked to create a movementsequence with a partner and perform it within a twelve-foot space. Thecriteria being scored are provided.After a warmup, students are asked to work with a partner to createa movement sequence based on the idea of metamorphosis, usingdifferent compositional elements such as time, space, and energy.The students then perform their composition, and their performancesare captured on videotape.Five "blocks," or groups, of assessmentactivities were prepared for the dance(Creating/Performing block)"Metamorphosis"Student demonstrates iumps accurately Icounts 11-12. m Section M.1G. Student demonstrates dynamics called for in the dance phrase.IN.

26follow for visual arts.theatre, 280/a reported nocurriculum for music, and 360/0reported no curriculum totheir district or state had acurriculum for them to follow.Ninety percent reported nothaving a curriculum for dance,850/0 reported no curriculum forassessment were asked whether-clipti1No*40%60%Yes 011111111111110NoYesNo"Yes% Students80%100%te,EST COPY AVAILUBLEPercentages in this row are representative of that portion of the sample that didnot respond "Yes." For this series of background questions, repondents were toindicate only those statements that were applicable.Visual ArtsTheatreMusicDoes your district or state have acurriculum in any of the followingsubject areas that your schoolis expected to follow?ibtitiibicatbilltetildrameniSchools' Raped, at Db ,bbt a Stabwhether students have the fundamental opportunityto learn the arts at all. Forexample, the schools in theinstruction takes place, andmost importantlyThe NAEP 1997 Arts Assessment Report Card alsoexamines the contexts for arts learning in theschools. It provides some important evidence aboutwho is teaching, what is being taught, where theThe Context ofArts ProgramsIv027Assessment illustrates the gapbetween the expectations forstudent achievement found inthe NAEP Framework and thereality found in t

DOCUMENT RESUME. ED 425 122 SO 030 562. TITLE Arts Education: Highlights of the NAEP 1997 Arts Assessment . The arts assessment produced a wealth of information about what eighth-grade students know and can do in music, theatre, and the visual arts. The results are important to the nation

Related Documents:

A LETTER FROM THE PRESIDENT OF THE AMERICAN ACADEMY v THE ARTS AND PUBLIC EDUCATION 1 Introduction 1 Prior Research on the Benefits of Arts Education 4 Access and Gaps in Arts Education 5 Now Is Our Moment 9 Sidebar: Arts Education in Our Schools and Communities 9 THE VALUES OF ARTS EDUCATION 10 Arts Education Builds Well-Rounded Individuals 11 Arts Education Broadens Our Understanding of and .

2014 – 2015. 2 2014-2015 ARTS CONCENTRATIONS AT DURHAM SCHOOL OF THE ARTS ARTS: Music ARTS: Theatre Arts ARTS: Dance ARTS: Visual Arts ARTS: CTE ARTS: Writing . portfolio to Scholastic Art & Writing Awards _ Newspaper Journalism *Completer Options 1) Editor or Co-Editor . AP Art History - 54487X0Y Writing Through Literature 2-10272YW2 .

more than 10 percent of their total grant dollars for arts education. In fact, only eight of the top 25 arts education Foundation Funding for Arts Education 3 Arts education represented a slightly larger share of overall arts giving in 2003 Based on all grants of 10,000 or more awarded

DOCUMENT RESUME. ED 430 872 SO 030 578. TITLE Louisiana Arts Content Standards. State Standards for. . The arts, dance, theatre arts, visual arts, and music are fundamental to the intellectual, social, . be integrated across all content areas, utilizing fully the resources of the classroom, the

Visual Arts Standards of Learning Foreword The Fine Arts Standards of Learning in this publication represent a major development in public education in Virginia. Adopted in April 2006 by the Virginia Board of Education, these standards emphasize the importance of instruction in the fine arts—dance arts, music, theatre arts, and visual arts—

Elyse (Ginger Cooley) Applegate ARTS 332B 786-1683 Marketing and Public Relations e.a@alaska.edu Manager, Performing and Fine Arts Division Cedar Cussins ARTS 333 786-4890 Performing & Fine Arts cedar@alaska.edu Building Manager ART STUDIOS DRAWING Arts 101 (no phone) PAINTING Arts 102 786-1352 CERAMICS-HANDBUILT Arts 106 786-1246

8 2016 Americans for the Arts Americans Are Experiencing the Arts throughout the Community The American public engages in the arts in many ways—as attendee, arts maker, art purchaser and decorator, and arts advocate. We consume and share art through technology and are more likely to experience the arts outside of the .

To assist you in recording and evaluating your responses on the practice test, a Multiple-Choice Answer Sheet, an Answer Key Worksheet, and an Evaluation Chart by test objective are included for the multiple-choice items. Lastly, there is a Practice Test Score Calculation Worksheet. PURPOSE OF THE PRACTICE TEST. The practice test is designed to provide an additional resource to help you .