Report
Art History, Art Criticism, and Art Production: An Examination of Art Education in Selected School Districts, Volume I: Comparing the Process of Change Across Districts
Jan 1, 1984
An Examination of Art Education in Selected School Districts, Volume II: Case Studies of Seven Selected Sites
Prefatory Material and Part I
Format | File Size | Notes |
---|---|---|
PDF file | 3.1 MB | Use Adobe Acrobat Reader version 10 or higher for the best experience. |
Format | File Size | Notes |
---|---|---|
PDF file | 2.8 MB | Use Adobe Acrobat Reader version 10 or higher for the best experience. |
Format | File Size | Notes |
---|---|---|
PDF file | 4 MB | Use Adobe Acrobat Reader version 10 or higher for the best experience. |
Format | File Size | Notes |
---|---|---|
PDF file | 6.2 MB | Use Adobe Acrobat Reader version 10 or higher for the best experience. |
Format | File Size | Notes |
---|---|---|
PDF file | 3.7 MB | Use Adobe Acrobat Reader version 10 or higher for the best experience. |
Format | File Size | Notes |
---|---|---|
PDF file | 4.4 MB | Use Adobe Acrobat Reader version 10 or higher for the best experience. |
Format | File Size | Notes |
---|---|---|
PDF file | 3.8 MB | Use Adobe Acrobat Reader version 10 or higher for the best experience. |
This study attempts to discover (1) the factors that generate support for a strong, substantive art education program in a district’s curriculum, and (2) what factors influence the willingness and ability of school districts and teachers to carry out and maintain a discipline-based art education that strives for balance among the historical, critical, and productive domains of the visual arts. It uses case studies of seven sites (Whitehall, Ohio; Hopkins, Minnesota; Palo Alto, California; Decatur and Champaign, Illinois; Brooklyn, New York; Milwaukee, Wisconsin; and Virginia Beach, Virginia). As a group, the case studies illustrate the importance of support from school board members, superintendents, and principals, of a written curriculum, and of in-service training. They provide examples of school-museum collaboration, and dispel the notion that systematic instruction compromises or constrains individual creativity.
Foreword
The Arts, Language, and the Schools
Why Art in Education and Why Art Education?
Preface
Introduction And Summary
Acknowledgments
Part I
Theory Into Practice: The Whitehall Story
Part II
The District That Could: Art Curriculum Implementation in Hopkins, Minnesota
Part III
Art Education in the Palo Alto Public Schools
Part IV
An Illinois Pair: A Case Study of School Art in Champaign and Decatur
Part V
Another View from the Bridge: School Art Programs in Brooklyn District 15
Part VI
Diversity and Innovation: Art Education in the Milwaukee Public Schools
Part VII
Tight Structure, Discipline, and Quality: Art Education in Virginia Beach
This report is part of the RAND Corporation Report series. The report was a product of the RAND Corporation from 1948 to 1993 that represented the principal publication documenting and transmitting RAND's major research findings and final research.
This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited; linking directly to this product page is encouraged. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial purposes. For information on reprint and reuse permissions, please visit www.rand.org/pubs/permissions.
The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.