DEVELOPING
ART-CENTERED UNITS OF STUDY

NTIEVA, TETAC and Art-Centered Units of Study
NTIEVA Newsletter Volume 12, Number 2


NTIEVA, TETAC and Art-Centered Units of Study


August 2001 marks the fifth and final year of the Transforming Education through the Arts Challenge (TETAC) and, subsequently, the conclusion of the North Texas Institute for Educators on the Visual Arts' (NTIEVA) proud participation with it. TETAC is a initiative by the National Arts Education Consortium that has linked comprehensive art education with national and local efforts to reform American schools. TETAC has been implemented by a broad network of stakeholders interested in reforming education by advancing the place of the arts as part of the basic core of learning in K-12 education. NTIEVA has served as one of six sites across the nation in this collective effort.

One of the many endeavors of TETAC has been the collaborative development of guidelines to integrate advances in comprehensive arts curricula with curricula reform movements within general education. The guidelines were developed by the TETAC Curriculum Task Force, a group comprised of representatives from each of the six institutes, along with an art education expert and a representative from the research corporation engaged to assess the Challenge (see page 4).

The guidelines are intended to encourage the creation and evaluation of meaningful art-centered, interdisciplinary units of study. An art-centered, interdisciplinary unit is one in which the content is based on one or more works of art that share or express an enduring or over-arching idea while making connections between art and other subject areas.

This newsletter offers an abbreviated model of TETAC's guidelines for designing units of study based on works of art, though a more indepth version is available on NTIEVA's web site at D:\. TETAC representatives are currently in the process of developing the guidelines for publication as a commercially available text.

Through art-centered units, students are provided opportunities to: · Make artworks.
· Interpret and judge artwork.
· Examine the historical, social, and cultural context of artworks.
· Explore the nature and value of art.
· Make connections between art and other content areas.
· Demonstrate learning and complex understandings and skills.


Steps for Developing Art-centered Units of Study

Unit development begins with the selection of enduring ideas as foundations. Enduring ideas are based on universal human experiences - experiences shared by people across time, place, and cultures. They are the big questions which artists and other thinkers have pondered over time. These enduring ideas, expressed in key concepts, and ...

INSIDE FEATURES

For All to See: How Public Art Teaches ..3
Guidelines for Interdisciplinary Art Education ..4
Art-O-Gram: Mural Hunt ..5
Mending the Urban Environment: The Murals of R. Haas ..6

Design and Create a Mural Lesson Summary ..7
Why Integrate the Arts? ..9
Continuing Unit Development ..10
Student Reproducible Page: The Frontier Times ..11

Click here to download this entire lesson in PDF format. (Free Acrobat Reader)

 

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