HISTORY of NTIEVA
The North Texas Institute for Educators on the Visual Arts (NTIEVA) was founded at the University of North Texas (UNT) in 1990 as one of the six regional institutes established by the Getty Education Institute, an operating unit of the J. Paul Getty Trust. From 1990 through 1996, the Institute engaged in an extensive staff development and implementation effort for disciplined-based art education, coordinating a consortium of six school districts (Dallas ISD, Denton ISD, Fort Worth ISD, Hurst-Euless-Bedford ISD, Pilot Point ISD, and Plano ISD) and five museums (Amon Carter Museum, Dallas Museum of Art, Kimbell Art Museum, Meadows Museum at Southern Methodist Univeristy, and the Museum of Modern Art in Fort Worth) in the Dallas / Fort Worth metroplex. Focusing on the elementary level, the Consortium provided classroom teachers, art specialist teachers, school administrators, and museum educators in-depth professional development experiences in aesthetics, art criticism, art history, and art production as well as technical assistance in the development and implementation of curriculum that would be a part of the general education of every student. Over the six year span the Consortium worked with teachers and administrators in more than three hundred and seventy-five (375) elementary schools and the education staff members in all five (5) museums. Intensive summer workshops were conducted and technical assistance was provided during the curriculum development and implementation process. A report of this national project is available in a publication entitled The Quiet Evolution: Changing the Face of Art Education. Click here for an Executive Summary.
In 1994 NTIEVA received a three-year grant from the Getty Center for Education in the Arts to establish a National Center for Art Museum/School Collaborations (NCAMSC). The Center focused on collaborative programming between art museums and schools using a comprehensive approach to art education. It served as a clearinghouse for information about successful programs and practices by conducting and collecting research, maintaining a database of information, and creating electronic and/or print networks for information retrieval. The Center organized regional and national conferences to bring together art museum and school educators and developed a program of publications on the subject of art museum/school collaborations.
The Institute also engaged in a two-year, state-wide advocacy project for arts education that was funded jointly by the Edward and Betty Marcus Foundation and the J. Paul Getty Trust. Presentations were made at statewide meetings of school administrators and school board members, and teams of faculty and students presented more in-depth sessions for school board members, school administrators and museum personnel in cities throughout the state.
From 1996 to 2001, the Institute, as a member of the National Arts Education Consortium (NAEC), worked with the five other institutes throughout the country (California Consortium for Arts Education, Florida Institute for Art Education, Nebraska Consortium for Arts Education, Ohio Partnership for the Visual Arts, and Southeast Center for Education in the Arts) to conduct a national research project that examined the issues related to making meaningful study in the arts integral to a child's education and the impact of this study upon the child's art learning as well as his or her learning in other areas of the curriculum. The NAEC designed the Transforming Education Through the Arts Challenge (TETAC) project to fuse advancement of education in the arts with general school reform. Three goals guided the project: (1) building support for learning in the arts as an equal part of the core curriculum, (2) integrating a comprehensive approach to arts inquiry with other elements of school reform and (3) documenting the impact of the TETAC approach on student learning and school culture. Funded by the J. Paul Getty Trust and the Annenberg Foundation, the five (5) institutes worked with thirty-five (35) schools – six in each of five Institute sites and five in one site. The results of the five-year research project is available in a publication entitled Transforming Education Through the Arts Challenge: Final Project Report. Click here for an Executive Summary.
From its beginning the Institute has been involved in the preparation of arts leaders, recognizing that leadership in the field of arts education takes many forms and dimensions, ranging from instructional leaders in schools, to educational leaders in arts organizations such as museums, symphonies and community arts groups, to management positions in all types of educational and arts organizations. A broad definition of leadership - “a process whereby an individual influences a group of individuals to achieve a common goal” – is embraced.
In 1995 the Marcus Fellowship Program was established with the generous support of the Edward and Betty Marcus Foundation. This program was designed to select individuals from the State of Texas who were committed to assuming a leadership role in the State following completion of the program. Between 1995 and 2006, fifty-three (53) individuals with a visual arts background were supported for participation in a year-long, intensive educational program designed to develop their leadership skills and abilities.
In the fall of 2005, the Robert and Ruby Priddy Charitable Trust provided funding for a five-year project to expand the preparation of arts leader beyond Texas and to include music students in addition to visual arts students. The Priddy Fellowships in Arts Leadership Program supported ten (10) students (5 visual arts and 5 music) each year for participation in a year-long program of study designed to prepare individuals for arts leadership roles in a variety of settings. During this time a Graduate Certificate in Arts Leadership program was established, and scholarships were established to support students admitted to the program.
Throughout its history, the Institute has engaged in the preparation of curriculum resource materials and curriculum units that are made available to teachers at no cost through its nationally recognized newsletter and on its website. A complete archive of the newsletter is available on the website. Additional curriculum resources are also available on the website.
Most recently the Institute has collaborated with the Center for the Advancement and Study of Early Texas art to develop three units of instruction that are based upon the work of early Texas artists.
Since its inception, the Institute has been supported by more than $10 million in grant and sponsored project support. This support has come from major national funders such as the J. Paul Getty Trust and the Annenberg Foundation; local funders – the Edward and Betty Marcus Foundation, the Amon G. Carter Foundation, the Chrystelle Waggoner Charitable Trust, the University of North Texas Foundation; state and local arts agencies – the Texas Commission on the Arts and the Greater Denton Arts Council; corporations, and individual gifts.
Among the main purposes for establishing the Institute were to (1) enhance the programs in art education in the College of Visual Arts and Design at the University of North Texas, (2) to provide support for graduate students and their research, (3) to provide resource materials for teachers, administrators and museum personnel and (4) to provide a mechanism for the College of Visual Arts and Design and the University of North Texas to implement outreach programs to the educational and cultural communities in the DFW metroplex and across the state. Significant achievements have been made in each of these areas. The pre-service teacher education program in the visual arts is considered to be one of the best in the state, and the graduate programs in art education have been ranked among the top fifteen (15) in the United States and Canada. Through its many activities, the Institute has been recognized for its outreach efforts to schools in the DFW metroplex, throughout the State of Texas and beyond.
1.Wilson, Brent G. (1997). The quiet evolution: Changing the face of arts education. Los Angeles, CA: The Getty Education Institute for the Arts.
2.National Arts Education Consortium (n.d.). Transforming education through the arts challenge: Final project report, Columbus, OH: National Arts Education Consortium.
3.Northouse, P.G. (2004). Leadership theory and practice, 3 rd edition, Thousand Oaks, California: SAGE Publications, p.3