An Art Centered School
Art Centered School Districts
Teachers in an Art Centered School
Principals in an Art Centered School
An Art Centered School:
• Is committed to implementing discipline-based art education.
• Has a committed faculty that has participated in discipline-based arts education professional staff development.
• Has a principal who sees him/herself as the instructional leader in arts education.
• Adopts the principles of DBAE.
• Sets standards for student achievement in the arts thatimplement local, state or national frameworks.
• Documents and assesses student achievement in the arts.
• Uses a written, sequential curriculum in the arts.
• Uses community arts resources to implement DBAE.
• Uses technology to communicate about the arts, access information about the arts, and facilitate students’ art making.
• Networks with other schools and communities to learn and share information about DBAE.
• Is committed to ongoing professional development in DBAE, including professional development for new teaching staff.
• Has completed vision process, self-assessment, five year long-range plan and an annual work plan that will support its efforts in DBAE.
• Provides the necessary human and material resources for students and teachers.
• Secures additional financial and technical support, as needed, to implement DBAE.
• Has a DBAE leadership team including at least the principal, one classroom teacher, an arts specialist, and a parent.
An Art-centered School District:
• Has a leadership structure (board, central administration, arts and curriculum coordinators, and principals) that endorses and supports the tenets of DBAE.
• Has a written commitment to DBAE (board policy on the arts, etc.) in place.
• Has a discipline-based curriculum policy that incorporates state frameworks and/or national standards.
• Has the support of key community stakeholders Has at least a single feeder school that is committed to a DBAE program.
• Has core student competencies in the arts that are common across district schools.
• Has interaction with arts resources in the community.
• Has the arts as a line item in their budget.
• Has a local contact to assist with the evaluation and assessment program on each participating school’s DBAE leadership team.
Teachers in an Art-centered School:
• Are committed to teaching the arts.
• Are supported by administrators and parents who value the arts as a basic part of general education.
• Are grounded in the principles of DBAE and understand how the four disciplines contribute to understanding works of art.
• Have knowledge of the arts as processes of inquiry.
• Are able to select and use appropriate works of art for study.
• Have access to resource materials in the arts.
• Are able to facilitate student inquiry, interpretation, discussion, writing, and the creation of student works.
• Use a program of instruction in the arts that includes a written curriculum with embedded formative and summative assessment.
• Adapt, arrange, and create discipline-based curriculum materials.
• Are committed to integrating the arts into the general education curriculum.
• Collaborate with other staff to deliver instruction.
• Identify and facilitate the use of arts resources in the community.
• Use technology to communicate about the arts, access information about the arts, and facilitate students’ art making.
• Participate in long-range planning for using the arts in their classroom and their school.
• Are committed to their own professional development in arts education.
• Engage in their own arts experiences.
• Communicate the importance of arts education to others.
Principals in an Art-centered School:
• Are committed to the arts as part of a basic education for children.
• Serve as the instructional leader in arts education in their school.
• Identify and secure the necessary human and material resources to implement a DBAE program.
• Are committed to documenting and assessing student learning.
• Are committed to providing the resources necessary for long-range planning and teacher planning time for discipline-based instruction.
• Are committed to using and funding community arts resources in implementing DBAE.
• Are committed to the use of technology to communicate about the arts, access information about the arts, and facilitate students’ art making.
• Participate in the long-range planning process for arts education in their school.
• Are committed to their own professional development in arts education as well as the professional development of their teaching staff.
• Engage in their own arts experience.
The following best practices are examples of ways art may be logically and naturally integrated across the curriculum. Almost all of the best practices listed were developed and implemented by teachers in our six TETAC schools.
• Reproductions of artwork and students’ artwork are always evident in the school.
• Student artworks and correlated writings are displayed together in the school.
• Artworks are used as a source for student writing.
• The art specialist is regularly included with grade level planning meetings to assist classroom teachers with correlation between visual arts and specific content areas such as mathematics, language arts, social studies, and science; and to guide teachers into meaningful explorations of art objects.
• The instructional units developed for the TETAC schools are implemented throughout the school and culminate in a program for the school and/or families. The program may include interpretive dramatizations of artworks, readings, performances, music, educational displays, and other appropriate activities.
• The art teacher, classroom teachers, and museum educators plan museum experiences together, meeting in the museum to collaboratively plan meaningful tours for students based on learning objectives, especially through discussion and writing activities. Pre-visit and post-visit activities are both included in the planning.
• The entire faculty of a school participates in an all-day inservice held at a local art museum. Planning and presentations are developed with a collaborative team that includes museum educators and DBAE-trained teachers.
• Instead of the usual career day, an art career day is collaboratively planned by a school committee. Professionals in the neighborhood of the school are especially invited; some of the careers represented include the roles of the artist, medical illustrator, architect, gallery owner, cartoonist, musician, dancer, stained glass artist, museum educator, jeweler, and others.
• An evening International Arts-Science-Mathematics Festival with interdisciplinary hands-on and interactive learning stations is presented for students and their parents.
• A Japanese garden and teahouse is built for the school as a result of parent, student, teacher, and community involvement.
• Student works, both art and writing, are exhibited with a written explanation of the objectives and/or procedures used in the development of the work. This approach to displaying work promotes learning by other students, teachers, and visitors to the school.
• Exhibits are presented that ask questions or call for a response. For example, two artworks can be displayed with a Venn diagram and a pencil so viewers can add their own comments and insights to the diagram.
• A school newsletter that includes artwork, writing about art, and reports on art-related activities is published and sent home to parents on a regular basis.
• Students produce web pages for their school Internet site, including artwork and writing.
• Students use the Internet to exchange art and writing with "key pals" across the world.
• The art specialist and classroom teachers develop team-teaching approaches for specific lessons or units.