Arts education : assessment and access / Olivia M. Wilson, editor.

Format:

Book

Contributor:

Wilson, Olivia M.

Series:

Education in a competitive and globalizing world series.

Education in a competitive and globalizing world

Language:

English

Subjects (All):

Arts--Study and teaching.

Arts.

Educational evaluation.

Physical Description:

1 online resource (218 p.)

Edition:

1st ed.

Place of Publication:

New York : Nova Science Publishers, Inc., c2010.

Language Note:

English

Summary:

The National Assessment of Educational Progress (NAEP) arts education framework is founded on a vision of a society that believes the arts are essential to every child's complete development. Throughout their lives, they will draw from artistic experience and knowledge as a means of understanding what happens both inside and outside their own skin, just as they use mathematical, scientific, and other frameworks for understanding. This book examines the results of the 2008 National Assessment of Education Progress in the arts, which was given to a nationally representative sample of 7,900 eighth grade public and private school students.

Contents:

Intro

Library of Congress Cataloging-in-Publication Data

Contents

Preface

2008 Arts Education Assessment Framework

Development of the NAEP Arts Education Framework

The National Assessment of Educational Progress

The Arts Education Framework and Assessments

The Framework Development Process

NAEP and National Standards: Cooperation and Coordination

Development of the Framework

Issues

National Hearings

Steering Committee Guidelines

Next Steps

Recent Changes in the Assessment Schedule

Guidelines for the Project

NAEP Arts Project Staff and Committees

Steering Committee

Planning Committee

Management Team

1. The Arts in U.S. Education

The Importance of NAEP to Arts Education

The Role of Arts Education

The Shape of the Arts Education NAEP

2. The Content and Processes of the Arts

Definitions

Processes

Content

Content Specific to Each of the Four Arts

Dance

Creating in Dance

Performing Dance

Responding to Dance

Knowledge and Skills

Music

Creating

Performing/Interpreting

Responding

The Artistic Process of Music as a Whole

Creating and Performing

Theatre

Knowledge

Skills

Visual Arts

3. Desired Attributes of the Assessment

Sample of Students

The Authenticity of Exercises

Characteristics of the Assessment Exercises

Forms of Student Response Used in Exercises

Exercise Formats

Student Responses

Length of Performance Exercises

Physical Environment for the Assessment

Resources

Attributes of Assessment Facilitators

Special Studies

An Exploration of Interdisciplinary Assessment

A Portfolio Study

Comparing Arts Education Programs

Background Information

Ethical Responsibilities to Students.

Issues and Strategies Specific to Each Art Form

Repertoire

Use of Videotape

Space

Time

Class Design

Stimulus Materials

Videotaping

Facilitators

Group Work

Electronic Media

Inferring Understanding from Student Responses in the Visual Arts

Raters or Scorers

Desired Emphasis for Each Arts Area

4. Preliminary Achievement Level Descriptions

Appendix A. The Content Outlines

Dance Content Outline

Dance, Grade 4

I. Creating

II. Performing

III. Responding

Dance, Grade 8

Dance, Grade 12

Proficient and Advanced

Music Content Outline

Music, Grade 4

Music, Grade 8

Music, Grade 12

Theatre Content Outline

Theatre, Grade 4

II. Responding

Theatre, Grade 8

I. Creating/Performing

Theatre, Grade 12

I. Creating and Performing

Visual Arts Content Outline

Visual Arts, Grade 4

Visual Arts, Grade 8

Visual Arts, Grade 12

Appendix B. Public hearings

Report on the February Public Hearings: The Issues Paper

San Francisco National Hearing

February 4, 1993

Orlando National Hearing

February 9, 1993

New York City National Hearing

February 24, 1993

Report on the October Public Hearings

National Review of the Assessment Framework Draft Seattle, Washington, Hearing

October 1, 1993.

Chicago, Illinois, Hearing

October 5, 1993

Washington, DC, Hearing

October 7, 1993

Appendix C. Planning: Schedules and Timelines

Significant Dates for the Steering and Planning Committees

Steering Committee Meetings

Planning Committee Meetings

End Notes

The Nation's Report Card: Arts 2008 - Music and Visual Arts

Executive Summary

Racial/Ethnic and Gender Gaps Evident in both Music and Visual Arts

Frequency of Arts Instruction Remains Steady

Comparisons between 1997 and 2008

Examples of What Students Know and Can Do in the Arts

More Students Writing Down Music and Writing about Their Artwork in Arts Classes

Introduction

The Eighth-Grade Arts Assessment

The Arts Framework

Assessment Design

Scoring Students' Work in the Arts

Reporting Arts Results

Accommodations and Exclusions in NAEP

Interpreting Results

Eighty-Nine-Point Score Gap between Lowest- and Highest-Performing Students in Music

Creating Music

Racial/Ethnic, Gender, and Socioeconomic Gaps in Music Scores

Race/Ethnicity

Gender

Eligibility for Free/Reduced-Price School Lunch

Music Scores Vary by Type and Location of Schools

Type of School

School Location

Context for Arts Education in Music

Frequency of music instruction remains steady

More students writing down music in music class

About one-third of students participate in musical performance activities at school

What Eighth-Graders Know and Can Do in Music

Sample Question: Identifying the Texture of a Musical Example

Grade 8 NAEP Music Responding Item Map

Sample Question: Reading Musical Notation

Sample Question: Identifying the Sound of an Instrument

Sample Question: Identifying Origin of a Musical Style

Visual Arts.

Eighty-Nine-Point Score Gap between Lowest- and Highest-Performing Students in Visual Arts

Responding and Creating Results Related

Patterns in Score Gaps by Student Characteristics Similar for Responding to and Creating Visual Arts

No Significant Difference in Responding Scores between Public and Private School Students

Context for Arts Education in Visual Arts

Frequency of visual arts instruction remains steady

More students writing about their artwork

Fewer students visit art museums with class in 2008

About Half of Students Save Artwork in a Portfolio

What Eighth-Graders Know and Can Do in Visual Arts

Grade 8 NAEP Visual Arts Responding Item Map

Sample Questions for Visual Arts

Sample Question: Recognizing a Technical Similarity between Two Self-Portraits

Sample Question: Characteristics of Charcoal

Sample Question: Relationship between Technical Approach and Meaning

Sample Question: Creating a Self- Portrait

Technical Notes and Data Appendix

Sampling and Weighting

School and Student Participation Rates

Interpreting Statistical Significance

National School Lunch Program

The Creating Task Score

Comparing Results between the 1997 and 2008 Assessments

U.S. Department of Education

The National Assessment Governing Board

Suggested Citation

Access to Arts Education: Inclusion of Additional Questions in Education's Planned Research Would Help Explain Why Instruction Time Has Decreased for Some Students

Why GAO Did This Study

What GAO Recommends

What GAO Found

Abbreviations

Results in Brief

Background

NCLBA Provisions and Funding Related to Arts Education in Public Schools.

Research on Arts Education in Public Schools

Overall Time Spent on Arts Education Changed Little between the 2004-2005 and 2006-2007 School Years, but Decreases Were More Likely at Some Schools and the Reasons for the Differences Are Uncertain

Teachers at Schools Identified as Needing Improvement and Those with a Higher Percentage of Minority Students Were More Likely to Report a Decrease in the Amount of Time Spent on Arts Education

Teachers at Schools with Higher Percentages of Low-Income or Minority Students Reported Significantly Larger Average Decreases Compared with Other Teachers

Education's NLS-NCLB Survey Does Not Currently Ask Questions That Might Explain the Disparities in Changes in Instruction Time across Different Types of Schools

While Basic State Requirements for Arts Education in Schools Have Remained Constant in Most States, State Funding Levels for Arts Education Changed

The Basic Requirement for Arts Education Stayed about the Same in Most States and Additional States Have Established Funding for Some Type of Arts Education

Levels of State Financial Support for Arts Education Varied among the States, and States Reported That State Budget Changes rather than NCLBA Were the Major Factor Prompting the Funding Changes

Since NCLBA, District Officials and School Principals Have Used Several Strategies to Provide Arts Education

However, Some Struggled with Decreased Budgets and Competing Demands on Instruction Time

District Officials and School Principals Have Used Several Different Strategies to Provide Arts Instruction

Officials Report That the Main Challenges to Providing Arts Instruction Have Been Decreased State or Local Funding and Competing Demands on Instruction Time.

Officials Report That When Trade-Offs Involving Funding or Instruction Time for Arts Education Had to Be Made, the School Principal Made the Decision.

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

ISBN:

1-61728-436-X