[RE: NAEA Presentation] Page: 4 of 6
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03/22193 09:55 U616 857 4741 GETTY CENTER t 004
The Center began supporting these projects in 1987 to: .I.
encourage the adoption of DBAE by~ critical mass of school
districts aaron the countrvr and (21 to stimulate the development
of now forms of DUAE. In accordance with the original funding
guidelines, these institutes were developed and are overseen by
consortia of school districts. universities, art museums and other
arts and education organizations; and are required to Math the
Center's annual grant funds.
The consortium notion has leveraged the creation of SLIDE 6
grassroots infrastructures to support DBAE in each of the regions.
SLIDE 4. The matching grant requirement has leveraged more than $5
and one-half million dollars in matching funds to date with more
than $2 million of that provided by participating school districts
and the rest from foundations and corporations, state agencies,
universities, and others.
Together, the institutes are one of the Center's most significant
outreach programs. SLIDE 3. They are working with more than 221
school. districts, reaching thousands of teachers and SLIDE 3
effecting close to 1 million students K-12 and are engaged in work
at the local and regional levels that the Center is doing at the
national level. SLIDE 4. These activities include: partnerships
with colleges and universities to change the way teachers are
taught; theory development to refine a variety of forms of DEAR;
staff development to prepare teams of teachers, art specialists and
administrators to implement DBAE in classrooms K-12; advOay for
DBAE with school boards, parents, funders, legislators and others;
R & D to create new ways to assess student learning in DBAE; and
innovative projects to use new technologies, like teleconferencing
in their work.
Once the programs were selected and funded, we strongly encouraged
the Institutes to create their own versions of DBAE and to find and
nurture relationships with art educators, artists, art historians,
art critics and aestheticians in their own regions so that the
network of DBAE leaders and experts would grow. This is another
area in which they've been very successful.
We believe, and the cross-site evaluation bears this out, that the
Institutes are terrifically important centers for the development
and evolution of DBAE. In fact, through their diverse activities,
they've become SLIDE living laboratories for the theory and
practice of DBAE.
One of the most important results of the Regional Institute project
is the vital contribution that K-12 art teachers and elementary
general classroom teachers are making to the continued development
of DBAE theory and practice. I'd like to ask Brent Wilson to tell
you more about his findings regarding their contribution.2
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18616 857 4741 GETTY CENTER
2004
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Rosenberg, Vicki. [RE: NAEA Presentation], letter, March 22, 1993; (https://texashistory.unt.edu/ark:/67531/metadc1051185/m1/4/: accessed July 17, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting UNT Libraries Special Collections.