Texas Trends in Art Education, Volume 3, Number 1, Fall 1985 Page: 5
This periodical is part of the collection entitled: Texas Trends in Art Education and was provided to The Portal to Texas History by the Texas Art Education Association.
Extracted Text
The following text was automatically extracted from the image on this page using optical character recognition software:
President's Message
During the 35 years of TAEA's existence, much has been done by
members to improve art education in the state. Now let's not be
misled by current criticisms citing studio art, teacher education, or
other single practices for the low status of some art programs. Such
global statements, often without substantive data, rationales, and
models, are too simplistic. They ignore important contributions that
have been made to the overall improvement in art education during
the past decades and confuse issues being put before the public.
As education becomes more complex and emphasis is placed on
accountability, we must acknowledge that changes need to take place
in art instruction if we are to fully realize the goals outlined in new
curriculum mandates. (See following "Curriculum Revision.") In
fact, as changes take place in all curriculum areas, we have been
given what may be a brief opportunity-to develop art programs of
great substance.
As professional art educators, you are to be complimented for
your hard work and dilligence in helping to develop a new compre-
hensive curriculum. Indeed, this curriculum has become the focus of
art instruction in all Texas schools, as evidenced by current develop-
ments in textbook adoptions, inservice training, teacher education,
and assessment.
Our pursuit of excellence in art education, however, does not
rest merely in mandates and State Board of Education rules. While
these provide an important base from which we'll work, other impor-
tant tasks lie ahead. Opportunities to develop strong visual arts
programs are now pressing: to provide basic learnings in and through
the discipline of art and to establish programs that will remain through
subsequent review and evaluation.
Each of us, as division members and as individuals, has a most
important role in the development of quality art programs, through:
(1) development of meaningful goals,
(2) organization of resources, and
(3) the development of effective assessment instruments.
Using the essential elements as a guide, we must devise worth-
while goals and objectives that communicate the importance of our
discipline to students, administrators, and the community. We must
not treat these superficially. Rather, objectives that specify impor-
tant learning in art, that are both cognitive and affective in nature
and fundamentally sound must be included. We know that quality
experiences require thinking and feeling, which in reality are not
separated as neatly as in the written essential elements. Research
identifies art as an important aid to the student's development of
language and communication. Art enables us to gain meaning and to
form concepts from our experiences. In turn these experiences can
be effectively communicated through both expression in and re-
sponse to art, allowing us to share our feelings and ideas with others.
Curriculum materials and course content must reflect quality experi-
ences in cognitive and affective areas and must be well written and
easily understood. Thus, we must develop and maintain effective
rationales and practices, while working to improve those components
that are ineffective and include those that are missing. We can ac-
complish this by comparing current practices with new theories and
mandates in art.
We must also develop and refine our assessment in the visual
arts, basing evaluation on specific goals and objectives. Account-
ability can more easily be articulated in this way. General education
goals, related to the essential elements, serve as the basis of sub-
stantive evaluation. We must assess student progress and program
effectiveness through ongoing evaluation to determine if those quali-
ties stated in the essentials are being achieved. A variety of quality
measurements, including tests, must be utilized and results commu-
nicated to decision makers.
By actively pursuing our stated goals and objectives through
better organization and use of all our resources, the impact of art
education can be expanded. You represent a wealth of capable and
dedicated art educators in this state. But our efforts must be coordi-
nated among university/college (research/teaching), supervision, mu-Jeanne Rollins
seum, and elementary and secondary school (practice) personnel if
we are truly to improve instruction.
While we work together to develop art programs of exceptional
significance, parents, administrators, and policy makers must be en-
listed to advocate quality art education programs for all students.
These persons are often untapped sources of support. Through the
leadership of art educators, effective networks can be organized for
obtaining broad-based support that in turn will strengthen visual art
requirements and instruction at all levels. Desired changes, such as
an increase in minimal time allotments for instruction in prekinder-
garten through Grade 6 and requirements for college entrance, to
name but two, can result from such organized efforts.
None of these tasks are simple. All require careful planning and
continuous development and must be designed with the student
clearly in mind. Our purpose must be to enable students to expand
their capacities to the fullest. I am not minimizing the amount of
work this effort will require. The coordinated development of quality
art programs will be both frustrating and gratifying. It is this search
for meaningful content, however, with all its possibilities, that makes
our careers so rewarding. I have no doubt of the sincerity and willing-
ness of Texas art educators to improve art instruction for all students.
Recent actions have proved we possess the talent and expertise
to achieve important goals. I challenge each of you to become per-
sonally committed to the improvement and expansion of art educa-
tion and to take advantage of current opportunities to revitalize
programs throughout the state. Each of us must work together to-
ward identifying and carrying out goals that will ensure the excel-
lence in art education that we know is possible. What will you do this
year to improve instruction for students through art education?
CURRICULUM REVISION
Texas was the first state to mandate a well-
balanced curriculum that includes essential ele-
ments of art instruction for each grade level, pre-
kindergarten through Grade 12. Developed and
refined by professional art educators throughout
the state, the essential elements represent a cul-
mination of the best in contemporary art educa-
tion thought and practice. The essential elements
for all grade levels are:
(1) awareness and sensitivity to natural and man-
made environments,
(2) inventive and imaginative expression through
art materials and tools,
(3) understanding and appreciation of self and
others through art culture and heritage, and
(4) aesthetic growth through visual discrimination
and judgement.
The essential elements in art establish important
concepts and goals for the improvement of art in-
struction. Accompanying subelements identify a
minimal scope and sequence to be taught in each
grade. Together, the elements and subelements
provide a general framework from which local dis-
tricts design meaningful art programs for students
differing in interests, backgrounds, and educa-
tional needs.
The essential elements are to be imple-
mented by all school districts in the 1985-86
school year. With the 1986-87 school year, stu-
dents will be required to demonstrate an accept-
able mastery of the essential elements to earn a
grade of 70 or above.
Jeanne Rollins is President of the Texas Art
Education Association and State Art Consul-
tant for the Texas Education Agency.TRENDS / fall 1985
I
Upcoming Pages
Here’s what’s next.
Search Inside
This issue can be searched. Note: Results may vary based on the legibility of text within the document.
Matching Search Results
View five pages within this issue that match your search.Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Periodical.
Texas Art Education Association. Texas Trends in Art Education, Volume 3, Number 1, Fall 1985, periodical, Autumn 1985; Dallas, Texas. (https://texashistory.unt.edu/ark:/67531/metapth279681/m1/7/?q=architectural+drawings: accessed July 18, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Texas Art Education Association.