In the spring of 1998 the North Allegheny Art Department presented a Report to the School Board detailing the results of an extensive Curriculum Review. This Review will provide a blueprint for the department over the next few years. The following is a version of the report adapted for the web.

TABLE OF CONTENTS

Title Page

Chairpersons and Committee Members and Community Members

Co-Chairperson's Comments
Dr. Paul Chmara-Cooperating Admistrator
Mr. Jim Reinhard-Art Department Chair

Findings, Conclusions, Recommendations

Future Impact

Appendices:

A - Philosophy, Goals, Scope & Sequence

B - Visitations

C - Surveys

D - Symposium

E - Interviews

F - Summary of Literature Review

G - Web Sites and CD Titles

H - National Standards and Arts Education Assessment Framework

I - Community Members' Comments

J - Summary of Selected Pilot Projects

K - Impact of Art on SAT Scores

L - Regional Cultural Resources

M - Nine Block Grid and Affinity Diagram

N - Multi-Media Class - Best Practices Site

O - Consumable Budget History

P - Art Enrollment History

Q - States Adopting Standards and Graduation Requirements

R - Programming Data Art Room

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CURRICULUM REVIEW COMMITTEE MEMBERS

DR. PAUL CHMARA, CO-CHAIRPERSON

PRINCIPAL, INGOMAR ELEMENTARY SCHOOL

MR. JIM REINHARD, CO-CHAIRPERSON

ART DEPARTMENT CHAIRPERSON, NORTH ALLEGHENY SENIOR HIGH SCHOOL

Mr. Wes Buterbaugh Art Education, NASH

Mr. Jim Reinhard Art Education, NASH

Mr. Ron Tenace Art Education, NASH

Mr. Paul Zellem Art Education, NASH

Mr. Frank Dileo Art Education, NAIHS

Mr. Dave Hawbaker Art Education, NAIHS

Mrs. Beth Boucek Art Education, CMS

Mr. Max Marks Art Education, CMS

Mr. Ted Simanek Art Education, CMS

Mrs. Carol Bradley Art Education, IMS

Mrs. Marlene Paulick Art Education, IMS

Mrs. Murley Kight Art Education, MMS

Mrs. Deborah Kline Art Education, MMS

Mrs. Cynthia Marks Art Education, BW

Mrs. Helen Croft Art Education, Espe, Hosack

Mrs. Jana Pinkerton Art Education, Franklin

Mrs. Lee Knapp Art Education, Ingomar, Franklin

Mrs. Suzanne Carson Art Education, Hosack, Peebles

Mrs. Francie Cech Art Education, Hosack

Mrs. Margie Jester Art Education, Marshall Elementary

Mrs. Kathy Slowik Art Education, Marshall Elementary

Mrs. Debbie Devine Art Education, McKnight

Mrs. Nancy Moore Art Education, McKnight

Ms. Linda LeDonne Art Education

Mrs. Marion McCormick Special Education, Marshall Elementary

Ms. Heidi Rottinghaus Student Teacher, Penn State University

Mr. Lyn Yount Community Representative

Ms. Ellen Kay Community Representative

Mr. Campbell Witherspoon Community Representative

Well before a child learns to read, he learns to use non-verbal symbols to connect experiences. As our children grow, they continue to add to the quality of their created images. It has been shown that art experiences have a strong relationship to language competence.

The Getty Education Institute for the Arts further defines literacy in the arts as a way "to understand other subjects not only because of the thinking skills they engender but because of the metaphors they can provide as links to other areas of learning." Within our curriculum recommendations we are investigating the integration of disciplines as a method of bringing together a common theme for building student competence and providing fuller meaning.

It was through my teaching of art that I better understood how students learn to convey ideas, feelings and emotions by creating their own images and performing dance, music and drama. They learned to understand the cultural messages that were in their art pieces. They also learned to analyze, critique and create conclusions about what they see and hear. The arts have their own language that share meaning beyond words. Many educators believe that it is a separate type of intelligence. When students analyze the meaning of an art piece, they are expanding their capacity to reason, to make connections, and to imagine.

When this opportunity to further investigate how we teach art came about, I readily volunteered to serve on the Art Curriculum Review.

Our process began two years ago with the entire art staff by incorporating some Tools of Total Quality into the review process. These tools helped define the initial directions for its research. We then examined the last art review and present curriculum to begin an ongoing literature review. In addition to our literature review, we also solicited the perceptions of the North Allegheny community to better meet the needs of our clients. We accomplished this through phone interviews, school site visitations, symposium, student focus groups, face to face interviews, and surveys with students, graduates, parents, school board members, educators, administrators, practicing artists, galleries, museums, businesses, universities, and colleges.

We used this knowledge along with prior knowledge of art education's four strands. Art Production, Aesthetic Appreciation, Art Criticism and Art History in formulating this document.

When reviewing these recommendations I ask that you keep in mind the statement made by David Fisher, Chairman of the Board for the Capital Group Companies, Inc. He stated, "Businesses need more than the traditional "3 R's" in education to have a competitive edge in the twenty-first century. Add the arts as the "fourth R" to the educational mix and watch students develop into adults who think creatively, have higher communication and interpersonal skills, work flexibly across disciplinary boundaries, understand the multicultural dimensions of our world and possess a technological competence needed for the information age."

In closing, I would like to personally thank all of the committee members who immersed themselves into this curricular review process. Not only were they involved in the curricular work, but they managed to put together some excellent displays of student work, began collaborative teaching efforts and effectively managed their resources. They are a professional group that worked well beyond the assigned day. They do this because of their belief that a strong arts program will prepare our children to reach their fullest potential in this ever changing world.

At the outset of our study I chose first to consult not with a great artist or art educator but with a great lawyer; not to consider my legal options, but to gain an understanding of art's place in overall learning. My conversation with John Murray, President of Duquesne University, and former Dean of the University of Pittsburgh Law School reinforced an understanding I have long held...the arts are essential and integral for the person and the society to function and to thrive. The ways that this is significant for Art Education at North Allegheny Schools will be explored in this report.

Ten years ago, after many years of focus on child centered creativity, art education recognized the need for more direct attention to the experience and study of art in a historical and critical context. Our response at North Allegheny was to strengthen the history, criticism and aesthetic appreciation strands. At this juncture we recognize the need to further integrate and articulate those strands in our curriculum.

In the ten years since our last review, significant research has shed light on the function of the mind, the nature of intelligence, and the way we learn. Experience and study of art has been shown to be essential and integral to the overall development of the learner. The art department will study and implement ways to more directly address these issues in our curriculum. Attention will be focused on the development of higher order thinking and on reintegrating the disciplines of artistic inquiry to those of scientific inquiry.

With the understanding of the central role of art study in a general education, the need for standards and assessment has emerged. National and state standards in the arts have been established and adopted by a growing number of states and districts. These standards have the potential to raise the overall achievement in the arts and heighten the impact of the arts on the overall growth of the learner.

Much exciting work has been done in the assessment of student achievement in the broader scope of discipline-based art education. The art department will investigate and implement assessment tools to meet our wide goals.

Converging with these new understandings of thinking and learning are new means of communicating ideas and information that are perhaps as revolutionary as Gutenberg's press. The microprocessor and the Internet offer a multi-modal means of communication that integrates images with sound, data, and language. These technologies present a challenge to be literate in the understanding and manipulation of images, a challenge well met in the art classroom. Art is a highly evolved and richly varied means of perceiving, understanding and communicating. It is a truly universal language.

Our current resources; personnel, facilities, materials, equipment and regional arts assets, have served to provide an exemplary arts program. Our desire is to judiciously augment and improve these resources to maximize their value in delivering a continuously improving curriculum. We owe it to our students and our community to contribute to an understanding of where the arts fit in our lives and how they are essential and integral to our growth, well being, and success.

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FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

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PROGRAM AND CURRICULUM

RECOMMENDATIONS:

1. Adopt the philosophy statement goals and scope and sequence proposed by the Art Education Department which support the four strands: Art Production, Aesthetic Appreciation, Art Criticism, and Art History.

2. Study and develop ways to further integrate and articulate the four curricular strands including piloting, evaluating and sharing new units, and learning activities.

3. Study and develop ways that visual art experience is integral to the overall educational development of the student, focusing on the ways that visual art is complimentary to other disciplines. This will include further study of the literature, study of exemplary programs, work with specialists in other disciplines, and investigation of a multi-disciplinary course on the high school level.

CONCLUSIONS:

1. An exemplary visual art curriculum should integrate and articulate the disciplines of Art Production, Aesthetic Appreciation, Art Criticism, and Art History.

2. An exemplary visual art curriculum should promote the development of higher order thinking, problem solving, and divergent thinking.

3. An exemplary visual art curriculum should develop visual literacy skills including perception/interpretation skills, imagination/thinking skills, and communication/expression skills.

4. The current four curricular strands provide an essential framework for instruction and reflect the major disciplines of the art world.

5. Media based elective courses in the high school provide the student with the opportunity to work to their

strength and interest while addressing important art objectives across the four strands of the curriculum.

FINDINGS:

1. Board members expressed a desire for significant learning in the visual arts across the strands and in relation to other disciplines. (Appendix E)

2. Symposium speakers called for a reintegration of learning that emphasized the unique contribution of the visual arts to a student's visual development. (Appendix D)

3. The CEEB sites significantly higher SAT scores among students who participate in and study the arts. (Appendix K)

4. Research literature describes extensive and fundamental links between the disciplines of art, science, math, and the humanities (Appendices F & D)

5. The school reform movement places the study of the arts within the core curriculum. (Appendix F)

6. Art is described as a highly evolved means of communication that demands perceptual, intellectual and expressive skills. (Appendix D)

7. A high percentage of liberal arts colleges considers all the curricular strands important to the preparation of its students. (Appendix C)

8. 88% of the surveyed school districts implement the four curricular strands. (Appendix C)

9. 66% of the surveyed school districts place strong emphasis on Art History, Art Criticism and Aesthetic Appreciation using thematic units and historical studies as the basis of instruction. (Appendix C)

10. 56% of the surveyed school districts integrate visual arts with other art forms. (Appendix C)

11. 100% of the respondents to the survey of artists, galleries, business, and industry associate participation in the arts with higher order thinking and problem solving skills. (Appendix C)

12. 80% of the respondents to the survey of artists, galleries, business, and industry advocate required courses in art. (Appendix C)

13. National and state standards emphasize the articulation and integration of the four strands.
(Appendix H)

14. Community representatives that took part in the review identified art learning as integral and essential to overall intellectual development. (Appendix I)

15. The National Art Education Association, the Getty Institute, and several state frameworks emphasize integration and articulation of the four strands.(Appendix F)

16. It is observed that contemporary communications media is increasingly reliant on visual imagery and symbols requiring greater visual literacy. (Appendices G & D)

17. Experts identify visual perception, visual thought and visual expression as essential elements of visual literacy. (Appendix F)

18. Research shows that visual intelligence is an important realm of intellectual activity and is uniquely developed by the visual arts. (Appendix F)

19. Exemplary programs utilize a broad media based elective course structure in high school. (Appendices B & C)

20. The parent survey indicates strong support for learning in the four strands, for creative problem solving, for visual literacy, and for integration with other disciplines through a "hands on", art production approach. (Appendix C)

COMMUNITY ARTS RESOURCES AND PARTNERSHIPS

RECOMMENDATIONS:

1. Utilize the extensive cultural resources of the region through partnerships, residences, museums, gallery and studio visits. Provide fundamental resources for planning, travel, implementation, and coordination.

2. Cultivate partnerships with business and industry to seek support for special projects in art.

3. Provide support for the established Traveling Art Gallery program including maintenance and upgrading of prints, program coordination, and follow-up visits to the Carnegie Museum of Art.

CONCLUSIONS:

1. The use of the extensive cultural and artistic resources of a region can greatly enhance learning in the arts.

2. First hand experience of art and artists greatly enhances learning in art.

3. Collaboration across disciplines, cultures, and generations enhances learning, understanding, and cooperation.

FINDINGS:

1. The North Allegheny art faculty note the success of museum visits, artist residences, collaborations, and partnerships when integrated with the curriculum. (Appendix J)

2. The art studios show significant enhancement of the study of art provided by planned and integrated field trips, artist residences, and other partnerships. (Appendix F)

3. Many on-line opportunities exist for cooperation with institutions, artists, galleries, and special projects. (Appendix G)

4. Exemplary art programs utilize partnerships with cultural institutions. (Appendices F, B, & C)

5. Museums and galleries have a wide array of educational outreach programs and personnel.
(Appendix L)

6. There are extensive cultural institutions, an active arts community, and a wide array of arts-related businesses in the region. (Appendix L)

7. The Traveling Art Gallery program at North Allegheny has effectively utilized parent volunteers to augment the study of Art History in our elementary buildings. This program has been modeled after successful programs throughout the country. (Appendix J)

CLASS SIZE

RECOMMENDATIONS:

1. The Art Department should cooperate with existing and proposed committees studying class size by providing data on the impact of enrollment numbers on safety and learning in art classes.

CONCLUSIONS:

1. Art classes are impacted by class size in the ways outlined in the sited studies and by safety, equipment, and facilities issues.

FINDINGS:

1. Art class enrollment in exemplary programs is determined by issues of student performance, safety, and availability of workstations and equipment. (Appendices B & C)

2. Studies show:

A. Reduced class size and pupil achievement are associated. This study recommended that (19) students in the elementary classes, and (22) in the secondary classes were the pivotal points for student achievement. (Appendix F)

B. Smaller class size increases positive student attitudes and promotes a higher quality of classroom instruction, which affects both students and teachers. (Appendix F)

3. On Integrated Arts Day in the larger elementary schools, only two Art teachers, two Music teachers, and two Physical Education teachers are available to instruct the students for the special subjects. In a situation similar to Marshall and McKnight, where a grade level consists of seven or eight sections, those students must be grouped together so that they will become six sections to meet with the six available teachers. The children in the seventh and/or eight sections (ex. 2F and 2G) are divided up among the other six classes. This results in:

A. A class size that is over the North Allegheny recommended size.

B. Art projects that must be started and completed in one class period.

C. Younger students often being disoriented when they find themselves in an unfamiliar class. In these unique situations, more special area teachers are needed to instruct these children.

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BUDGET

RECOMMENDATIONS:

1. Regularly review inflationary effects on the consumable budget and make recommendations to support the art curriculum across grade level and buildings.

2. Monitor and improve the logistics of the bid process by updating and refining descriptions of items in the commodity catalog and streamlining the current low bid vendor process.

3. Provide opportunities to assess current and new art products, tools, and materials in order to enhance and to improve the efficiency of budget purchases, as well as to keep abreast of safety issues of such products.

CONCLUSIONS:

1. Review of inflationary effects on the budget now and at regular three year intervals would maintain purchasing power and effectively support the curriculum to the benefit of all clients.

2. Updating and refining descriptions should result in more effective use of the bid system and insure accurate low bids on commodities. Analyzing and streamlining low bid awards would certainly assure a more cost efficient use of employee services. More precise descriptions of commodities will assure quality and value.

3. Periodic opportunities to evaluate vendors' products enable well informed and judicious purchasing of materials.

4. In order to support the delivery of the planned art curriculum in each building, budgeting for consumable supplies should be consistant across elementary buildings.

FINDINGS:

1. Buying power has decreased through inflation. Cuts in consumable budgets in some buildings have made it difficult to support aspects of the curriculum. (Appendix O)

2. Packaging changes have outdated product descriptions in the commodity catalog providing vendors opportunities to substitute sometimes inferior or unsatisfactory products. This results in ineffective use of teacher time involved in return of these products and disruption due to reordering. This usually results in higher costs for reorder materials at non-bid prices.

3. The low bid vendor process is cumbersome and time consuming.

4. New products enter the market regularly. Some are very competitive with current products and sometimes offer a much better value.

5. Some inconsistency exists in the budgeting for consumable supplies per student for the art program among elementary buildings. (Appendix O)

6. The literature, the National Art Education Association, survey and visitation results support an emphasis on art production in a wide range of art media as the best approach for learning in all strands. Adequate consumable art materials are necessary for this approach. (Appendices B, C, F)

STANDARDS AND ASSESSMENT

RECOMMENDATIONS:

1. The National Standards for Art Education in Visual Art should be adopted as an overall guide to the development of the North Allegheny Art curriculum.

2. Develop a means of assessment which better fits the four strands of our curriculum which includes: Art Production, Aesthetic Appreciation, Art Criticism and Art History. Assessment tools to be investigated would be portfolios, journals, interviews, critiques, essays, tests, quizzes, games, and rubrics.

3. Provide inservice training for the North Allegheny art staff to develop assessment tools.

4. In order that all students graduating from North Allegheny Schools will meet the competencies for 12th grade students set forth in the National Standards, a graduation requirement of one credit in the fine arts should be investigated.

CONCLUSIONS:

1. It is important to investigate the wide variety of assessment tools that are currently being developed by other individuals and organizations in order to assess our curriculum.

2. National and State Standards provide a significant guide for the development of local art curriculum.

3. National Standards provide a common set of goals for student achievement to be aspired to nationally.

4. All students graduating from North Allegheny Schools should achieve the competencies set forth in the National Art Standards.

5. All students benefit from the study and experience of visual art.

FINDINGS:

1. Standards have been developed for the visual arts on the National level by the consortium of National Arts Education Associations. (Appendix H)

2. Pennsylvania Department of Education is developing an assessment tool called the Pennsylvania Assessment through themes to determine if the state visual arts standards are being met. (Appendix F)

3. The National Assessment of Educational Progress is designed to measure achievement against the National Visual Arts Standards. (Appendix H)

4. There is substantial research in professional literature on alternative means of assessment of student achievement in all four strands: Art Production, Aesthetic Appreciation, Art Criticism and Art History. (Appendix F)

5. There are many ongoing initiatives to develop assessment in the arts. Exemplary school districts are currently utilizing a variety of assessment tools for art by using process portfolios, journals, essays, quizzes, interviews, and critiques. (Appendices C & F)

6. Symposium speakers endorsed the adoption of National and State Standards. (Appendix D)

7. 80% of parents surveyed indicated it was important to essentially meet or exceed National Standards.

(Appendix C)

8. Members of the School Board indicated interest in the meeting of external standards in art. (Appendix E)

9. These voluntary National and State Standards have been adopted in 36 states. (Appendix F)

10. Members of the arts staff have been instrumental in developing the standards and assessments.

11. Members of the Board of School Directors raised the concern for meeting National Standards and the possibility of an art graduation requirement. (Appendix E)

12. SPLC members raised the concern that the general student population have available, accessible art classes in which the non-artist could learn and excel.

13. 80% of the states have some form of graduation requirement in the fine arts or have adopted standards for graduation in the fine arts. (Appendix Q)

14. Student focus groups suggested a fine arts graduation requirement. (Appendix C)

ART AND TECHNOLOGY RESOURCES

RECOMMENDATIONS:

1. Equip each elementary and middle school art room with a multimedia computer work station with Internet access, CD Rom, appropriate software, and class presentation capabilities with image acquisition and output.

2. Expand art research resources with appropriate art CD Roms and art software.

3. Equip each high school art classroom with a multimedia work station with internet access to support research and creative work as recommended by the Computer Task Force and the Secondary Facilities study.

4. Upgrade the Intermediate High School art lab to include twenty student work stations with appropriate peripheral devices and software to support existing approved courses in art and music technology as recommended by the Computer Task Force and the Secondary Facilities study.

5. Complete the upgrading of the art computer lab at the North Allegheny Senior High to include twenty student work stations with appropriate software and peripheral devices to support existing approved courses in art and music technology as recommended by the Computer Task Force and the Secondary Facilities study.

6. Design and implement Staff Development training to support expanded use of art technology in cooperation with the district technology coordinator and Staff Development.

CONCLUSIONS:

1. Ready access to the vast resources of the Internet, access resources on the CD Rom, and the ability to communicate and to collaborate interactively with the community of art scholars will support the four strands of our discipline based integrated curriculum.

2. An in-class work station will enable whole class, small group, and individual student/staff research.

3. Current courses offered in art and music technology including multimedia arts, electronic music and the technology portions of many other art courses offered require an upgrading of equipment to reach their full potential.

4. Computer aided new media technology pervades the areas of fine arts, video production, web design, publishing, design, and architecture. These applications place some of the highest demands on computer capabilities.

5. The use of the computer as a communication tool in desktop publishing, web page authoring, and image manipulation is emerging as a basic skill for all educated people and requires the specialized design knowledge and skills acquired in the art classroom.

6. Direct experience with computers and other contemporary media enhances the critical analysis and understanding of these media.

7. The use of the computer in art production enhances flexibility, fluency, and elaboration of thinking and aesthetic judgment.

FINDINGS:

1. Art, artists, museums, galleries, professional arts organizations, art scholars, archives, universities, and other students are accessible through the Internet. (Appendix G)

2. A wide range of art information and imagery is available on CD Rom in an organized, informative, easily accessible, and cost effective manner. (Appendix G)

3. Much of the work available on the Internet and CD Rom is not available in printed form, especially contemporary living artists' work. (Appendix G)

4. The two way communication capabilities of the Internet provide opportunities for cooperation and collaboration with a wider community of learners. (Appendix G)

5. On-line publications and exhibitions are accessible through the Internet. (Appendix G)

6. Exemplary art education programs make use of computer technology. (Appendices B & C)

7. North Allegheny has taken a leadership role in the development of art and technology. The multimedia program has been cited as a best practice in the arts program, and faculty have been called upon to present at educator conventions and workshops. (Appendix N)

8. Symposium speakers emphasized the central role of contemporary media technology in art. They also emphasized technology in the art classroom. (Appendix D)

9. Current research in the power of digital information in the classroom states the importance of all students having access to "art-centered network and electronic learning resources where on the recommendation of the teacher or on their own initiative they could access information on content in each of the arts." (See Controlling the Knowledge Base in the Arts: The Keystone of Power in Arts Education. (Appendix F)

10. Art college and university surveys support the belief that education in new media technology should be offered as part of a comprehensive, balanced art curriculum. (Appendix C)

11. Colleges and universities polled stated that preparation in the computer arts ranked third in importance for entry into their programs. (Appendix C)

12. Dr. John Murray, President of Duquesne University, through a phone interview, recommended the use of creative art software as the best way of cultivating higher order use of computers. (Appendix D)

13. The D & L Construction Feasibility study on educational specifications and facility assessment recommends video and computer network access in the art classroom. (Appendix R)

14. 90% of parents surveyed considered the learning of new media technology important, very important, or essential. (Appendix C)

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FUTURE IMPACT

Further development of a curriculum that integrates and articulates the four strands of Art Production, Aesthetic Appreciation, Art Criticism, and Art History.

Further development of a curriculum that integrates and articulates visual art learning with learning in other curricular areas.

Utilization of new media technology in support of Art Production, Visual Literacy and Research.

Cultivation of partnerships with regional cultural resources and institutions in support of the curriculum.

The meeting by all graduates of North Allegheny Schools of nationally established standards for the visual arts.

Improved inventory, bidding and evaluation of materials used to support the curriculum.

Budget

Budget Impact

1998-1999

Curriculum Development (12 Mini-grants) $ 3,600.00

Grade 4 Museum Visits Transportation 700.00 (Recurring budget line item)

TAG Administration 2/10 of a professional staff member

TAG Training (in-service) - Volunteer 1,000.00

TOTAL $ 5,300.00

1999-2000

Complete NASH Fine Arts Computer Lab*

12 MAC Power PC $ 24,000.00

2 Video Capture Cards 2,000.00

1 Large Screen TV Monitor 600.00

Software Upgrades 1,000.00

Upgrade NAIHS Fine Arts Computer Lab*

20 MAC Power PC 40,000.00

1 Video Capture Cards 1,000.00

1 Scanner 250.00

1 Ink Jet Printer 300.00

1 Large Screen TV Monitor 600.00

1 Camcorder 800.00

1 VCR 300.00

Software 6,000.00

Technology Training 3,000.00

Curriculum Development (12 Mini-grants) 3,600.00

TAG Prints and Framing 1,000.00

Artist in Residence 2,000.00

Field Trip Travel 2,000.00 (Including Grade 4 Carnegie Visit)

TOTAL $ 88,450.00

* These labs also support the music program.

2000-2001

K-8 Art Room Work Stations

18 MAC Power PC $ 36,000.00

18 Large Screen TV Monitors 10,800.00

11 24-Bit Color Scanners 2,750.00

11 Ink Jet Printers 3,300.00

Software 8,000.00

Technology Training 1,000.00

Artist in Residence 2,000.00

Field Trip Travel 2,000.00 (Including Grade 4 Carnegie Visit)

TOTAL $ 65,850.00

2001-2002

NASH and NAIHS Art Room Work Stations

6 MAC Power PC $ 12,000.00

6 Large Screen TV Monitors 3,600.00

Software 5,000.00

Artist in Residence 2,000.00

Field Trip Travel 2,000.00 (Including Grade 4 Carnegie Visit)

TOTAL $ 24,600.00

2002-2003

NASH Photographic Darkroom Facility Expansion

12 Photographic Enlargers $ 12,000.00

Darkroom Equipment 1,000.00

K-12 CD Titles and Software 2,600.00

Artist in Residence 2,000.00

Field Trip Travel 2,000.00 (Including Grade 4 Carnegie Visit)

TOTAL $ 19,600.00

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APPENDIX A
PHILOSOPHY, GOALS, SCOPE AND SEQUENCE

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PHILOSOPHY

INTRODUCTION: The following philosophy is a collection of premises which serve as the foundation and guide for art education in the North Allegheny School District. These statements contain a summary of what we believe, which is translated into the goals and objectives of the art curriculum.

1. A visual arts education is essential to the fundamental growth and development of all students. Every child is entitled to and needs an art education. It is fundamental to human experience and a necessary element to a complete, well rounded education.

2. All children are artists. Children of all levels of artistic ability benefit equally from art education. Art should be accessible and inclusive to every child.

3. Art education is a powerful influence in making students more discriminating and more sensitive to the things they see, use, and create. The buildings in which we live and work, the objects we use in daily life, our fashions and entertainment all depend on art. Art helps students make informed, conscious aesthetic judgements and decisions.

4. Art education provides the opportunity for children to visually express their deepest feelings, ideas, and emotions. Helping our children build competence in artistic expression lets students know that what they know, think, feel, and manifest through art is worthwhile. Human beings have a need to convey and represent what cannot be expressed in any other forms of representation.

5. Art education is vital to the development of citizens in our society because it is one of the primary forms of communication. The ability to make discerning evaluation of symbolic communication is critical in preparing children to live in our modern world.

6. The creation of art is a discipline involving a structured creative process. The study and practice of art serves to facilitate important skills including organization, planning, goal setting, research, idea formation, observational skills, creative thinking, and carrying an idea through to a finished product. The visual arts stimulate a behavior of sustained engagement, self-discipline, and persistence that is rewarded in the quality of the product.

7. Art education teaches visual literacy. Because pictorial imagery is at the perceptual root of language, art also serves to further the cause of literacy.

8. The visual arts develop minds. The eye is part of the mind. Art education is the education of vision, which is a form of thinking and a way of knowing. To be able to think visually, to exercise our imagination, to notice nuance, to perceive relationships between part and whole, and to experience the expressiveness of form are acquired mental skills.

9. Art facilitates skills that relate to general education including psychomotor development and critical analysis.

10. Through art, students learn tolerance, respect, attitudes, and values of people of other cultures. Art education fosters in students the capacity to appreciate diversity, sensitizes students to the feeling of others, and helps them understand individual differences.

11. The production and the display of student art is an important component to art education. Production and display of art is viewed as a means to an end and that end is learning. What children learn about art, themselves, and their world through art education is of primary importance.

12. It is extremely important to balance the school curriculum with right hemispheric-style learning found particularly in art. Creative problem solving, the ability to visualize images and outcomes, to think spatially, to tolerate ambiguous solutions to problems, and to seek multiple solutions in non-linear ways are skills that are highly valuable in the work place, in other courses, in preparing for higher education, and in our personal lives.

13. Education in visual art cultivates sensitive perception, develops insight, fosters imagination, and places a premium on well-crafted form. the ability to perceive qualitative nuances, to conceptualize patterns, and the ability to manipulate conceptions imaginatively are skills particularly enhanced through art education.

14. To conceptualize, then to shape media to carry a thought forward enlists and develops a valuable array of our most complex cognitive skills. Technical skills, such as having control and respect of media and learning how to use art tools, while closely related to expression, most often plays a supportive role with art production. The medium, though very important, is not the central concern of creating art. Art media are the vehicles for conveying ideas.

15. In a world of emerging technologies, it is important that students be given the opportunity to become literate in the use and understanding of electronic media as they relate to art.

16. Learning art is a discipline in its own right, and learning art is both sequential and substantive. The content of art education consists of knowledge, understandings, and skills drawn from Art Production, Art History, Art Criticism, and Aesthetic Appreciation. the interweaving of these four strands provide the basic content for an art education at North Allegheny. What we seek is both seriousness and joy, exploration and rigor, effort and pleasure.

a. Art Production is the primary approach to understanding and appreciating the arts through actual engagement in the creative process. By creating art, students become aware of the possibilities and the potential of art aesthetic, of line, shape, color, pattern, texture, space, form, emphasis, rhythm, tension, and symmetry in their own work. It is useful for students to learn as artists who create works of art and come to realize how art is created.

b. Art History provides children the opportunity to discover how art of present and past world civilizations has reflected, communicated, and changed the thoughts, feelings, and beliefs of people, and how art is expressed through content and form. The study of Art History gives students the foundations for understanding how culture shapes art, and how art shapes culture, and the interaction between the two. It is useful for students to understand how art and artists contribute to society and culture.

c. Art Criticism is the study of applying appropriate criteria for responding to and evaluating works of art. Art Criticism is learning to distinguish between subjective, personal judgement and objective criteria by looking at the critic's point of view and methods. This is done toward developing a vocabulary to describe, interpret, analyze, discuss, and compare works of art. It is useful for children to become reflective about the basis for their judgements concerning the quality of works of art.

d. Aesthetic Appreciation synthesizes Art Production, Art History, and Art Criticism to arrive at the position of valuing the artists, the processes, and the products of visual art. Aesthetic Appreciation goes beyond merely "liking" or just enjoying art. It is having a well developed, knowledgeable standard of belief for measuring the purpose, significance, and benefits of art.

17. For the majority of those taking art, it is our desire that their lives will be enriched and improved through art education, that they will become life-long learners and patrons of art, and that they will join in the continuing conversation about the nature and meaning of art in life. It is important to help children discover their aptitudes and interest.

18. For those students who may be career bound in art or art related professions, there must be in place a fully developed and viable art program through which they can progress toward fulfilling their destination. We must provide artistically gifted students with the means to explore and develop their talents and abilities.

19. The content of visual art spans all of life and touches every aspect of human existence. As an integral part of the human enterprise, art is, therefore, central to education and as an integral part of a student's complete education.

GOALS OF ART EDUCATION AT NORTH ALLEGHENY

GOAL ONE: ART PRODUCTION

TO ACQUIRE, ORGANIZE, AND CREATE VISUAL IMAGERY AND SYMBOLS FOR PERCEPTION, THOUGHT, AND EXPRESSION IN THE CREATION OF ART.

1. Exercise a range of problem solving and organizational strategies in the creation of works of art.

2. Manipulate and demonstrate knowledge of art terminology, tools, materials, techniques, and technologies in a craftsman like and safe manner.

3. Choose, organize, and create visual images in time and two and three dimensional space to achieve the desired expression.

4. Make informed aesthetic choices in the creation of art works.

5. Express original perceptions, reflections, ideas, and feelings in a unique and personal manner.

GOAL TWO: ART HISTORY

TO UNDERSTAND THE DEVELOPMENT OF THE VISUAL ARTS AND THE RELATION OF VISUAL ARTS TO HISTORY AND CULTURE.

1. Analyze the use of imagery, formal and stylistic characteristics across historical periods and cultures.

2. Synthesize the relationship among significant works of art, humanities, and science in historical periods and cultures.

3. Apply stylistic approaches, imagery, and working processes of the art and artists of the part to the student's own work.

4. Inform and develop aesthetic perception and response through the study of a wide range of historical art periods, works, and artists.

5. Understand peoples and events of other times and places through their art, artifacts, and creative activity.

GOAL THREE: ART CRITICISM

TO PERCEIVE, REFLECT UPON AND ASSESS THE EFFECTIVENESS AND MERITS OF WORKS OF ART.

1. Identify the intent of artists and purpose of art works to form critical criteria.

2. Apply a range of critical strategies and criteria to the

analysis, interpretation, and evaluation of art works.

3. Compare and contrast works of various artists, periods, and cultures.

4. Apply critical analysis to the students' own works as part of the process of creation and expression.

5. Utilize a wide range of research tools and resources including: the collection of museums and galleries; prints, books, and periodicals; and online resources.

GOAL FOUR: AESTHETIC APPRECIATION

TO UNDERSTAND AND RESPOND TO AESTHETIC QUALITIES IN ART AND THE ENVIRONMENT.

1. Make aesthetic judgments and decisions based on a range of experiences and aesthetic concepts.

2. Identify underlying aesthetic issues in art works and style periods.

3. Understand that there are different responses to works of art, conditioned by previous experiences and aesthetic orientation.

4. Apply aesthetic standards to the full array of man-made objects including art, sculpture, architecture, time based (video film and animation), and electronic media.

THIS IS THE PROPOSED SCOPE AND SEQUENCE FOR ART AND TECHNOLOGY AT NORTH ALLEGHENY SCHOOLS. THE IMPLEMENTATION WILL BE DEPENDANT ON THE AVAILABILITY OF TECHNOLOGY AND TRAINING.

ART TECHNOLOGY

K-5

CREATE SEQUENCE OF IMAGES TO CONVEY A PROGRESSION. (eg. SAD

FACE/HAPPY FACE OR BIG OR SMALL)**

EXPERIENCE COMPUTER MEDIATED IMAGES AS ART WORK**

EXPERIMENT WITH DIGITAL PAINTING TOOLS TO CREATE COMPUTER

IMAGERY**

INVESTIGATE THE IMAGERY, DESIGN ELEMENTS, AND POSSIBLE SOURCES OF INSPIRATION IN ELECTRONIC COLLECTIONS OF ARTISTS' WORK ON THEINTERNET AND CD ROM**

DISCUSS QUALITIES OF COMPUTER GENERATED IMAGES**

CREATE SIMPLE INTERACTIVE SEQUENCE ON ANIMATION WITH ART TOOL

(EG. HYPERSTUDIO)**

DISCUSS DIGITAL MEDIA AS AN ART FORM**

USE THE COMPUTER TO EXPLORE THEME AND VARIATION IN ART PRODUCTION**

USE THE INTERNET AND INTERACTIVE MEDIA TO RESEARCH AND EXPLORE

ART, ARTISTS, AND ART STYLE PERIODS**

DEMONSTRATE AWARENESS AND APPRECIATION OF A VARIETY OF COMPUTER ART GENRE (eg. ANIMATION, INTERACTIVE, VIDEO, GRAPHICS, AND WEB WORKS)**

PUBLISH AND EXHIBIT WORK ON INTERNET**

CREATE COMPUTER-GENERATED IMAGES USING PAINTING AND IMAGE

PROCESSING**

TEST KNOWLEDGE AND UNDERSTANDING OF ARTISTS AND ART WITH

COMPUTER MEDIATED GAMES AND QUIZZES**

COMPILE A COMPUTER BASED PROCESS FOLIO OF STUDENT WORK****

RESEARCH FORMAL EXPRESSIVE AND CONTEXTUAL ELEMENTS IN ARTISTS'

WORK THROUGH THE USE OF COMPUTER**

USE COMPUTER AND INTERACTIVE MEDIA TO DEVELOP A STORY OR SIMPLE

ANIMATION**

**Objective will be experienced by all students upon availability of hardware and software.

***Objective is experienced by students choosing an elective course.

****Objective is optional, depending on teacher.

ART TECHNOLOGY

MIDDLE SCHOOL 6, 7, 8

USE PAINT/DRAW SOFTWARE TO CREATE SEVERAL VARIATIONS OF AN IMAGE BY APPLYING DESIGN CHOICES**

USE CAPTURE AND SCANNING DEVICES TO INPUT IMAGES**

RESEARCH ART AND ARTISTS USING INTERNET AND CD ROM**

USE INTERNET TO PUBLISH AND EXHIBIT**

COMPILE PROCESS FOLIO OF ART WORK AND ART TALK ON COMPUTER****

CREATE A SIMPLE ANIMATION ON COMPUTER SHOWING A PROGRESSION AND STYLISTIC CONSISTENCY**

CRITIQUE ANALYZE AND JUDGE DIGITAL MEDIA USING MEDIA SPECIFIC CONSIDERATIONS**

CREATE AN INTERACTIVE COMPUTER MEDIA PRESENTATION OF ARTISTIC WORKS ON SPECIFIC TOPICS, STYLES, MEDIA**

ACQUIRE VIDEO IMAGES FOR EDITING AND ALTERATION USING CAPTURE AND SCANNING DEVICES**

EDIT DIGITAL VIDEO TO CREATE SIMPLE MOVIES**

**Objective will be experienced by all students upon availability of hardware and software.

***Objective is experienced by students choosing an elective course.

****Objective is optional, depending on teacher.

ART TECHNOLOGY

DRAWING AND PAINTING CLASSES 9-12

RESEARCH ART AND ARTISTS UTILIZING THE INTERNET AND CD ROM***

ACQUIRE, COMPOSE, EDIT IMAGES USING A VARIETY OF COMPUTER SOFTWARE***

CREATE VARIATIONS ON A THEME WHERE THE COMPUTER BECOMES THE SKETCH' MEDIUM***

DESIGN AND CREATE INTERNET PAGES INCLUDING ORIGINAL STUDENT GENERATED IMAGERY***

MAKE INFORMED CRITICAL JUDGMENTS ABOUT COMPUTER MEDIATED IMAGERY***

EXPAND PROCESS FOLIO OF STUDENT WORK AND WRITING***

ART TECHNOLOGY

CRAFT AND 3D ART CLASSES 9-12

UTILIZE INTERNET AND CD ROM TO RESEARCH ART RELATED TOPICS FOR INSPIRATION AND INFORMATION***

CREATE DATA AND IMAGE BASES/PUBLISH AND EXHIBIT WORK OVER THE INTERNET USING TECHNOLOGY FOR 3D OBJECTS***

**Objective will be experienced by all students upon availability of hardware and software.

***Objective is experienced by students choosing an elective course.

****Objective is optional, depending on teacher.

ART TECHNOLOGY

INTERACTIVE MULTIMEDIA COURSE 9-12

CREATE 2D AND 3D ANIMATION USING ORIGINAL IMAGERY AND IDEAS***

CREATE ORIGINAL DIGITAL IMAGES USING PAINT, DRAW, AND PHOTO

EDITING SOFTWARE***

CAPTURE, EDIT AND PROCESS DIGITAL VIDEO***

RESEARCH ART, ARTISTS AND OTHER RELATED TOPICS USING THE INTERNET AND CD ROM***

EXPRESS ORIGINAL IDEAS AND INSIGHTS IN THE FORM OF INTERACTIVE MULTIMEDIA, ANIMATION, DIGITAL VIDEO, AND WEB PUBLISHING***

**Objective will be experienced by all students upon availability of hardware and software.

***Objective is experienced by students choosing an elective course.

****Objective is optional, depending on teacher.

ART TECHNOLOGY

PHOTOGRAPHY 11-12

ACQUIRE, ALTER AND EDIT DIGITAL PHOTOGRAPHIC IMAGES***

CREATE INTERACTIVE, PAGE LAYOUT AND WEB PAGE PROJECTS WITH A

PHOTO EMPHASIS***

RESEARCH PHOTOGRAPHIC ART, ARTISTS, AND TECHNIQUE ON THE

INTERNET***

CRITIQUE DIGITAL PHOTOGRAPHIC ART***

**Objective will be experienced by all students upon availability of hardware and software.

***Objective is experienced by students choosing an elective course.

****Objective is optional, depending on teacher.

Participant: Mr. Jim Reinhard

PITTSBURGH HIGH SCHOOL FOR THE CREATIVE AND PERFORMING ARTS (CAPA)

CAPA is the Arts Magnet School of the Pittsburgh Public Schools. Students who attend are interested in pursuing professional careers in art, music, drama, and dance. Students attend academic classes on site in the morning and study arts in the afternoon. Though students are focused on particular art courses they take instruction in other art disciplines. The academic performance of the CAPA students has been shown to be the highest in the school district. The student population is ethnically and economically diverse.

Faculty are certified in their respective specialties and also working professional artists. There are also many opportunities to interact with artists and the arts community through artists in residence, gallery study, museum visits, and collaborations with professional artists. Partnerships with cultural institutions, Carnegie Museum, Pittsburgh Center for the Arts and the Manchester Craftsman's Guild supplement instruction. Arts classes meet for extended periods of time.

The climate of the older building is informal and functional with art displayed throughout the hallways and studios. Studios are functional, well equipped, well used with more of the ambience of the artists studio than the school classroom. Students are relaxed yet purposeful in their pursuit of their work. Individuals or small groups are working on a variety of activities including gathering of resources, making sketches, viewing art work, learning technology and working on individual projects.

An afternoon visit to the art and technology class taught by Dennis Childers revealed a wide range of activities. The ten students viewed a feature film using high tech techniques, worked on internet home pages, created animations, captured images for a video piece, and edited a video digitally. Mr. Childers was available as needed to answer questions and give direct instruction as needed.

In discussion with students they were eager to discuss their work, showed great feeling of ownership and were technically knowledgeable. There was a sense of doing 'real' work in the arts as collaborating artists rather than academic exercises. The room was filled with images and remnants of art pieces, installations and performances. The technology equipment included analog video cameras, camera stands, lights, and editing equipment. Intel based computers including digital video and picture editing equipment, access to the internet, and an internet server. A flatbed scanner and dye sublimation and inkjet printer were available.

The painting studio was filled with large scale student work in oil and canvas on easels. Ventilation was adequate for this type of work supplemented with opening windows. Student work indicated a wide range of style and subject matter and was supported by sketches, studies and research. The ambience was, once again more of the professional studio than of the classroom.

Summary of Scranton Visitation

Date: December 8, 1997

Observers: Helen Croft

Kathy Slowik

Student Number: 440

Architecture: Open Classroom

Demographics: Lower to Middle class population

McNichols Plaza Elementary School is involved in a continual integration project, encompassing a year-long thematic unit entitled Seeds, Seasons and Celebrations. The nucleus of the project being a garden by which the school integrates Science, Math, Social Studies and Fine Arts. The program is currently in it's fourth year.

The Framework of the project includes the following philosophies:

* Belief in the integration of curriculum that views the art as an essential core subject.

* Belief in teacher collaboration with administrative support.

* Belief in the School/University Partnerships.

Teacher representatives from Kindergarten through Fifth grade with the inclusion of the Library, Art and English As A Second Language Teachers, comprised this team. Grants were provided by Keystone Integrated Framework and the Pennsylvania Council for the Arts to assist the implementation of this integration program. The grants provided the opportunity for a partnership to form between the school and Eberhart Museum whereby materials and resources are shared and field trips made possible on a frequent basis and without the transfer of funds. The team is provided with the time and resources to plan a cohesive year-long theme with sensitivity to the diversity of the unique population. Common planning time is provided weekly, community involvement is solicited, and visiting artists utilized.

The art room is located in close proximity to the gymnasium and music areas to better facilitate unique scheduling concerns. The art room contained two large wet areas; one for the cleaning of art supplies and materials, the other for student use. An extensive collection of prints from Sherwood as well as an instructional package, Art Works, by Holt Reinhart and Winston, were part of the program's resources. They include Teacher's guides, numerous overheads and reproducibles.

The Art Teacher, Mrs. Beth Burkhauser, was the driving force in the initiation of the program and Integrated Curriculum at McNichols Elementary. Mrs. Burkhauser, together with the team, advocate the benefits of the educational experience. Through integration which they have witnessed the evidence of their students enthusiasm and increased performance levels.

Summary of Mentor Visitation

Participants:
David Hawbaker, Jim Reinhard

High School Course Structure.

Fine Art - I, II, III, IV9, 10, 11, 12 Full Semester

'Mini Course' - 1/2 year

Drawing

Painting

Jewelry - Average class size 23-24

Ceramics Offering called Independent Study

Printmaking Scheduling very flexible

Sculpture

Commercial Design Appreciation

Photography

(Art Foundations)

District is growing.

Elementary art teacher do not have a classroom.

Jr. High 7, 8, 9 do have art rooms.

Ohio Art Education Association

Mentor does not have an art requirement in their School District.

Bond issue for a fine art facility passed and they built an addition to the building.

Good community support for the arts.

Every student gets art K-8.

K-6 once a week 50 minutes.

Every day in Jr. High.

High School 5 full time art teachers.

5 classes each.

2 rooms dedicated.

3 rooms are shared.

Art History and Appreciation is included unit by unit in the Studio Art environment.

Art materials:

Mentor is in a consortium with many other schools in Cuyahoga County to bid on materials. The art teachers have found that this does not work.

The art chair is given a budget end of September and this is this years budget but they order for next year's supplies.

The teachers order their own materials from the supplier.

School district has fees for materials in many special courses as well as an overall course fee. Fine Arts I, II, III, IV $6.50-$7.00 and that money goes back into schools general fund not back into art department.

Fees for sports $50 - 1 to 3 sports.

Fees for clubs $20.

Science department fee is $3.00-$6.00.

Technology -

Bond issue has been passed for new technology.

Art department has asked for 10 computers.

This year might be the year that they get theirs.

3 full time and a 4/5.

Elective track in 7th, 8th, and 9th.

Must take some form of Visual Arts through 7th.

During 8th they must elect a Visual Arts.

Course is everyday for 46 minutes.

General Art - Full year.

Fine Art - Full year.

Three art rooms.

8th and 9th theirs is much more work in the 3D area.

Each Jr. High has a kiln.

All three Jr. Highs follow a course of study.

Budget for materials is shrinking.

All students pay $5 for course fee.

There is no individual fee for materials in Jr. High.

Building art shows and a two county art show yearly.

Art teachers teach 5 sections a day, they can elect to teach 6.

Different scheduling programs take place in different Jr. High buildings.

Technology -

At this time the teachers have not been given adequate funds for computers.

Teachers

5 High School

10 Jr. High

12 Elementaries - 7 Art Teachers

(Possible 6 sections) 22-26 students

Summary of Boardman Visitation

Participants:
David Hawbaker, Jim Reinhard

Thom Fecik, Boardman High School

Photography I, II, III

Graphic Design

3-1/2 Art Teachers grades 9-12.

Eddie Joseph

Crafts (9 weeks, clay) (9 weeks, metals)

Courses:

Art Awareness

Art I (9-10)(10.00) Graphics I (15.00) Photography I (13.00)

Art II (10-11) Graphics II Photography II

I.C. Art III (11-12) Graphics III Photography III

I.C. Art IV

Lab Fees

2-1/2 Art Teachers in 4 Buildings Elementary

Middle School 5, 6, 7, 8 - Two Middle Schools 3-1/2 Teachers

9 weeks per grade.

APPENDIX C

SURVEYS

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Surveys of School Districts

Arizona - Malvern high School, Malvern- Monument Valley High School, Kayenta

California - Palo Alto Unifier School District, Palo Alto

Canada - South Park Elementary, Delta, B.C.

Florida - Dade County Schools, Miami

Illinois - Barrington High School, Barrington- Batavia High School, Batavia

Indiana - Emerson School Visual Arts, Gary- Weisser Park School, Fort Wayne

Iowa - Denison High School, Denison

Kansas - Fine Arts Center, Shawnee Mission

Louisiana - New Orleans Schools, New Orleans

Maine - Burlington Public Schools, Burlington

Maryland - Montgomery Public Schools, Rockville

Nevada - Chaparral High School, Las Vegas

North Carolina - Enloe High School, Raleigh

Ohio - Worthington Kilbourne High School, Columbus

Pennsylvania - Central Bucks East and West

Virginia - Fairfax County Schools, Falls Church

West Virginia - Ohio County Schools, Wheeling

SUMMARY OF SCHOOL DISTRICT'S ART DEPARTMENTS

I. CURRICULUM

Art Production remains the most single important objective in art education. Next in importance is the integration of Art History, followed by Art Appreciation and Art Criticism.

How to Integrate:

Art History as their basis on which to build other disciplines using - slides, reproductions, group discussions, thematic units.

II. TECHNOLOGY

82% of all art departments responding have access to a computer lab. 65% stated that they have one or more computers in the classroom. 75% have integrated new technology in their art curriculum.

Comments:

The greatest use of computers in the classrooms deals with yearbook and newsletters using the "Paint Program" and Page Layout.

III. PARTNERSHIPS

55% of those responding solicit and receive support from the community, either in donating time or financial contributions.

Examples:

Teacher art staff with arts and crafts associate showings.

School sharing: Partnerships with exchanges.

Arts, music, theater performances.

IV. PUBLIC RELATIONS

Art departments engage in public relations mainly through school publications, district newsletters, and individual building art shows.

Examples:

Artist-in-Residence offerings.

Banks, Mall Art Shows.

Art Shows for the community.

Individual building Art Shows.

Liberal Arts College and University Survey

Introduction

This survey was created to help assess the appropriateness of the current North Allegheny visual arts program as part of a student's preparation to enter a four year Liberal Arts college or university.

The intent was to examine the responses from a mailed questionnaire to assist in determining the relevance of our present art course offerings. We also hoped to explore new curriculum directions that might further meet the needs of North Allegheny students planning to continue their education at a Liberal Arts college or university.

Fifty distinguished schools were contacted and twenty-two (44%) answered and returned the mailed questionnaire.

The colleges and universities that responded to the survey were:

1. Clark University

2. Hamilton University

3. Harvard University (Visual & Environmental Studies)

4. Bucknell University

5. Smith College

6. West Virginia Wesleyan University

7. Davidson College

8. Saint Vincent College

9. Marietta College

10. Colgate University

11. Brandeis University

12. Ohio Northern University

13. Allegheny College

14. John Carroll University

15. Xavier University

16. Ohio Wesleyan University

17. Denison University

18. Framington State College

19. Mount Union College

20. Saint Lawrence University

21. Kenyon College

22. College of Wooster

Survey Results and Conclusions

Question Number One:

To what extent do you consider a studio art experience valuable preparation for students who enter your school?

Ranking Responses

Extremely important 32%

Very important 27%

Moderately important 27%

Somewhat important 14%

Not at all important 0%

Conclusions:

The percentages reflected indicate that 86% of colleges surveyed consider a studio art experience to be moderately to extremely important as a component in a student's college preparation. Some specific quotes from the questionnaire are:

Denison University: "Art classes exercise creative intellect. Creativity is valuable in all areas of interest."

Hamilton University: "Creative expression is a significant part of an overall liberal education."

Bucknell University: "Studio arts enable a foundation in visual thinking."

Allegheny College: "We are looking for students whose familiarity with the arts and humanities is broad and deep. Studio art experience is one avenue to such familiarity."

Findings indicate that North Allegheny should continue to offer a broad selection of art courses and provide all students with the opportunity to "exercise their creative intellect" in the studio arts.

Question Number Two:

Please check any of the following studio art experiences you consider valuable as related to question number one.

Courses Responses

Drawing 96%

Painting 82%

Printmaking 50%

Sculpture 77%

Weaving 14%

Photography 46%

Pottery 36%

Jewelry 14%

Graphic Design 32%

Other: Film/Video, Other 2D & 3D, Art Experience, Basic Design

Conclusion:

Based upon the percentages reflected, North Allegheny should continue its emphasis on drawing, painting, sculpture, photography and pottery. Printmaking may be a suggested expansion in our curriculum and we might consider expanding graphic design/computer courses as well.

Question Number Three:

To what extent do you consider Art History an important component as preparation for students who enter your college/university?

Ranking Responses

Extremely important 27%

Very important 27%

Moderately important 41%

Somewhat important 5%

Not at all important 0%

Conclusion:

Currently North Allegheny does not offer a separate course focusing on Art History. In the kindergarten through grade 12 curriculum, Art History is included as part of the art production and appreciation experience. Perhaps, based upon the percentages that show a 95% support for a moderate to extremely important value being placed on its study, Art History might be a possible curriculum addition. It could be an avenue that appeals to those Liberal Arts bound students for which a studio art experience is not the best selection.

Some comments included from the surveys:

Hamilton University: "Art history is a very effective interdisciplinary approach to knowledge."

Saint Vincent College: "We are a Liberal Arts college that values history from an artistic and cultural experience."

Denison University: "No one lives and works in a vacuum. It is very important to be aware of what came before you."

Question Number Four:

To what extent do you consider Art Appreciation an important component as a preparation for students who enter your college/university?

Ranking Resources

Extremely important 14%

Very important 33%

Moderately important 43%

Somewhat important 10%

Some comments included in the survey:

John Carroll University: "For a Liberal Arts institution, such an appreciation contributes to the "well rounded" student we foster."

Denison University: "Learning to look at images and to perceive value in them is a skill we all need to evolve."

Conclusion:

Based upon the responses gathered, North Allegheny should continue to include Art Appreciation as an important component of its discipline based art program. It should remain as one of the "four strands" ie. Art Production, Art History and Art Criticism that are interwoven throughout the art curriculum.

Question Number Five:

Do your Liberal Arts students find themselves involved in activities that require some proficiency in art to some degree?

Response Percent

Yes 95%

No 5%

Conclusion:

All North Allegheny students should have the opportunity to develop creative and artistic means of communicating. These are skills that are needed in many different aspects of life.

Question Number Six:

If you answered yes to question number five, please check the activities your Liberal Arts students involve themselves in that require art proficiencies:

Categories Responses

Creative thinking 86%

Design 62%

Drawing and painting 57%

Brain storming 48%

Theatre set design 67%

Personal expression 76%

Art consumer 38%

Visual presentations 67%

Photography 38%

Art History 71%

Art Appreciation 52%

Organizational processing 71%

Conclusion:

The responses suggest that Liberal Arts students meet many challenges requiring a creative problem solving approach. It would seem then, that these skills should continue to be fostered in North Allegheny's visual arts courses beginning with the elementary age students and continuing through the upper secondary years.

Question Number Seven:

To what extent do you take into consideration exposure to the visual arts as an important component in the "well rounding" of a student in preparation for admission to your college/university?

Ranking Responses

Extremely important 27%

Very important 27%

Moderately important 32%

Somewhat important 14%

Comments included with surveys:

Hamilton University: "Exposure is a poor substitute for genuine understanding and appreciation."

Allegheny College: "Such exposure would attract interest; it would not be seen as necessary."

Conclusion:

To keep North Allegheny students competitive in their opportunities to be the selected "well rounded" student that 86% of the Liberal Arts schools are seeking, we must continue to offer a diverse visual arts curriculum.

Question Number Eight:

As a Liberal Arts college, does your school offer students the opportunity to further their involvement in the visual arts as a continuing component of personal development and to foster an arts conscious life upon graduation?

Response Percent

Yes 100%

No 0%

Conclusion:

It would appear that all students, whether Art majors or Liberal Arts majors, may benefit from an extensive inclusion of the visual arts in their lives. The findings from this survey confirm that North Allegheny's visual arts program must continue to offer a broad range of art courses that are relevant to every student of every ability and talent level. Specific curriculum modifications may be suggested to add Printmaking and Art History at the upper secondary level. Additional emphasis could also be focused on expanding the technology opportunities for all students from the elementary levels through high school.

SURVEY OF BUSINESS, INDUSTRY, MUSEUM, GALLERIES,

ARTISTS, & CRAFTSMEN

SURVEY RESULTS

The object of this survey is to gauge the importance and depth of Art Education in North Allegheny School District and other school districts. Your responses to these questions will furnish us with valuable information which will be used to better design future Art Department Curriculum.

1. Do you feel that an Art Education is necessary for a well rounded education?

Yes - 100%

No

2. Does Art Education help a student with higher level thinking?

Yes - 100%

No

3. Does Art Education help a student with problem solving?

Yes - 97%

No - 3%

4. Does Art Education help a student with abstract reasoning?

Yes - 97%

No - 3%

5. Do you feel that Art Education enriches a persons life?

Yes - 100%

No -

6. If you were the Art Director in your local school district what types of courses would you offer?

Art History, Color & Design, Fine Arts History in all art form such as dance, drama, music, visual arts and language arts which has inspired, built and sustained many movements. Literature, poetry and criticism. A course using hands-on work combined with a study (includes reading and discussion) of creativity and critical thinking and the multiple intelligences, and hands-on projects relating directly to particular artist or group to build understanding of a style and a process and then, to expand that information to other artists, groups, styles, types of art (music, architecture, etc.) what is similar? What is different, and why? A course which would include exploration of processes, tools and materials that are simple and open to complexity, inexpensive (found objects, kitchen ware, what you have, etc.) and easily obtainable and recyclable.

Studio Art classes in 2D, Drawing and Painting.

Studio Art classes in 3D, Crafts, Pottery, Jewelry,

Computer Graphics or Media Design.

Art Appreciation/Visual thinking integrating into the core curriculum. Crafts, Fabrics. Arts History which would include biographies and perhaps beginning now and traveling backwards to continually show the roots. I envision a course like this, using as many of the major forms if not all of them Art would be integrated into the curriculum as an approach to problem-solving. Courses in traditional techniques and disciplines would also be offered as a basis for understanding the history, development and importance of art in contemporary society. Students would have the opportunity to experience various art forms and could choose ways to explore their classes through focus on a specific art form. (eg. A student interested and skilled in visual arts could provide installation art proposals that would demonstrate specific scientific principals being explored. The installation would be developed in several classes as an overall link between subjects. Fine Art (visual), music, dance, poetry - creative writing, drama. Have only qualified teachers teaching these classes. Would you have me teach math if I could not add?

7. To what grade level would you require art courses?

90% responded that they would like to see art courses required from kindergarten through 12th grade.

Even students with very little art ability would benefit from Art History and Appreciation.

Teens in high school need support in finding their niche. If one was to pursue art they need to be encouraged to do so. High school because it gives the students a sense of accomplishment and pride to be able to be skilled in a particular art.

1/31 responded that they would like to see art courses required from kindergarten through 5th grade.

3/31 responded that they would like to see art courses required from kindergarten through 10th grade.

through 9th grade - at that level I would incorporate art with music in a special "Fine Arts: course. Music is equally important in ones development. Middle School, at least; 10th grade, if possible. For the reasons that questions 1-5 address, and, for personal expression and satisfaction, and the understanding, appreciation and cultivation of other person's personal and/or group expressions.Through graduation...I feel that learning is enhanced greatly through study of the creative arts. Students can simultaneously learn techniques and problem-solving approaches that have practical applications in everyday life and explore their own ideas on a larger scale. The self-reflection and unhampered exploration accessible through studies in the creative and performing arts is beneficial in all areas of life. The arts provide a structure, like a bridge, connecting seemingly disparate subject matter and lending continuity between traditionally isolated subject matter.

12/Creativity helps the stresses of growing up and can really help one's self esteem.

8. What valuable skills and/or learning are enhanced in art courses that help a person achieve success in your business and industry?

Critical Thinking

Understanding of Methods, Materials and Processes

Aesthetic Development

Conceptual Understanding

Visual Thinking

Art History

Exposure to Art Experiences

Understanding other Cultures

Empathy with the Viewpoints of People of Other Cultures

Articulation of Art

Appreciation of Good Craftsmanship

Communication skills are improved by being able to

describe techniques, styles. Organizational skills mprove. In the framing business - color is essential and interior design. In the retail business of selling art - art history has been helpful knowing styles and themes, etc. To be familiar with Art History is a valuable skill in our field. A good eye for color is also useful. Whatever is taught and learned in art courses can't help but help someone achieve success. Questions 1-5 if truly experienced (and that includes art history and an understanding of how all the arts are interrelated, and biographies, which I think are important for connecting a student to a period/style etc. and to the artists as human beings, with childhoods and jobs, and parents and families of their won and hostile critics and audiences, etc. makes art a much more useful (personally) and integral part of anyone's life, rather than some "frill" or "weird thing that weird artists" do. (Plus it connects an artist of 100 years, 200 years ago to the artists that they are looking at and listening to, now.) Basic art skills - fundamentals, the ability to compose, produce work and to understand and critique intelligently and articulately and a general love and excitement, appreciation of innovative and meaningful work, whether one makes it or not. (see Peggy Guggenheim's Confessions of an Art Addict.) are taught.

*An understanding of the discipline required to pursue the arts as a career.

*Fundamental understanding of the broad effect the arts have in all areas of life.

*Art as an indicator of political, economic, and social change. Study of art history as a means to see a personal, yet public presentation of ideas and expression of what it was like to live during a certain time period.

*The ability to compare and contrast (convergent and divergent thought forms), to gain self-reflection and draw similarities between situations (past & present, near & far, etc.) most importantly the skill to communicate ideas to other individuals or act as a guide to interpretation by understanding open-ended questions that are conducive to deeper, more meaningful connection.

*The arts are an exciting, breathing, continually developing life form providing an essential connection to the past, present, and future of who "we" are Knowledge of how, when, what kind of, which, where & even why (maybe) in art/craft "world".

Additional Comments:

As described in #7 I know you can't mandate an art course through 12th grade but a combined music, art, etc. will definitely improve students knowledge of these fields and make them appear to employers as "knowledgeable", "refined". Just learning the vocabulary makes a student stand out from his peers. Can you imagine if they could actually identify an etching from a lithograph?? I would really be impressed. Most focus on management, communications and academic pursuits. Artists do, however, have an increasing fore sense as guest curators and lecturers, but this work is more temporary or occasional in nature. This is all very silly. Who are you trying to convince? Please make certain that you go beyond the making of art. Art history is just as important, especially for question 8.

Level of Art (Last grade with art):

Grade

8 - 7

10 - 1

11 - 1

12 - 1

College - 5

Art has enhanced:

Job - 2

Personal/Recreational - 9

Post-Graduate Studies - 3

Skills from art education have enhance:

Communication Skills - 5

Organizational Skills - 4

Manual Dexterity - 6

Problem Solving Skills - 4

Social Skills - 7

How important was art in curriculum at school?

Very Important

(5) - 1

(4) - 3

(3) - 4

(2) - 4

Not Important (1) - 3

How much do you think art in general contributes to society?

Very Important

(5) - 7

(4) - 4

(3) - 3

(2) - 1

(1) - 0

Not Important

How often do you actively find yourself involved in the creative process?

1 - Very Often

2 - Often

3 - Frequently

4 - Never

1 2 3 4

Visiting Museums 2 1 8 4

Reading About Art 2 2 2 9

Drawing 5 4 3 3

Painting 2 0 2 10

Visiting Arts & Crafts

Show 4 1 7 5

Other: Music

Bulletin Boards

Telling Stories

Are you currently a student?

15 - yes

Type of Program:

1 - Associates 14 - Bachelors

Are you currently employed?

8 - yes 7 - no

Survey of Graduates

The Art Department solicited responses from a mailing to recent North Allegheny graduates. The following conclusions were based on these responses.

60% of the respondents said art enhanced their personal and/or recreational activities.

75% of the respondents felt art education enhanced at least one of the following skills:

Communication skills

Organizational skills

Manual dexterity

Problem solving skills

Social skills

Over 93% of the respondents found the creative process important to their current lives.

Over 93% of the respondents felt that art in general contributes to society and is an important aspect of the curriculum in today's schools.

Just something noted from question #3 - the large majority felt that the study of the arts helped with:

1. Problem Solving - Corporations appreciate this quality.

2. Communication Skills - one that allows "international" communication in ways never thought of.

3. Socialization

North Allegheny School District

Art Department

Parent Survey

465 Parents completed the survey.

1. Learning "hands on", lifetime skills in making art in a variety of media.

A. Essential - 38%

B. Very Important - 38.5%

C. Important - 19%

D. Somewhat Important - 4%

E. Not Important - .5%

2. Develop design sense, visual literacy and visual communication skills.

A. Essential - 31%

B. Very Important - 44%

C. Important - 20%

D. Somewhat Important - 4.9%

E. Not Important - .1%

3. Develop creative thinking and problem solving abilities.

A. Essential - 66%

B. Very Important - 24%

C. Important - 8%

D. Somewhat Important - 2%

E. Not Important - 0%

4. Know about and respond to art, artists, and cultural heritage.

A. Essential - 18%

B. Very Important - 37.6%

C. Important - 36%

D. Somewhat Important - 8%

E. Not Important - .4%

5. Learn about a variety of topics through art integrated activities.

A. Essential - 16%

B. Very Important - 40%

C. Important - 35.9%

D. Somewhat Important - 8%

E. Not Important - .1%

6. Achieving artistic excellence and developing craftsmanship.

A. Essential - 15%

B. Very Important - 28%

C. Important - 36%

D. Somewhat Important - 17%

E. Not Important - 4%

7. Career awareness and preparation.

A. Essential - 23%

B. Very Important - 36%

C. Important - 29%

D. Somewhat Important - 9.5%

E. Not Important - .5%

8. Learn new media technology.

A. Essential - 25%

B. Very Important - 36%

C. Important - 29%

D. Somewhat Important - 9.5%

E. Not Important - .5%

9. Be exposed to a sequential art curriculum from Kindergarten through 12th grade.

A. Essential - 29%

B. Very Important - 35%

C. Important - 23.9%

D. Somewhat Important - 12%

E. Not Important - .1%

10. Be able to meet or exceed that National Standards in art.

A. Essential - 19%

B. Very Important - 27%

C. Important - 33.4%

D. Somewhat Important - 16%

E. Not Important - 4.6%

Totals for the five choices:

A. Essential - 28%

B. Very Important - 35%

C. Important - 27%

D. Somewhat Important - 9.9%

E. Not Important - .1%

Coinciding with the philosophy of Art Education at North Allegheny, "Art is essential to the fundamental growth and development of our students." The above parent survey indicates this as well. Demonstrating a lifetime skill, developing visual communication skills, developing creative thinking and problem solving abilities. Responding to art and cultural heritage, learning through integrated activities, and applying new media technologies and several areas of strength. Developing awareness and connecting these creative-processing skills enable one to become a multifaceted individual. Through creativity the individual participates, communicates and exhibits original and unique concepts quickening problem solving responses and self-expression abounds. "Art is essential."

APPENDIX D

SYMPOSIUM AND

DR. MURRAY INTERVIEW

NORTH ALLEGHENY SCHOOL DISTRICT

Art Education Symposium

Marshall Middle School

Monday, November 3, 1997

The purpose of the symposium is for experts from the art, museum, design, business, communications and higher education communities to address issues of art education for young people. The symposium is part of the Curriculum Review of the North Allegheny Art Department and will help to determine the direction of the art curriculum for our 8500 students.

9:00 - 9:30 Continental Breakfast

9:30 Welcome/Introductions

Jim Reinhard, Art Department Chairperson

9:30 - 11:00 Symposium Presenters

Josie Abbenante

Program Director of Graduate Art Therapy,

Seton Hill College

Robert Bruya

Art Professor, Slippery Rock University

International Metalsmithing/Jewelry

Peter Calaboyis

International Sculptor

Beth Cornell

Fine Arts & Humanities Advisor,

PA Department of Education

William Durkee

Architect, Lorenzi, Dodds & Gunnill, Pittsburgh

Carnegie Mellon University Faculty Member

Joy Edwards

Borelli-Edwards Art Gallery, North Hills

Framing and Fine Arts Appraisals

Bill Judson

Curator of Film & Video, Carnegie Mellon and University of Pittsburgh Faculty

Donald Miller

Art & Architecture Critic,

Pittsburgh Post Gazette

James Myford

Chairperson & Professor of Art,

Slippery Rock University

International Sculptor

George Roland

Professor of Art, Allegheny College

Fellow at The Studio for Creative Inquiry, Carnegie Mellon University

Painter, Electronic Media

11:30 Closure

Lunch served in the school dining room

Summary of George Roland's Presentation at the Art Department Symposium

by Wes Buterbaugh, and Paul Zellem

George Roland teaches Art and Technology seminars to freshman at Allegheny College. These students are very similar to the ones we teach at North Allegheny. Allegheny College specializes in the sciences and in health profession majors. Mr. Roland sees a very strong relationship between science and art.

In the first assignment, students are asked to define art and technology. What he sees in students' responses reveals the unexamined beliefs prevalent in our culture, namely that science is verifiable truth, and that art deals in feelings, that science leads to employment and art to unemployment. He sees his job as a teacher to call into question these erroneous beliefs and to show how an artist's beliefs are formed by his culture. He also points our that science is as "culturally invented" as art.

Mr. Roland describes art as a communications model for our culture. He describes the teaching of art as the teaching of an "exotic foreign language." He admonishes all of us to think of vision as our most important science and to ignore it is to do so at our own peril.

He believes strongly that all children should be exposed to computer based art. There exists a lot of hostility to "art without paint." However, all art involves technology, even when using charcoal.

Mr. Roland defines technology as what is new to us, that is, what was not in our world when we were children. All of the ages defined in history, such as the Bronze Age, have a mythological meaning. The technology age is full of mythology and metaphor. Students are growing up in a media/technology environment. Mr. Roland sees the computer as a co-creator with the artist.

In conclusion, media and technology are necessary. It teaches visual vocabulary basics, and is self reflective. The job of a teacher is to challenge assumptions.

Summary of Robert Bruya's Presentation at The Art Education Symposium

* The process of art creates an openness to change

* People must learn to trust their intuitive process

* We must confirm kids in their own ideas

* Notices that a strong art program boosts student attendance and grades

* Art educators are teaching the process of observing and decision making: These are life-long important skills

* Through art we can help students find the best way that they can learn (other subjects)

Summary of Beth Cornell's Presentation at the Art Education Symposium

Ms. Cornell began by stating that she was addressing the symposium "about the future of our children."

She continued with an overview of facts of PA:

1) The average child in Pennsylvania finishes his/her study of art in 8th grade.

2) The average age of an art teacher is 57.

3) Pennsylvania is currently in the process of developing rigorous standards for the arts:

4 components: - creation of art

- history/culture

- aesthetics

- criticism

Ms. Cornell encouraged us to investigate 5 future trends:

- look at "SCANS" report (skills necessary to compete in industry)

- our (U.S.) leading export is ENTERTAINMENT - what types of art careers does this encourage

- society's focus on icons, symbols, and pictographs

- direction of media (layers of time within media)

- read current research in our field

READ *"American Canvas" - a book of research on the arts

Summary of Peter Calaboyis' Presentation at the Art Education Symposium

by Max Marks and Ted Simanek

* Artistic/creative attitudes and approaches evolve from the personality of the teacher.

* Art should be recognized as a highly evolved means of communication, not just decorations for the refrigerator.

* Art education is intended to help develop the whole individual and not just to produce artists. It is of paramount importance in the intellectual growth of an individual as they develop into what they want to be or do.

* It is the critical thinking, the problem solving and the analysis, as we work through the process to the object, that we are most concerned with.

* The art educator must pay attention to what the student is thinking and what they are saying.

* Getting students together to talk about their art is extremely important.

Summary of William Durkee's Presentation at the Art Education Symposium

by Dave Hawbaker

Art as a communication skill.

Mr. Durkee is an advocate of team teaching. He feels that all disciplines should be more integrated.

Mr. Durkee does not like the way that the disciplines are separated from each other so early on in our students education. As an architect, he discussed the combination of information he draws upon in order to create his designs. They are not specific to one area, but a combination of math, science, dance, visual art and literacy.

Mr. Durkee feels it is important for bankers, biologists, engineers, doctors, etc...to have some background in art, and that an art background will make these individuals better at what they do.

Mr. Durkee believes that the schedule for students needs to be more open and flexible.

Computers, with all their development have no wisdom. It is up to the individual to give this medium direction. It is an increasingly visual medium, therefore visual literacy is very important in the development of users of computers.

Summary of Josie Abbenante's Presentation at the Art Education Symposium

by Lee Knapp

Ms. Abbenante has spent the last 13 years teaching art therapy with the last year and a half as Director of Art Therapy at Seton Hill College. She has lived previously in New Mexico.

Ms. Abbenante addressed her interpretations of art education through her vast experience as an art therapist. Art therapy is a relatively new field, only developing in the 40s and 50s. She has strong feelings that art and creativity provide a healing environment as well as provide a form of communication.

Ms. Abbenante's experiences in New Mexico were very interesting from an art educator's viewpoint. She was able to see first hand the decimation of the arts when New Mexico almost totally eliminated the arts in the public schools. After 8-10 years of no art education the school systems are just now realizing the devastating effect that decision has had on the education of youth. Declining test scores, poor communication and the entire educational process have suffered from the lack of the arts. The state has now hired a consultant to begin the process of putting art back into the lives of the young people of New Mexico.

Summary of James Myford's Presentation at the Art Education Symposium

by Cynthia Marks

Ideas are great but the student must learn how to bring ideas into fruition and make them "real." It is the educators job to teach students to explore and utilize community resources and make necessary choices to create art.

Relating his own experiences at the Tennessee Academy of Art in Nashville, students photographed sites where sculptures were to be constructed. They then explore community sources of materials, made models and planned for the final construction.

Making choices and finding resources was also conveyed in his story about the seventeen year old french student who came to the U.S. and worked with artists across the country in his endeavor to develop skills as a wood burning sculptor.

The opportunities are out there. They have to be pursued and experienced.

Summary of Donald Miller's Presentation at the Art Education Symposium

by Marlene Paulich

Donald Miller, as Critic of Art and Architecture for the Pittsburgh Post Gazette, talked about the effect of Art Education on professional Artists and the mark they make on the history of a society.

His advice to Art Educators is "you never know who you are teaching or where they will go with the knowledge you have shared". We could be teaching the next Picasso or enabling the future generation with the critical the analytical thinking skills necessary to be successful in many facets of society.

Mr. Miller felt that housing archives of professional Artists is important as a resource to empower others to make their mark on our time.

Summary of Joy Edwards' Presentation at the Art Education Symposium

Comments paraphrased and summarized by Carol Bradley and

Beth Boucek

* One of the most important things taught in the arts is "risk-taking". Students must have the opportunity to solve creative problems, gamble on the results and apply their talents and skills to arrive at a solution. This is one of the ways human beings develop a healthy sense of self-esteem.

* Art is an essential form of communication. It is a universal language of visual images and symbols.

* The Arts have always been a "Watch-dog on the human condition". Much can be understood about a people and a time by examining the art work being created.

* The coordination of thought, eye and hand helps children develop the most fundamental skills needed for writing and verbalization.

* As art educators, we must nurture creativity and help students understand its link to science, math, reading and all aspects of learning.

* Through the study of art, we can better understand and appreciate other cultures. We learn to respect the differences in others as we explore the "fabric of society" presented within the arts.

* Children have an innate need to "make their mark". Creating art can guide them in a positive direction that develops meaningful self expression and strong self image. Exploration in the arts is important because it encourages students to make productive choices as a "practice for life". When a child makes a "positive mark", the feeling of being a significant and worthwhile person occurs.

* A 1979 North Allegheny graduate, Sharon McCartney, credits her very successful career in the arts to her experiences in the North Allegheny School system. Particularly, the process of creating art, can help develop traits needed to excel in the business world. Skills such as resourcefulness, versatility and the ability to work out solutions spontaneously are all results of art training. Ms. McCartney is a nationally known artist who currently has some of her work exhibited at the Borelli-Edwards Gallery.

Summary of Josie Abbenante's Presentation at the Art Education Symposium

by Jana Pinkerton

Josie Abbenante is the Program Director of Graduate Art Therapy at Seton Hill College. She has been an art therapist for twenty years. Thirteen of those years she taught art therapy. She has been the Program Director at Seton Hill for a year and a half. Previously, Ms. Abbenante worked with teens at Adelphi Village in New Mexico where she was an art therapist. She found that kids are lacking in their communication skills. She witnessed art repeatedly helping students enhance their communication and literacy skills.

Ms. Abbenante illustrated many students use of art as a refuge as well as an excellent place to mainstream special needs children. Art Education is the root to art therapy, both of which "can help develop a healing and learning experience for children."

Ms. Abbenante highlighted a study done in the New Mexico Public Schools. Art was eliminated from the curriculum for ten years. Overall academic scores decreased over that same time period. Now the New Mexico Public Schools are attempting to reestablish art programs for children. A realization of the importance of the arts as part of a total curriculum to educate healthy children is necessary.

Summary of Bill Judson Film/Video Faculty, University of Pittsburgh at the Art Department Symposium

Media Arts - Mr. Judson spoke about the media arts as an expressive art form which included, but was limited to movies and television.

Media Literacy - Spoke about students becoming media literate and how it will be increasingly essential for them to become so and that the analytical process of teaching the media arts should be an integral part of the curriculum. Mr. Judson made the analogy of media literacy with language and that expectations of the media arts must be elevated through education to counter the belief that the media arts are inherently inferior to the "fine arts". He further made his point by noting that the student's world is defined by current mythology of television, movies and video games.

Mr. Judson repeated the comment of another symposium panel member when he spoke about the Chinese not having a word for risk taking but instead have a character to express this thought that translates as danger/opportunity.

Dr. Murray - President, Duquesne University

Interview by phone with Jim Reinhard

Review by Marlene Paulick

Everyone is talking about the well rounded students coming into college and going out of college. The soundest, basic education is a Liberal Arts Education considered by many executive officers of its prospective employees.

(Duquesne University emphasizes the arts through their School of Music but they do have a new studio arts program). Murray personally has been exposed to great music his entire life working as a musician in college and law school. He believes it has given him a dimension of life in general and is valuable to him in everything he does, says, and writes about.

If you're a chemist and never heard great music or opera or art there is a dimension missing in your life. Whether you are a great surgeon who happens to paint or a great scholar who happens to play an instrument the arts surround us and are the salt of life.

Jim Reinhard - "I read that a top accounting firm wanted their new employees to have a minor in visual arts."

Dr. Murray - "This is becoming significant. Through computerization Duquesne University has a new program in Multimedia application. When you talk about developing a future career, it requires an ability of visualization. For example, to make a simple graph or make something to attract interest. The visual arts are becoming incredibly important to anyone in any field.

Jim Reinhard - "Students with a minor in art had a different approach."

Dr. Murray - "One definition of art he remembers is "art is intellectual recreation achieved through the contemplation of order. If you look at an impressionistic painting or a piece of music and can see in it creativity or order it gives a new dimension of understanding and a fullness of life. We have to be multidimensional people. People will not be doing the same thing or the same job for the next 30 years. There will be changes in the way we think, live and work. Unless you can adapt to that and perceive differences be flexible and be creative in adapting it will be hard to be a great success. Art in its general form is incredibly important for a student whether you're a musician, a singer or a graphic artist you are being creative. We need not only virtuous people but very creative people."

Jim Reinhard - "There are a lot of problems to be solved and that kind of flexibility of the mind seems to help."

Dr. Murray - "That's what we get paid for - solving problems and helping others. It's difficult to do that unless you can come up with creative solutions. Some people say how does appreciation of the arts relate to being a good surgeon or good CPA, etc.? It does. Whether we sit in an art gallery contemplating a great work of at, or listen to great music it creates a different sense of the way we perceive everything else. Incidently, the great surgeons, the great lawyers I know all have some form of artistic talent that they pursue. Some play the piano, some paint, etc. and that speaks for the importance of the arts."

Jim Reinhard - "Some of our highest achieving students are hot only good artists but also good musicians and also score high on SATs."

Dr. Murray - "It's true at Duquesne the students in the School of Music rank highest in SATs. If they can get through one piece of Bach it requires not only intelligence but artistry and this ability can be transferred to anything in life. At Duquesne graduates concentrate on multimedia to understand the most complicated idea in almost every discipline through the visualization using computers - animated audio-visual presentations through graphic arts in multimedia classrooms. (Chemistry, history, law, etc.). These visual presentations help students understand the subject better."

APPENDIX E

BOARD AND ADMINISTRATION

INTERVIEWS

APPENDIX F

REVIEW OF LITERATURE

Findings for Computer Work Station in all Art Classrooms

Recommendation

by Dave Hawbaker

FINDINGS:

"The World Wide Web is a vast, image-rich and essentially free educational resource that offers exciting opportunities for enhancing teaching and learning in art." See, Inquiry Based Teaching Using the World Wide Web, Art Education Magazine, March 1997, Page 19.

"In Art Education, student use of technology must include consideration of both the production and viewing of technological images, as well as the ways such images come to have meaning." See, Visual Art/Virtual Art: Teaching Technology For Meaning, Art Education Magazine, July 1997, Page 6.

"Art Educators are well-positioned to reconceptualize computer art education - the adoption of new technologies in the school system all bode well for exciting action on the curriculum front." See, Orientations to Curriculum Front." See, Orientations to Curriculum in Computer Art Education, Art Education Magazine, May 1997, Page 43.

APPENDIX G

ANNOTATED LIST OF WEB SITES

APPENDIX H

NATIONAL STANDARDS FOR

VISUAL ARTS EDUCATION

ARTS EDUCATION

ASSESSMENT FRAMEWORK

APPENDIX I

COMMUNITY ADVISORY

MEMBERS' COMMENTS

15 October 1997

Presentation to the North Allegheny School Board

Renovations of Elementary Facilities

Presented by

The North Allegheny Fine Arts Coalition

As you know the Coalition is a voice for the arts in the community and an advocate for the arts in the schools. Tonight we wish to bring to you our views on what facilities are needed to support the arts in our elementary schools. Our comments are based on visits to the schools, interviews with school personnel, brief review of current curriculum and standards, readings on the role of the arts in our daily lives. Our board of directors reviewed and analyzed this material and has reached the following conclusions.

A district's educational goals must be supported by its facilities. this does not need to mean elaborate, expensive facilities. It means providing well arranged spaces that support curriculum, programs and activities. It means providing facilities that support practices that challenge children to do their best: for all children deserve this opportunity.

At North Allegheny we challenge our students through active learning, the "hands-on" use of materials and engaged participation. We aim to develop children's higher order thinking skills. We expect students to be able to demonstrate how well they have mastered the information, principals, concepts and skills they have been taught. Adequate facilities are needed for all this to take place.

This translates into a number of conditions that must be met to serve the several arts curricula - dance, drama, literature, music and visual arts; just as in all the other academic curricula. The arts dramatically illustrate the relationship between facilities and curriculum because of the variety of skills needed to master them. Space needs to be dedicated for instruction, practice and presentation. Instruction space includes classrooms, small group instruction areas, large group instruction areas and gyms. Practice takes place in libraries, computer rooms and rehearsal areas. Presentation needs display cases, bulletin boards, computers, stages and auditoriums. Safe, secure storage must be provided for the expensive and difficult to replace tools and materials used in the arts. All the types of spaces used: classrooms, instructional, practice, rehearsal and performance must be accessible so that all children can participate no matter what their limitations. The arts use many materials and tools; space must be designed so that these can be used safely. Arts instruction involves hearing and vision which means that adequate lighting and acoustics are needed for lessons to be taught and skills mastered.

In our schools the arts are especially dependent on the PFAs. If they and other volunteers are to continue to provide the funds and services they now give, they need space somewhere in each building to call their own.

It is the community who pays for school buildings. If we are prudent and wish to get the most benefit from this investment, we should design schools with auditoriums and stages which can readily meet community needs when school is not in session.

This is by no means an all inclusive description of how facilities serve the arts. It is a brief outline of the things we hope will be considered when plans for the elementary schools are being made.

The North Allegheny Fine Arts Coalition appreciates the opportunity you have given the community to be included in the planning for the elementary schools. We thank you for hearing us tonight.

Mrs. Lyn Yund

Mrs. Yund is a graduate of Carnegie Mellon University and has extensively studied the connection between art and science.

Mrs. Yund emphasized the connections between art and science on a fundamental and essential level. She supplied extensive literature on the historical and contemporary linkage between different areas of artistic and scientific inquiry. Art and artists have consistently foreshadowed the significant breakthroughs in scientific thought. Her studies indicate that the artistic intuitive processes of thought complement and reinforce the scientific method of inquiry. Historical examples from

Leonardo Da Vinci to Albert Einstein embody this integration of art and science.

This research along with the studies indicating a positive impact of art study on achievement in other disciplines leads to the need to re-integrate the disciplines in the curriculum.

APPENDIX J

SUMMARY OF SELECTED

COLLABORATIONS,

PARTNERSHIPS

AND RESIDENCIES AT

NORTH ALLEGHENY SCHOOLS

T.A.G.

TRAVELING ART GALLERY

The Traveling Art Gallery is an art appreciation program. A different print by a famous artist is presented by a volunteer in each classroom on a monthly basis. This program supplements the existing art education program by introducing the children to the works by famous artists. The goal of this program is to develop each child's interest in art and stimulate his/her ability to form a personal opinion and enjoy a variety of works of art.

Forty works by famous artists were selected for presentation. Many of these are of originals on display at the Carnegie Museum/Scaiffe Gallery. Funds for the acquisition of the original set of prints and framing were provided through a grant received from the North Allegheny Foundation of Excellence. Recently, the PTA's and/or PFA's have covered the cost for repairs as needed. It is the goal of the elementary art department to have every fourth grader in the district be part of a field trip to the Scaiffe to view the original works. The funding would be a partnership between the district and each PTA and/or PFA.

Volunteers present a chosen print to each classroom at a given grade level on a monthly basis. The print remains in each classroom for a month and then "moves" with the volunteer to another classroom. Each volunteer develops their own unique presentation of a given print. There is a need for a coordinator (district wide) to schedule volunteers and the rotation of the prints. Maintenance and repair of prints would also be a responsibility of such a person.

Since its introduction T.A.G. has proven to be a valued addition to our elementary art program. This is an opportunity for the community to work with the students to enhance their art appreciation. A valued program that may need to be expanded in the future.

APPENDIX K

IMPACT OF ARTS STUDY

ON SAT SCORES

APPENDIX L

REGIONAL CULTURAL

RESOURCES

APPENDIX M

AFFINITY DIAGRAM

AND

NINE BLOCK GRID

APPENDIX N

MULTI-MEDIA CLASS

BEST PRACTICES SITE

Multimedia Arts at North Allegheny High School

The Multimedia Arts class represents a teaching partnership between the North Allegheny High School music and art department. This unique class combines musical and visual elements into original computer generated products and helps to prepare students for a technological society.

Having not been in a high school classroom in 22 years, it was true culture shock to walk into the "Multimedia Arts" classroom at North Allegheny High School. The students were not sitting in rows of desks facing a chalkboard and listening to a teacher's lecture. They were sitting in a room filled with computers, casio keyboards, synthesizers, mixers, video cameras and other electronic equipment. As they worked independently or with a partner, the teachers went from student to student to provide individual assistance.

The Multimedia Arts class represents a teaching partnership between North Allegheny High School music educator and composer, Dr. David Berlin and art educator, Jim Reinhard. This unique, team-taught class has been a part of the curriculum since 1992 to combine musical and visual elements into original computer generated products and to prepare students for a technological society. "I want my students to be prepared to address humankind's most fundamental need - the need for self-expression," states Berlin. "The need for self-expression is as basic as the need for food, clothing, and shelter."

The student projects are unique and creative. Senior Gabe Neu's project is entitled, "My Brain." He has an animated picture of his brain, pulsating music, spinning pinwheels, and more. He describes the project as a bulletin board of self-expression. Clicking the computer mouse on a part of the brain might lead to music, poetry, or pictures of basketball player, Scotty Pippen. "It's interactive," states Neu. "It's about stuff that's going on inside my brain; stuff that's happening." Fellow student Pat Lally is developing an interactive web of video called, "Punk Rock City." This eleventh grader says that his project is designed to be like Gotham City from Batman. "It's a collage of places, says Lally. "You'll be able to got through doors to meet people, hear music, and it will be kind of scary too!"

In addition to the integration of art, music and technology that takes place in the Multimedia Arts classroom, Reinhard is involved in a project with the Science Department, working with Science Chairperson, Lynn Thompson. The overall goal of the project (which started as a grant from the Department of Environmental Protection) is to develop an on-line presentation of data about the Allegheny River. Science students took water samples, looked at microorganisms and studied pollution including the historical factors that lead to polluted water. Then kindergarten students drew pictures of fish, flora, and fauna of the river.

Under the direction of Reinhard, high school students animated the pictures and made them interactive with music and text to display the results of the scientific research and the historical data. Students can use the interactive piece to click with the computer mouse on one of the animated pictures to learn more about the river. "It's truly a vertical collaboration," says Reinhard. "Using high school students and their project-based curriculum with elementary students' art projects."

Kathy Slencak is a volunteer for PFAE and ProArts.

For information on the Multimedia Arts class curriculum, contact Dr. David Berlin or Jim Reinhard at North Allegheny School District at 935-5767.

Artwire

Publication of the Pittsburgh Fund for Arts Education and the Pittsburgh Cultural Trust.

HISTORY OF THE SENIOR HIGH SCHOOL ART BUDGET

Wes Buterbaugh Prepared 3/13/98

School Year Students Actually

Taking Art Consumable Monies Actually Allocated Per-Pupil Expenditure Total School Enrollment (Based on Graduating Numbers)

1985-86 ---- 8,085 ---- 1,289

1986-87 ---- 8,300 ---- 1,338

1987-88 543 8,300 $15.29 1,314

1988-89 649 8,700 $13.40 1,219

1989-90 ---- 10,200 ---- 1,144

1990-91 519 8,550 $16.47 1,065

1991-92 525 8,550 $16.29 1,018

1992-93 565 8,800 $15.58 1,020

1993-94 679 10,050 $14.80 1,044

1994-95 758 9,059 $12.71 1,108

1995-96 795 9,332 $11.74 1,141

1996-97 652 12,857 $19.72 1,177

1997-98 704 12,858 $18.26 1,209 (3/13/98)

APPENDIX P

ART ENROLLMENT HISTORY

APPENDIX Q

STATES ADOPTING STANDARDS

AND GRADUATION

REQUIREMENTS

APPENDIX R

PROGRAMMING DATA

ART ROOM

APPENDIX O

Art Enrollment History

All students in grades K-8 are enrolled in an art class. At the Intermediate and Senior High Schools students enroll in elective art courses.

School School Year Number of Students

Enrolled in Art

NAI 1992-93 463

NAI 1993-94 422

NAI 1994-95 508

NAI 1995-96 489

NAI 1996-97 506

NAI 1997-98 470

NASH 1992-93 565

NASH 1993-94 679

NASH 1994-95 758

NASH 1995-96 795

NASH 1996-97 652

NASH 1997-98 704

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