The 2020 Revisions to the Colorado Academic Standards in Visual Arts provide an organizational framework acknowledging the importance and the complexities of teaching and learning in the visual arts. This document is written with the following underlying beliefs: (1) The visual arts are an academic and scholarly discipline defined by theoretical…

Institutional advancement personnel are advised to become familiar with copyright law to protect property generated by staff or acquired through donors, and to guard against abusing others' property. Copyright issues are outlined regarding ownership, notice, registration, duration and renewal, transfer, copyrightable works, infringement penalties,…

This congressional hearing contains testimony supporting the need to strengthen the priority given to arts education in elementary and secondary education. The hearings convened with a panel of witnesses representing the National Endowment for the Arts (NEA), the National Committee on Arts for the Handicapped (NCAH), and the Music Educators…

The objectives of this book are to report on current activities in the arts, and to recommend further projects to create a greater public awareness of the arts. The reports are not intended for simple legislative digestion, nor necessarily for executive implementation, but rather are intended to prompt, encourage, and initiate fuller aesthetic…

The probable economic impact on the art market, museums, and the artist of California's "droit de suite" legislation, designed to yield to artists a portion of the resale value of their works, is examined. It is argued that only a few living artists will benefit. The statute, California Civil Code 986, is appended. (JMD)

Nevada's six academic standards in the visual arts call for specific educational objectives in grades 3 and 5, as well as in middle school and secondary school. Nevada's standards relate to the knowledge and application of different art techniques and processes which promote understanding the visual arts in relation to history and culture. The…

The state of Colorado has set forth five content standards for visual arts education in its public schools: (1) students will recognize and use the visual arts as a form of communication; (2) students will know and apply elements of art, principles of design, and sensory and expressive features of visual arts; (3) students will know and apply…

This document presents the results of the project to develop an assessment framework and specifications for a planned 1996 Arts Education Assessment. The purpose of the project was to develop and recommend a framework and other design features for an arts education assessment that includes the areas of dance, music, theater, and the visual arts.…

Scope and sequence refers to organization of curriculum content, structuring what is taught against when it is taught. This scope and sequence for the different disciplines that comprise arts education in North Carolina public schools cites various goals to be attained in each grade for each of the following disciplines: dance, music, theater…

The Connecticut Curriculum Trace Maps are designed to help curriculum developers and teachers translate Connecticut's K-12 performance standards into objectives and classroom practice. The Trace Maps provide detailed descriptions of what students should know and be able to do at smaller grade level clusters, K-2, 3-4, 5-6, 7-8, 9-10, and 11-12.…

The arts convey knowledge and meaning not learned through the study of other subjects. Study of the arts employs a form of thinking and a way of understanding based on human judgment, invention, and imagination. This publication represents a strong consensus on the skills, knowledge, and abilities in dance, music, theater, and visual arts that all…

This document is a record of the proceedings of the Senate Committee on Labor and Human Resources' discussion on reauthorization of the National Endowment for the Arts and the National Endowment for the Humanities. The particular focus of the hearing is education and how both endowments support the arts in schools. Comments from Senators James M.…

Dance, music, theater, and visual arts are everywhere in life, adding depth and dimension to the environment and shaping people's experiences, often deeply and subtly. This Arizona standards guide is based on the premise that all students will achieve the essentials level in the four arts disciplines (the aforementioned music, visual arts,…

These arts standards represent a consensus concerning what every young student should know and be able to do in the arts. The Consortium of National Arts Education Associations believes that every student at every level, pre-kindergarten through grade 12, should have access to a balanced, comprehensive, and sequential program of instruction in the…

This document details Florida's state, elementary and secondary, arts education standards, approved May 29, 1996. The document outlines standards for dance, music, theater, and the visual arts. For each subject area, standards are given for grades preK-2, grades 3-5, grades 6-8, and grades 9-12. The student standards focus on skills and…