between Visual qualities while (e.g., internships, mentoring, such as internships, School-based student arts organization. Arts Education using these skills service learning and/or student mentoring, service teachers and other to assist the arts organizations). They learning, and/or school personnel or Visual Arts cooperate with school youth leadership community Program and personnel and community organizations. They organizations. teacher. They organizations. cooperate with cooperate with school personnel Youth Development school personnel, and community and Community but not organizations. Involvement community cont’d. organizations. Collaboration and A. Visual Arts A. Visual Arts A. Visual Arts Education A. Visual Arts Master schedule includes common planning time Integration Education teachers Education teachers are viewed as an Education teachers for art/interdisciplinary collaborations. are not viewed as teachers are integral part of the team; they are viewed as an an integral part of viewed as an serve as a resource to other integral part of the School curriculum map makes connections. the team. integral part of content areas most of the time. team and act as a They receive little the team solely They make an effort to support resource to other Faculty committees on scheduling, planning and or no information within their own other content area learning content area team curriculum development include Visual Arts about team projects content area. standards to demonstrate members and Education teachers. or initiatives. They applications and Visual arts “real-life” communicate connections. instruction Student portfolios reflect interdisciplinary with other integrates learning learning. teachers as standards from other needed to advise content areas and Special school events reflect interdisciplinary them of projects these connections collaborations. that may support are pointed out to other content students as part of Visual Arts Education teachers are active on area learning. their planning teams and on policymaking “real-life” application. and professional development committees. Visual arts education is integrated into and reinforced in other content areas.
Youth Development and Community Involvement cont’d. between Visual Arts Education teachers and other school personnel or community organizations. qualities while using these skills to assist the Visual Arts Program and teacher. They cooperate with school personnel, but not community organizations. (e.g., internships, mentoring, service learning and/or student arts organizations). They cooperate with school personnel and community organizations. such as internships, mentoring, service learning, and/or youth leadership organizations. They cooperate with school personnel and community organizations. School-based student arts organization. Collaboration and Integration A. Visual Arts Education teachers are not viewed as an integral part of the team. They receive little or no information about team projects or initiatives. A. Visual Arts Education teachers are viewed as an integral part of the team solely within their own content area. They communicate with other teachers as needed to advise them of projects that may support other content area learning. A. Visual Arts Education teachers are viewed as an integral part of the team; they serve as a resource to other content areas most of the time. They make an effort to support other content area learning standards to demonstrate “real-life” applications and connections. A. Visual Arts Education teachers are viewed as an integral part of the team and act as a resource to other content area team members and Visual arts instruction integrates learning standards from other content areas and these connections are pointed out to students as part of their “real-life” application. Master schedule includes common planning time for art/interdisciplinary collaborations. School curriculum map makes connections. Faculty committees on scheduling, planning and curriculum development include Visual Arts Education teachers. Student portfolios reflect interdisciplinary learning. Special school events reflect interdisciplinary collaborations. Visual Arts Education teachers are active on planning teams and on policymaking and professional development committees. Visual arts education is integrated into and reinforced in other content areas.
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