ERIC Number: ED377128
Record Type: RIE
Publication Date: 1992
Explaining Our Dreams: The Artist's Role in the Evaluation of Educational Arts Programs.
As educators become increasingly subject to accountability pressures, maximizing the worth of evaluation is a prudent and realistic stance. This paper suggests useful and valid art program evaluation models: (1) Stufflebeam's (1971) CIPP (context, input, process, and product) model; (2) Stake's Countenance Model (responsive evaluation); (3) McClean's (1975) model which looks at total school content as context for the arts; and (4) Kushner's (1987) open conversations with audiences and participants as a qualitative evaluation model. The staff of an arts program undergoing outside evaluation should: (1) clarify general goals of the program and articulate a philosophical vision unifying the program staff as much as possible behind these goals; (2) take an active role in the selection of an evaluator; (3) clearly articulate the program to the evaluator; and (4) help the evaluator make an accurate translation of artistic concepts into the final report language. Articulation and accountability of the art program may result in increased recognition for the arts. Contains 16 references. (MM)
Descriptors: Accountability, Art Education, Artists, Elementary Secondary Education, Evaluation Methods, Evaluators, Fine Arts, Mission Statements, Program Evaluation
Department of Dramatic Arts, Dickinson College, Carlisle, PA 17013.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Authoring Institution: N/A