An overview of four models of naturalistic evaluation of arts education is presented for visual arts education administrators: illuminative, responsive, criticism, and naturalistic. The first method is illuminative evaluation. It focuses on description and interpretation, rather than standardized measurement and control. Concentrating on the crucial concepts of the instructional system and the learning milieu, it is flexible enough to evaluate any situation. Responsive evaluation focuses on arts education. The evaluator gathers data from the educational setting and responds to program activities, testimonies, and other stimuli in the educational setting. It is narrative and relies upon data obtained through participant-observation and interviews. The responsive evaluator makes no judgments about the educational value of the information obtained. He or she provides the school district decision makers with the information they requested in the evaluation. Educational criticism consists of the interrelated components of description, interpretation, and evaluation. The educational critic relies on perceptive skills honed by knowledge and experience. An educational criticism consists of descriptive, interpretive, and evaluative sections. Naturalistic evaluation is claimed to be more suitable to most social, behavioral or artistic phenomena than are rationalistic axioms. Naturalistic evaluation is a qualitative, rather than quantitative approach. (DWH)