TETAC Guidelines for Arts-Centered Instructional Units

Detailed Criteria for Evaluating Written Arts Curriculum Units
This document offers criteria for an indepth evaluation of existing arts curriculum units.

Possible Rating System for each item:

0-not present in unit
1-some indication of effort to address this but it is not really addressed
2-some evidence of addressing this, but it is not sufficient to sustain student learning and achievement
3-adequately addresses this
4-addresses this in an exemplary manner

Design

Are key unit and lesson components present and clearly indicated?

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Are units centered on works of art or ideas about the arts?

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Are objectives truly outcomes for learning as compared to activities that promote learning?

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Is there diversity in the artworks and artists studied?

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Are developing technologies utilized in a variety of ways that promote effective learning?

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Are community resources, such as museums, theatres, or resident artists, utilized whenever possible?

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Unit Foundations

Does the unit address enduring ideas about the human experience?

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Does the unit address enduring ideas about the arts?

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Does the unit address key concepts and essential questions?

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Are the unit objectives, instructional activities, and assessment tasks aligned?

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Are the unit goals and objectives aligned with local, state, and/or national standards?

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Content

Are all four disciplines appropriately developed with enduring ideas about the arts, relevant knowledge, and skills?

Art Production

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Art Criticism

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Art History

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Aesthetics

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Does the unit address sufficiently all the knowledge and skills that need to be taught in order for students to achieve the unit goals and objectives?

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Does the unit address knowledge and skills in logical sequence?

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When concepts/key terms are introduced, are they sufficiently developed?

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Do the enduring ideas, key concepts, and essential questions provide focus and cohesiveness throughout the unit?

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Are concepts and skills appropriate for student development levels?

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Are substantive connections between art and other content areas developed as appropriate?

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Are the necessary resources/background materials for teaching the unit listed?

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Instruction/Pedagogy

Do activities and questions provide substantive engagement for students?

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Are connections to prior knowledge and skills and real life situations provided?

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Are there assessment expectations for students?

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Are opportunities provided for practice of new skills and concepts?

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Are there opportunities for students to ask questions?

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Are there opportunities for student-directed discussion?

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Are a variety of learning activities provided that allow students to make individual and collaborative substantive contributions to the group effort?

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Are opportunities provided for student self-reflection and metacognition?

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Are opportunities provided for critical thinking?

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Is there an audience beyond the teacher for student work and responses?

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Are materials appropriate for student developmental levels?

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Assessment

Are enduring ideas, key concepts, and important skills assessed?

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Are specific criteria for assessment tasks used?

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Are assessment tasks relevant and engaging to students?

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Is there evidence of student learning?

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Are there opportunities for student self-assessment?

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