TETAC Guidelines for Arts-Centered Instructional Units

Glossary
assessment: method or process used for gathering information for the purpose of evaluation.

criteria: characteristics by which quality can be judged.

enduring ideas: ideas that have appeared to be of continual concern to humans at different times in different cultures; ideas that are taught and retaught throughout a unit.

essential questions: questions derived from interpreting artworks in the context of the enduring ideas of a unit.

formative assessment: evaluation made during the implementation of a program that is directed toward modifying, learning, or improving the program before it is completed.

key concept or theme: relates to aspects of the human condition such as life cycle, symbol, aesthetic response, time and place, the natural world, work, etc.

learning objectives: what students should be able to know, do, value, or feel at the completion of instruction.

metacognition: thinking about one’s own thinking; awareness and understanding of oneself as a learner.

pedagogy: instruction; the art, science, or profession of teaching.

rating scale: assessment scale based on a numerical or graphic system for translating judgments of quality or degree.

rationale: a statement that identifies what you are teaching and why you are teaching it.

rubric: a scoring guide that describes student work at various levels of performance.

summative assessment: comprehensive assessment that evaluates a completed program, procedure, or product.

unit: a unit is a sequential set of lessons unified by an enduring idea, key concepts, or essential questions. In a comprehensive arts unit, all four disciplines are appropriately developed with relevant knowledge and skills.