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    A study of Arkansas' implementation of an elementary art program

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    Author
    Harris, Angela
    Chair
    Reyes, Maria
    Committee
    Hornig, Joan
    Hogan, Maureen
    Metadata
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    URI
    http://hdl.handle.net/11122/5859
    Abstract
    The purpose of this case study was to describe how Arkansas was able to mandate and implement their elementary art education program, as well as the possibility of using Arkansas' program as a model for implementing art education at the elementary level in schools in other states. Based on what I discovered through interviews and publicly available documents, Arkansas' program was mandated and designed in such a manner that other states could modify the process used to create an elementary art program to fit their own individual needs. The findings from this study of the elementary art program in Arkansas could have an impact on art education nationwide. The possibility that other states could follow this lead would be a positive step towards improving art education for all students.
    Description
    Thesis (M.Ed.) University of Alaska Fairbanks, 2007
    Table of Contents
    1. Introduction -- 2. Literature review -- Why should art be taught? -- The value of art education -- Elementary art in public schools -- Who should teach art? -- Art training -- Classroom practices -- Commitment to the standards -N362 -- Pressure from NCLB -- Best of both worlds -- Artist-in-residency programs -- Why should art be mandated? -- Conclusion and discussion -- 3. Methodology -- 4. Results -- Mandate -- 2001 Bill -- 2005 Bill -- Compromise -- Implementation -- Finding teachers -- Funding -- Teachers in schools -- Arkansas' program as a model -- 5. Discussion and conclusion -- The mandate -- The implementation -- Arkansas' program as a model -- Conclusion -- References -- Appendices.
    Date
    2007-05
    Type
    Thesis
    Collections
    Education

    entitlement

     
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