A document about the birth of knowledge and wisdom within the cosmos of education through this email snapshot, unveiling the brilliance of educational guidelines and profound insights for the educational odyssey.

An administrators handbook for the North Texas Institute for Educators on the Visual Arts 1991 Summer Institute. Included in the handbook are activities focused on disciplined-based art education and implementation plans.

A meticulously documented application for admission at the University of North Texas (UNT), showcasing the candidate's academic background, achievements, and aspirations.

A North Texas Institute for Educators on the Visual Arts newsletter for the Summer 1995, Vol. 6 No. 3. The newsletter features an article, "Making Thematic Connections Through Human Commonalities," thematic connections. The newsletter states that the use of thematic connections in the curriculum offers invaluable opportunities for teacher collaboration to develop meaningful learning experiences, and provides some lesson summaries that relate the use of human commonalities as underlying themes.

Photocopy of a memo from Leilani Lattin Duke, director of the Getty Center for Education in the Arts, to the RIG directors. The memo is in regards to the National Endowment for the Arts and the Assembly of Local Art Agencies publishing brochures on the Goals 2000 Educate American Act. Because Goals 2000 is a potential source of funding for the RIG directors, Duke hopes they'll take advantage of the possible new funding. Included with the memo is the brochure on Goals 2000.

A visual document about the powerful representations of identity through self-portraits and autobiographical works in both painting and print, unveiling the profound connection between art and self-expression by William Parks, Daggett Middle School, Fort Worth, Texas.

A document about the innovative 1998 High School Curriculum Unit, "Transforming Education through the Arts Challenge," emphasizing Discipline-Based Art Education (DBAE) and its transformative impact on enhancing art education in high schools.

A document about the visual communication of life's events through the lens of Native American art, exploring the rich cultural tapestry and symbolism embedded within these expressive artworks.

A handbook for a symposium at the Dallas Museum of Art about building relationships between multicultural public education curriculum and museum education programs.

An essay written by Dr. Elliot W. Eisner explaining Discipline-Based Art Education and how it defends the place of art in schools. This essay was approved and offered through the Getty Center for Education in the Arts.

A document from the Federal Register, Department of Education, direct grant programs and fellowship programs; notice inviting applications for new awards for fiscal year (FY) 1993. The department of education is inviting applications for new awards under many of the department's direct grant and fellowship programs. The document goes into great details about the application and instructions for the types of grants they will award under specific programs. These pages belonged to the desk of Jack Davis, William McCarter, as they researched foundations and charities to support their education reform program.

Art Education: Creative Birthright by Fran Bolte, Nancy Reynolds, Kelly Spragins, Pam Stephens and Donna Stovall. The document opens up with a statement on human beings around the world are inherently creative, capable of reflecting ideas, values and emotions but brings up the question as to why so many in society lose this creative birthright into the adulthood. It is because of the rush to reform education and how creativity is often left behind. The document details why art and art education is important to the children and to the public school system.

A letter from Robert T. McGee to D. Jack Davis dated November 11, 1986, regarding a proposal for the Getty Planning Grant. Enclosures include excerpts from the Dallas ISD Annual Performance Report and general information packet.

Photocopy of a letter sent from Vicki Rosenberg, Program Officer of the Getty Center for Education in the Arts, to regional institute directors, in regards to providing assistant in fundraising. Attached to the letter is a document that provides helpful tips about grant writing from the perspective of a not-for-profit and the perspective of a grants-maker. Along with this information, Rosenberg has sent sources of foundations located in the directors area. These pages belonged to the desk of Jack Davis, William McCarter, as they researched foundations to support their education reform program.

A document presented to the Getty Center for Education in the Arts by the North Texas Institute for Educators on the Visual Arts (NTIEVA). The document includes a project report for July 1, 1993 - June 30, 1994 and a proposal for July 1, 1994 - June 30, 1995. Twelve appendices are attached.

A comprehensive document presenting the final report of the NTIEVA Arts Advocacy Project, spanning the period from July 1996 to October 1996.

A published document that unravels the essence of "ART LINKS," elucidating how it connects and enriches education through the transformative power of visual arts.

An invitation to the conference hosted by the Getty Center for Education in the Arts, "Beyond the Three Rs: Transforming Education with the Arts." The invitation begins with an introduction to the Fifth National Conference to celebrate the education reform movement and the continued effort of the programs primary goals. Included is an agenda for the conference that details breakfast, lectures from guest speakers, receptions and events from Regional Institute Directors and educators whose goals are education reform. The document goes into further details about each individuals speaker in attendance of the conference.

A comprehensive workbook used at the North Texas Institute for Educators on the Visual Arts (NTIEVA) Leadership Academy in 1999, dedicated to advancing and fostering visual arts education in the North Texas region.

A report from the North Texas Institute for Educators on the Visual Arts to The Getty Center for Education in the Arts that covers activities for the months of June 1, 1990 - November 30, 1990.

A memo presented to the Getty Center for Education in the Arts by the North Texas Institute for Educators on the Visual Arts (NTIEVA). Sections are listed as follows: "Achievements"; "Changes"; "Matching Funds"; "Issues"; "Appendix I: Ghost Ranch Retreat"; "Appendix II: Newsletter"; "Appendix III: Marcus Foundation Board"; "Appendix IV: NTIEVA Advisory Board"; "Appendix V: Connecting the Disciplines Diagrams and Explanations"; "Appendix VI: Study Print Collection"; "Appendix VII: National Gallery of Art Extension Program"; "Appendix VIII: Monograph, 'Art as an Inherited Condition' by Professor Jon I. Young"; and "Appendix IX: 1993 Summer Institute."

A proposal titled "A Proposal for the Establishment of The North Texas Regional Institute for Educators on the Visual Arts", which was submitted to The Getter Center for Education in the Arts, that introduced the idea of a region wide institute that addresses discipline-based art education programs for art educators.

A handbook from the Forth Worth Independent School District 1997 Art Institute that includes practical guides, activities, studies, articles, and graphic visuals relating to discipline-based art education, art critical inquiry, art historical inquiry, and art curriculum development in K-12 grades.

A document presented to the Getty Center for Education in the Arts by the North Texas Institute for Educators on the Visual Arts (NTIEVA). The document includes a project report for November 1, 1992 - June 30, 1993 and a proposal for July 1, 1993 - June 30, 1994. Seventeen appendices are attached.