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 about Leonard Middle School's application for the Partner Schools Program. Included is the Application Evaluation Checklist, meticulously filled out to assess the school's eligibility and alignment with program criteria.

A document providing an in-depth exploration of the grant application submitted by North Hi Mount Elementary School, accompanied by the attached Application Evaluation Checklist.

A meticulous evaluation of Greenbriar Elementary School's grant application, complete with an Application Evaluation Checklist.

A document providing an in-depth exploration of Oakhurst Elementary School's grant application proposal, showcasing the school's innovative initiatives and strategic vision. Additionally, the attached application evaluation checklist serves as a comprehensive tool used to assess and rate key aspects of the proposal.

A telecopied letter requesting for proposals on learning in and/or through the arts. Included are detailed instructions on what the organization is looking for.

A document combining the meticulous evaluation process through an Application Evaluation Checklist and the filled Grant Application for Daggett Elementary School, a dedicated participant in the Partner Schools Program.

List of publications and recorded presentations from the Getty Center for Education in the Arts from the 1980s.

Improving Instruction in Visual Arts Education program, a National Diffusion Network Project funded by the Getty Center for Education in the Arts. Included in the program is a daily schedule for Art Education Consultants' seminar July 24 - 29, 1989. Also enclosed in the program is a summary of the theory and practice of discipline-based art education.

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.

The comprehensive registration list providing a detailed overview of attendees at the Texas Association of School Administrators (TASA) and Texas Association of School Boards (TASB) Joint Annual Convention in 1993.

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 agenda for the North Texas Institute for Educators on the Visual Arts Summer Institute held in Fort Worth. Attached documents include various materials relating to NTIEVA and art education.

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

Curriculum lesson plans for the North Texas Institute for Educators on the Visual Arts.

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 handbook for the NTIEVA Summer Institute in 1992. It is divided into four sections corresponding to the four art disciplines discussed: Art Production, Art History, Art Criticism, and Aesthetics. Schedules, maps, diagrams, and more information on the program are included.

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.