An abstract for the North Texas Regional Institute for Educators on the Visual Arts, with the intention of inviting corporations and private foundations in North Texas to join with the Getty Center for Education in the Arts, the University of North Texas to innovate and implement a education reform for discipline-based arts. The abstract goes into details about what NTIEVA hopes to achieve through their program, wanting to tackle visual literacy, critical criticism and language among elementary and secondary students. Further details about budgeting and proposed planning are incorporated at the end of the abstract.

Photocopy of the abstracts for presentations that are taking place during the Inheriting the Theory: New Voices and Multiple Perspectives on DBAE. At the bottom of the first page is the location and dates of the seminar and on the left-hand side are the committee members and director. Each idea is listed under its own "Triangulation", there are six total. Each triangulation gives a summary of the idea as well as a snippet about the speaker.

A financial data report from the Anne Burnett and Charles D. Tandy Foundation for the tax year starting from 1984 to 1988. The data is tallied by how much assets the museum had at the end of the year and the amount they've awarded in grants.

A letter from Thomas F. Beech, executive vice president of the Tandy Foundation, to Elaine Stearns, research assistant at the Office of Advancement, University of North Texas. Beech has given Stearns a copy of the information that she has requested, attached to the letter is the grant application information for the Tandy Foundation.

An article, Art education and the many-sided development of the young man by Liliana Stefanova. Stefanova writes in her confidence that the noble mission of an international organization like INSEA, International Society for Education through Art ideals are invaluable importance to the future.

An article, Art Expression, Art Skills, and Continued Artistic Development of Children by Michael Day. Literature in the field of Art Education has distinguished to three domains of art learning, critical domain which refers to the individuals response to art, the making of critical judgement and the ability to discus art with others. The cultural or historical domain, refers to the knowledge and understanding that surround a work of art within the milieu. The productive domain, refers to the making of art objects. Day's article, he'll focuses on the productive domain and the creative mediums of artwork.

Arts Propel: A Fresh Approach to Education and Assessment in the Arts. The statement says, an individual educated in an art form should be able to express themselves directly in the medium or symbol system of that art form. Children from an early age should have extensive experience in working with artistic materials and should become familiar with concepts, themes and feelings which characterize artistic works. Art Propel is a five-year cooperative project directed towards three art forms, music, visual arts and imaginative writing.

A newspaper clipping featuring an article on children from Forest Hill Elementary School at the head of their class with high grades in arts education. The article goes into the fact that arts education has been around since the 1950s but there never has been such an interest until now, art education is being re-examined. Art is being viewed as important to all students as a means of enchaining learning and other disciplines such as math and science. The article continues into the hard work that Getty Center and the education reformation program has undergone to see changes in the schools curriculum.

A newspaper clipping featuring an article about Fort Worth ISD being high in art education grades. The article goes into the fact that arts education has been around since the 1950s but there never has been such an interest until now, art education is being re-examined. Art is being viewed as important to all students as a means of enchaining learning and other disciplines such as math and science. The article continues into the hard work that Getty Center and the education reformation program has undergone to see changes in the schools curriculum.

A clipping of an article written by Janet Tyson for the Fort Worth Star-Telegram about Fort Worth school's art programs. It discusses the concerns for a lack of art-related courses in schools and points to Fort Worth as a leader in the initiative to bring them back with the help of NTIEVA and the Getty Center for Education in the Arts.

A financial data report for the Bass Foundation. The Bass Foundation awards grants to recipients as listed at the top, such are arts and higher education. The financial report lists the foundations assets from the 1984 year to the 1988 year and the grants awarded for that year.

A brief description of Connecticut's performance assessments in High School Science and Mathematics, written by Joan Boykoff Baron, Ph.D, Connecticut State Department of Education. The Connecticut State Department of Education received a grant from the National Science Foundation to work with the Coalition of Essential Schools and the State Departments of Education to develop performance assessments in science and mathematics.

A provisional report drawn up by the University of North Texas to describe the goals for a capital campaign / fundraising effort. The report goes into detailed expectations of funding and monetary acquisition from companies and foundations to support programs currently being worked on at UNT.

A newsletter, Common Core of Learning Assessment Project, Compact Dialogue, Connecticut Multi-state Performance Assessment Collaborative Team in Math and Science. Compact Dialogue is a monthly publication of the Compact Project a multi-state collaborative effort funded by the National Science Foundation. The newsletter will keep up to date information on all the happenings within the project.

A newsletter, Common Core of Learning Assessment Project, Compact Dialogue, Connecticut Multi-state Performance Assessment Collaborative Team in Math and Science. Compact Dialogue is a monthly publication of the Compact Project a multi-state collaborative effort funded by the National Science Foundation. The newsletter will keep up to date information on all the happenings within the project.

A contract for between the Texas Commission on the Arts and the University of North Texas for services that include grants and funding for the North Texas Institute of the Arts. The contract is split into six sections. Section 1 establishes the parties in the contract, TCA and UNT. Section 2 is the equal opportunity statement. Section 3 is the contract period. Section 4 is the obligations of service provider, UNT. Section 4 also states that UNT will produce an evaluation report within 30 days following the termination of the contract. Section 5 states the obligations of the commission, TCA. Section 6 is the payment by commission which states that TCA shall pay to UNT the amount of its liabilities specified in section 5. Section 7 is the amendments and changes.

A collective document that gives descriptions of foundations that provide grants for numerous organizations and programs of particular interests. This page is about the American Express Co. American Express Philanthropic Program. American Express offers grant support in arts & humanities, education, arts education, colleges & universities, public education and social services. These pages belong to the desk of Jack Davis, William McCarter and the members of the North Texas Institute for Educators on the Visual Arts, as they researched foundations and charities to support their educational reform program.

A financial data report for the Crystelle Waggoner Charitable Trust. The financial report details their assets by the year starting from 1984 to 1988 and the support grant they have awarded for that following year. In addition information, no deadline, has been circled.

Photocopy of an operating budget for NTIEVA for the year 1990. This copy is the revised version, as of December 22, 1989. The budget is divided into five groups, Personnel, Personnel Fringe Benefits, Staff Development Activities, under which are Leadership Retreat costs, Institute Preparatory Sessions costs, and Summer Institute costs, then come the Implementation costs, and Operating costs. Across all these groups there is a further breakdown of where the funds will come from. Either In-Kind, Match, Getty will cover the item, with a total budget tallied at the end.

Five year schedule for implementing DBAE to school districts in four different cities.

An illustration of a elementary school classroom with "DBAE," discipline-based art education, written on the blackboard. On the wall next to the blackboard are dreaings of suns and houses and on the table in the foreground are more art supplies and drawings. The featuring article visible at the bottom reads, "Getty Center providing $625,000 for arts."

An article from the Denton Record-Chronicle about the grant received by UNT for the NTIEVA program. The grant was from the Getty Center for Education in the Arts and supports the collaboration program with the DFW Metroplex art museums.

A detailed outline of a development plan to communication opportunities and needs of an organization to clienteles to build relationships in which to fulfill philanthropic objectives. The outline goes into strategic details for development planning, presentation and how to achieve desired results.

Photocopy of a report from the Exxon Education Foundation, titled Dimensions 1988. It divides Exxon's Worldwide contributions into two categories, By Program Area and By Source of Contributions. Under the heading of Arts, Museums and Historical Associations are listed, alphabetically, the foundations, organizations and groups that Exxon has donated to. The total amount is $2,380,538. Hand-written notes on the first page of the document read "10-26-89; Bill, Within a year after they relocate to Las Colina we could legitimately ask them for the same amount as Richardson & Carter (i.e. $150-$200k over 5 yrs). Bruce; cc: Jack Davis", "Bruce ---" with a line to "To Jim M--- I----". The "Jim M" is crossed out.