A rough draft paper titled "Are There Common Messages from the Annenberg Arts Project?", as part of the Annenberg Arts project discussion.

A document about the TETAC Implementation Plan that illuminates pathways to revolutionize the realms of Theater, Education, Technology, and Community (TETAC).

A compelling letter from an applicant vying for approval into the Marcus Fellows Program's doctoral program. The document outlines the candidate's diverse interests, highlights of published papers, and references, providing a comprehensive perspective on the individual's qualifications and enthusiasm for the prestigious fellowship.

A compelling letter submitted by a prospective Marcus Fellow Program applicant. The document provides insights into the applicant's academic and professional interests, highlights published papers, and presents references, offering a comprehensive view of their qualifications and aspirations for the fellowship.

A snapshot of a reminder email nudging discussions on curriculum guidelines and reiterating the proposal for a meeting to delve deeper into the subject matter.

A document about the mentorship review conducted by Nancy Walkup, providing valuable insights into her recent meeting with the Principal and Assistant Principal of Greenbriar School.

A letter where a dedicated applicant joyfully accepts the prestigious Marcus Fellowship for the academic year 1999-2000. This letter radiates gratitude, excitement, and a profound commitment to commence the transformative Marcus Fellows Program at the School of Visual Arts, University of North Texas (UNT).

A letter from the Administrative Office of the University of North Texas (UNT) extending a warm invitation to an applicant for an in-person interview. This letter follows a thorough review of the applicant's submission for the Marcus Fellows Program, emphasizing the importance of the upcoming interview in the selection process and providing relevant details for the meeting.

An official letter extending an invitation to a promising applicant of the Marcus Fellows Program for an in-person interview. This step follows the comprehensive review of the application, aiming to delve deeper into the candidate's qualifications, aspirations, and potential contributions to the School of Visual Arts at the University of North Texas (UNT).

A memorandum from Margie Desiderato, grants clerk of North Texas Institute for Educators on the Visual Arts to Deborah Dobbins, coordinator, arts education services. In regards to the financial institute budget for the fiscal year 2000, FY00, which totals to $456,958.00. Their funding has come from the Getty Center for Education in the Arts, the Annenberg Foundation, the Marcus Foundation and the University of North Texas. cc'd on the memo is Jack Davis.

A strategic memorandum thoughtfully addressed to Steering Committee Members. The memorandum is accompanied by attached documents outlining the criteria for drafts of written curriculum units.

A comprehensive document providing a strategic explanation of the TETAC Rating System. Crafted with precision, this draft offers insights into the systematic approach employed by TETAC for evaluating and rating various components within its initiative.

A comprehensive letter, strategically addressing NTIEVA in the context of the Arts assessment.

A compiled document encapsulating the rich discussions, initial project findings, and detailed minutes from the Regional Institute Directors' Meeting of the National Arts Education Consortium in 1998.

A documented letter from NTIEVA, accompanied by an attached copy of the contract with Barrett Kendall Publishing Ltd. This correspondence highlights specific issues within the contract and proposes a constructive avenue for further discussions and resolution.

An invoice sent from the University of North Texas, North Texas Institute for Educators on the Visual Arts, to the Texas Commission on the Arts for the charges of four dollars and nineteen cents. Invoice number 5895347920

A letter to Jack Davis, Dean of Unversity of North Texas' School of Visual Arts, from Marilyn Martin, Manager of Grant Contracts and Evaluations at the Texas Commission on the Arts, in regards to an attached contract that must be signed by Phillip C. Diebel or the expenses for the project will not be incurred until it has been signed by both parties. The contract goes into the terms and conditions of the agreement between both parties.

Photocopy of a memo from Lori Weisgerber, Getty Center, to Jack Davis, Harriet Laney and Bill McCarter, North Texas Institute for Educators on the Visual Arts, with information regarding the Advisory Committee and outlines of information needed to updated in the committee notebook.

A comprehensive document, offering a detailed proposal submitted by the art schools involved for the Getty Education Institute Portion FY98.

A comprehensive email conversation documenting the strategic preparations for an upcoming Round Table discussion.

A report for the National Specialty Program grant via the National Center for Art Museum/School Collaborations. Attached documents include news article clippings, a survey on NCAMSC, conference evaluations and more.

A letter from Leilani Lattin Duke to Lee Hanson about informing Hanson that the upcoming curriculum development meeting has been postpone due to overarching ideas with consultants.

A detailed document offering insights into the progress made during the grant extension period from August 1995 to July 1996 for the NTIEVA/Getty/Marcus Advocacy Project.

Photocopies of evaluations and comments for the National Museum of American Art, Smithsonian Institution: An Introduction to Latino Art and Culture, dated June 26 - 28, 1996. The evaluations are rating the quality of the workshop by answering the questions of material, information, topics and other objectives that the exhibit provided. In a letter to Carol Wyrick, July 15, 1996, Bill McCarter apologies for withholding the evaluations but NTIEVA wanted to record the general comments made about the Institute. Some of the comments read as written, "I enjoyed the workshop and learned a lot." "Those of us who teach the younger students found the drawing studies to be of little relevance to the level of production appreciated [by] our students." Other comments continue with the enthusiasm of the quality of materials and the presentations, as well as offer suggestions or provide concerns about the related subject.