An Overview of the National Assessment of Educational Progress in Art, by Brent Wilson. The National Assessment of Educational Progress in Art was designed to provide information about American students' school related and culture related achievements in arts. The assessment sought to determine how well students perceived and responded to the qualities and contents of works of art as well as valued works of art, if the works of art are skilfully and imaginative, and to determine what they know about the history of art.

Photocopy of a letter from Bruce M. Burton, Office of Advancements to his colleague, James "Jim" J. Muro. In discussion of the five-year grant from the Getty Center for Education in the Arts and that their grant outline specifically requires an annual match from the University of North Texas. UNT must come up with $397,000 in cash and $133,000 in gifts over the five-year grant period. Burton writes that the Getty Foundation is more than willing to help UNT raise the matching funds, as they are interested in seeing this project be successful. Burton expresses that Muro and Jack Davis hold a meeting with Bob Crow, of the Amon Carter to discuss Carter's participation in the project and hopefully become a contributor.

Letter from Ruby Raines, from the Office of the Provost and Vice President for Academic Affairs, University of North Texas, to Julie Able, program associate, Getty Center for Education in the Arts. The letter is Raines sending Abel the list of names of the museum and school district representatives who will be attending the February meeting in Chatanooga, Tennessee.

A collective document that gives descriptions of foundations that provide grants for numerous organizations and programs of particular interests. This page has a check-mark next to the Bert & Bernie Cohen Foundation. The Cohen Foundation offers grant support in arts & humanities, arts associations, education, arts education, colleges & universities, 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.

Photocopy of a letter from Mollie Lasater to Bill McCarter about an upcoming Arts Education Workshop. Lasater provides an agenda that details the outline of the event. Originally the letter was addressed to a "Community Leader" but that was crossed out and "Bill" was written to the side.

Photocopy of a letter from Robert B. Toulouse to Vicki Rosenberg clarifying the contribution of the Provost's Office towards the cash match for the North Texas Institute for Educators on the Visual Arts. Toulouse explains what it will be used for.

A memo from Julie Abel, program associate for the Getty Center for Education in the Arts, to Jack Davis and William McCarter, co-directors of North Texas Institute for Educators on the Visual Arts. The memo is in regards to reserved exhibition space in the Bessie Smith room at the Radisson Read House, where reach regional institute can display any materials or information on their consortium.

A collective document that gives descriptions of Foundations that provide grants for numerous organizations and programs of particular interests. This page has a check-mark next to the Lasko Family Foundation. The Lasko Foundation offers grant support in arts & humanities, education, arts education and social services. This page belongs to the desks 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 program.

A thesis on, The Triumph of American Culture Over The Art Education Establishment: Findings from the U.S. National Assessment of Education Progress in Art by Brent Wilson. The article is in regards to the United States tasks of assessing educational progress in art. The National Assessment project, they have chosen to assess which school art educational programs have been effective, if the student responds to works of art, values art as an important human experience, know the history of art and can make reasoned judgement on quality of art work.

A document with information on the High School visual art program and a principals' survey. The document has information like, "45% of the schools, the primary responsibility for curriculum planning resides with individuals teacher. Art teachers in 78% of the schools make modifications in the curriculum to meet student needs and interests." "58% of the principals take the position that objectives intrinsic to the arts are the most important: 40% indicated that developing artistic literacy and skills are most important; 18% cited aesthetic education."

An invitation to a fund raising seminar for the Deans and Faculty at the University of North Texas for Thursday, October 5, 1989 at the Advancement Center. Included in the invitation is a schedule for the morning and afternoon of the seminar and a list of individuals who have been participating in the fund-raising project who have been invited to the seminar.

A collective document that gives descriptions of foundations that provide grants for numerous organizations and programs of particular interests. This page has a check-mark next to the C.E. & S. Foundation. The C.E. & S. Foundation offers grant support in arts & humanities, education, arts education, liberal arts education, public education, colleges & universities, 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 letter from W. Dwaine Greer, Director of IVAE, to William McCarter, co-director of North Texas Institute for Educators on the Visual Arts. The letter will serve as the contract as an art education consultant to the Getty NDN Project, Improving Instruction in Visual Arts Education (IVAE). The letter states that Davis will have to abide by the criteria and procedures set for art education consultants and be available for consulting. Greer needs McCarter to sign and date the letter in the space provided to signify his understanding and agreement of the contents.

A collective document that gives descriptions of Foundations that provide grants for numerous organizations and programs of particular interests. This page has a check-mark next to the Taubman Endowment For The Arts. Taubman Endowment offers grant support in arts appreciation, arts associations, historic preservation / restoration, museums / galleries and music, as well as arts education.

A document draft on Procedure and Criteria for Consultant Applications, it reads that all prospective consultants will submit a letter which describes and verifies how the criteria for selected consultant position have been met. Included in the document is the criteria and supporting materials, general guidelines for those wishing to be considered and art education consultant.

A collective document that gives descriptions of Foundations that provide grants for numerous organizations and programs of particular interests. This page has a check-mark next to the Norman R. & Margery C. Tyre Foundation. The Tyre Foundation offers grant support in arts education, college and universities.

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.

Photocopy of a document that describes many different Foundations set up in Texas. The document goes into details about where each foundation is located, who the donors are, what type of programs or activities they fund in and how to apply for such grants. North Texas Institute for Educators on the Visual Arts used this directory to apply for funding for their education reform program, having reach out to Amon G. Carter Foundation and the Effie and Wofford Cain Foundation.

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.

Photocopy of a letter from John Paul Batiste to Mark Elder about the Texas Commission on the Arts matching funds for meeting requirements for the Commission's Financial Assistance Program. Batiste explains that if certain criteria are not met then the funds will not be provided.

Recommendations of Museum Representative Affinity Group distributed to Project Directors and Museum Representatives, the December 9, 1989 Regional Institute Directors' meeting in Los Angeles California.

A scanned newspaper clipping featuring an article about teacher, Georiga Blaydes and her fifth-grade class room of students undergoing the experimental discipline-based art education program. The students have become as serious about art criticism as professional critics. Changes in art curriculum are being implemented statewide as part of a package of sweeping education reforms approved by the Texas Legislature in 1981. In the article, Ms. Blaydes has been working with the University of North Texas administrators as they plan for a regional center for the visual arts that will promote new art education programs.

A memo from Vicki Rosenberg, program officer at the Getty Center for Education in the Arts, to the Regional Institute Directors, Sheila Brown, Jack Davis, Margaret DiBlasio, Anne Lindsey, Jessie Lovano-Kerr, Nancy MacGregor, Bill McCarter, Tom McMullen and Nancy Roucher. The memo is in regards to the Directors' Meeting in Sarasota, Florida, the Center's effort to provide the regional directors with technical assistance in fundraising.