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Back to the Drawing Board: Utilizing...

Olson, Emmilu B.

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Back to the Drawing Board: Utilizing Project-Based Learning and Portfolio Assessments Across the Curriculum.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Back to the Drawing Board: Utilizing Project-Based Learning and Portfolio Assessments Across the Curriculum./
Author:	Olson, Emmilu B.
Description:	196 p.
Notes:	Source: Masters Abstracts International, Volume: 53-06.
Contained By:	Masters Abstracts International53-06(E).
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1565853
ISBN:	9781321218039

Back to the Drawing Board: Utilizing Project-Based Learning and Portfolio Assessments Across the Curriculum.
Olson, Emmilu B.

Back to the Drawing Board: Utilizing Project-Based Learning and Portfolio Assessments Across the Curriculum. - 196 p.

Source: Masters Abstracts International, Volume: 53-06.

Thesis (M.A.)--Corcoran College of Art + Design, 2014.

This paper explores the question: "In what ways can project-based learning and portfolio assessments, which are central to art education, improve teaching and evaluation practices in the general curriculum in the United States school system?" Project-based learning is a participatory approach that engages students in real-world challenges and problem solving. Portfolio assessments, an alternative to standardized assessments, is a way of documenting student growth and development; encouraging students to take ownership of their individual educational goals. Visual art is increasingly being cut from our public school systems even though No Child Left Behind considers Fine Arts to be part of the "core-curriculum." Mathematics and literacy are being taught extensively, and in turn, much of the students day is being spent focused on these subjects with the goal of showing growth on a standardized assessment. Visual Art, its value as a stand alone subject and its role in supplementing other subjects, is being diminished and the respect for it has depreciated. Both project-based learning and portfolio assessments are actively used in the visual art education classroom. In addition, they have been used by several countries school systems and a select number of schools in the United States to reach their students, schools that place high value on education. Teaching and evaluation practices in the general curriculum in the United States school system can be improved by analyzing these approaches and being open to the lessons visual art has to offer. Keywords: Visual Art, Education, Portfolio Assessment, Project-Based Learning.

ISBN: 9781321218039Subjects--Topical Terms:

547650
Art education.

Back to the Drawing Board: Utilizing Project-Based Learning and Portfolio Assessments Across the Curriculum.
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245 1 0 $a Back to the Drawing Board: Utilizing Project-Based Learning and Portfolio Assessments Across the Curriculum.
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500 $a Source: Masters Abstracts International, Volume: 53-06.
500 $a Adviser: Selila Honig.
502 $a Thesis (M.A.)--Corcoran College of Art + Design, 2014.
520 $a This paper explores the question: "In what ways can project-based learning and portfolio assessments, which are central to art education, improve teaching and evaluation practices in the general curriculum in the United States school system?" Project-based learning is a participatory approach that engages students in real-world challenges and problem solving. Portfolio assessments, an alternative to standardized assessments, is a way of documenting student growth and development; encouraging students to take ownership of their individual educational goals. Visual art is increasingly being cut from our public school systems even though No Child Left Behind considers Fine Arts to be part of the "core-curriculum." Mathematics and literacy are being taught extensively, and in turn, much of the students day is being spent focused on these subjects with the goal of showing growth on a standardized assessment. Visual Art, its value as a stand alone subject and its role in supplementing other subjects, is being diminished and the respect for it has depreciated. Both project-based learning and portfolio assessments are actively used in the visual art education classroom. In addition, they have been used by several countries school systems and a select number of schools in the United States to reach their students, schools that place high value on education. Teaching and evaluation practices in the general curriculum in the United States school system can be improved by analyzing these approaches and being open to the lessons visual art has to offer. Keywords: Visual Art, Education, Portfolio Assessment, Project-Based Learning.
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