Assessment tools
Also known as “assessment instruments.” These refer to the methods of gathering data about learner performance and understanding, and may include questionnaires, written tests, portfolios, checklists and rating scales for projects or performances.
Collaborations or partnerships
Collaborations usually are short-term or temporary arrangements between two or more entities to work on specific projects. Collaborating entities may share costs and contribute resources to the specific projects.
Partnerships usually are characterized by a long-term (one year or longer) working relationship between two or more entities. Members of partnerships are often involved in planning and decision-making for multiple programs and projects over an extended period of time. All entities within a partnership share costs and contribute resources to the programs or projects.
Contact session
This is a formally scheduled meeting with the residency artist. A total of four contact sessions may be scheduled per day. Usually, one is the core group and the other three are peripheral groups.
Core group
One or more groups, identified by the artist and residency planning committee, which meet with the artist each day throughout the residency for an in-depth artistic experience. The group(s) may be a classroom size or smaller and comprised of students, teachers, staff, parents and other community members.
Credible research
This type of research is characterized by:
| a. |
A basis in the accumulated knowledge or literature of research, so that it builds on prior work. |
| b. |
Research based on the investigation of useful hypotheses or questions. |
| c. |
Transparency of methods, so that readers of research can understand how data were collected and analyzed. |
| d. |
Coherency between methods and conclusions, so that a clear chain of logic connects findings to the data. |
| e. |
Where possible, replicability, so that others can investigate similar phenomena under similar conditions using similar methods. |
Curricula
These include instructional materials, related to a unit of teaching and learning within a particular subject area. These may include lesson plans, audio-visual materials, teacher guides, textbooks, etc.
Evaluation
For learners, Formative evaluation is the process of judging ongoing, changing process or product for diagnosis, revision, description, information, or comparison. Summative evaluation, final-end judgment serving purposes of persuasion, verification, prediction or validity, is also referred to as outcome evaluation. For programs, formative evaluation occurs during the program planning and implementation. Summative evaluation occurs after the program has been completed.
Evaluation strategies
These strategies may be either “qualitative” or “quantitative” in nature. Program evaluation findings are considered credible when the evidence that is collected supports claims being made. Therefore, evidence should be a combination of quantitative data (the results of numerical measurement and statistical analysis) and qualitative data (the results of investigating perceptions, opinions, and behaviors).
Learner Assessment
Learner assessment is the larger process(es) of describing, collecting, recording, scoring, and analyzing information about student knowledge, skills and dispositions against instructional objectives and standards of quality.
Letters of commitment
These letters should be not longer than one typewritten page, and should directly affirm that the partnering or collaborating entity intends to support the proposed project as stated in the application (budget pages and/or narrative). It should be clear that the writers of the letters are familiar with the proposal. Letters should be addressed to the OAC.
Multi-generational
Arts Learning programs can serve a wide range of individuals including preschoolers, children, youth, young through older adults.
Ohio Fine Arts Academic Content Standards
This Ohio Department of Education document includes standards in four domains: 1) Historical, Cultural and Social Contexts; 2) Creative Expression and Communication; 3) Analyzing and Responding; and 4) Valuing the Arts/Aesthetic Reflection plus grade-level bench marks. Standards in arts are challenging, but attainable visions of student outcomes (i.e., what students should know and be able to do and appreciate, resulting from their arts education or arts learning experiences. Grade-level bench marks are interim targets progressing “normally” toward a final standard.
Standards may be found at http://www.ode.state.oh.us/academic_content_standards.
Outcome(s)
An outcome is an operationally defined goal (i.e., something that can be measured). For learners, it can be a culminating activity, product or performance. For programs or projects, it can be the positive changes that have occurred in the lives of those being served.
Planning session
This is a meeting between the professional artist, the sponsor’s planning committee and an Arts Learning program representative for the purpose of planning a residency. The meeting lasts approximately two hours and is scheduled four to six weeks before the residency begins.
Peripheral group
This is a classroom-sized group or smaller that meets with the residency artist less often than the core group for art-making activities.
Professional artists
These are individuals who devote a major part of their time to creating, producing and performing any of the arts.
Research
Research is a systematic process of collecting and analyzing objective evidence in order to establish facts and reach conclusions. The purpose of research is to increase common knowledge and understanding in an area of interest and concern.
Sponsor’s planning committee
This group generally numbers eight to twelve and is comprised of individuals key to the residency’s success. Members should include the school’s or organization’s administrator (principal or director), staff/teachers working with core and peripheral groups, arts specialists, community members and students (when appropriate).
