DBAE and Educational Change.

Abstract

Discipline-based art education has taken nu merous distinct forms over the past 15 years. Based on many years serving as evalu ators of the Getty-sponsored Regional Insti tute Grant (RIG) programs conducted in Cali fornia, Florida, Minnesota, Nebraska, Ohio, the Southeast Center headquartered in Ten nessee, and Texas, the authors direct this artcile to issues concerning educational change and DBAE as it evolved between 1988 and 1996. They examine three major questions: What are the factors that affect ed the reformulation of DBAE in the Getty Regional Institute Grant program? What has DBAE become in the Regional Institutes? What do our findings reveal about the evalu ative process itself ? and about the evalua tors? The article presents a rich portrait of the systematic collaborations among many individuals working together within change communities supported by the Regional Insti tute programs, demonstrating the vast array of factors that must be in place and func tioning if a change initiative is to fully suc ceed. The authors discuss several of the dif ferent forms of DBAE they have encountered, concluding with a presentation of DBAE in which the meaningful content and vital ideas contained within artworks become foremost, acquiring critical significance and personal, social, and cultural relevance for the individual. They conclude with a discus sion of the values they brought to and devel oped in the process of evaluating the Region al Institute programs.

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