Towards Establishing First Class, Unimpeachable Art Curricula Prior to Implementation

Abstract

In this paper, antecedent data, conditions existing prior to teaching and learning, are proposed as a focus for evaluation. Criteria of completeness, coherence, and appropriateness are described and exemplified as an art curriculum evaluation system. A model for curriculum completeness and coherence is offered as a basis for these internal criteria, and the external basis for appropriateness is described. Hypothetical instances of positive and negative examples of curriculum completeness, coherence, and appropriateness are offered as practical applications of the evaluation system.

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