Model Learner Outcomes for Art Education / Raymond Klecker-Higgins.

This document records the Minnesota Department of Education's philosophy of art education. Chapter 1 outlines the educational and learner values, philosophy, mission, and goals of the State Board of Education. These ideas aim to provide a model for use by communities and school staff to improve the learning experiences they offer students. They also are the hierarchy used by Department staff and teams of educators as they develop model learner outcomes. Chapter 2 discusses goals and program level learner outcomes in art education. Their philosophy represents the growing trend away from art-making towards an art education that can enrich everyone's lives. They consider such issues as cultural heritage, gender fairness, sensitivity to differently abled individuals, and global education as well as developing cognitive skills. In chapter 3 learner outcomes are addressed. They represent major concepts in the art education field and are intended to serve as models that can be adapted to fit course content based on local needs and resources. These model learner outcomes (MLC) are organized under four headings: Context, Conceptualization, Construction, and Communication. Chapter 4, "Transposing and Developing Learner Outcomes into Curriculum," discusses the interrelationships of philosophies, rationales, curriculum models, and a day-to-day curriculum. Sample unit and lesson plan development models are provided and evaluation in art education is considered. The appendices outline art-related careers, health and safety in art, sample developmental considerations for the Art Education Model Learner outcomes, and art education contacts and resources. (KM)

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Practitioners. ericd

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