Journal of Educational Practice for Social Change 2012 | Page 5
have been included in designs that don’t fully relate to what we do in the real world arts classroom.
Unlike our arts subjects, non-arts subjects possess built-in, transparent performance tasks and
standardized testing for determining student growth. Learning success can be evident in obvious
terms—did they or did they not pass a test, get the correct answer, meet standard benchmarks? In the
arts, achievement is often less linear, more subjective and not always tangible in a traditional academic
sense. Which “performance tasks” will the evaluators deem appropriate for use in judging my success
as seen in my students’ growth? Will they thumb through student portfolios? Check grade books?
Interview the kids? Check out students’ artwork on my walls? Demand written tests? Will th \?B?[?X?]???H???Y\?Y\?8?'?X????'H[? H??X\? ? \? ???\? ] ?[?H ]X[?Y?YY?H \\??H ?\? ????[?? \[? ?] \??[?? ? Z\??[?\?? ?\?HX]?[ H???\?Y???X?]?\?[?\??\??Y[? ???^H ? Y[? ?[?[?^HX[?H YX\??? ? Y Z[??\?Y?[??[? \?[??[???Y?[?[??\?Y X?][??\??X?[ [H?ZY\?[?\??\??Y[? ?X??X???H ??[ [?? ]] \? ?[? ???YH?Z\? H [?]?\??[ ?[XX?H\??\??Y[? \?[Y]\?? ??[?H[? X?K?Y?] ?\?H? H ] ?[\HH????\??H H^ X?Y^ [?]?H??[Y[? ? ?Y?\?[?????Y\?\?H]\?Z[?Y[?^H\??\??\?\?H[ ?^\?]?Z[X?H[?\?^YY?? ? Y[? ? \?[? ?[?YZ[?\? ?]?? ? ?YK?[?H?[??Y\??] ^H\??X?x?% H ?YX?X?H\????K?[?\? ??X? ?X??X?
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