| This study devises a range of instructional "good practice" indicators for fine and performing arts courses in undergraduate general education programs. Several of the indicators were applied to collect data on introductory visual arts, dance, music, and theatre courses for nonmajors that meet general education requirements at 27 two- and four-year public liberal arts colleges in Maryland. Data sources included faculty surveys, published catalogs, Maryland's articulation data base, and syllabus materials. The indicators provided baseline information on (a) the curricular structure of arts offerings in the general education programs under review, (b) faculty and administrators' opinions regarding the fundamental knowledge, skills, and values which should be included in general education arts courses, and (c) instructional strategies that support established good practice principles in undergraduate education.;Features of Ewell and Jones' (1996) higher education indicators model associated with general education assessment were incorporated in the study. In addition, advanced level (Grades 9--12) features of several secondary curriculum models, including the National Standards for Arts Education, were used as initial guides for designing indicators of collegiate achievement in the arts. Study findings suggest that (a) indicators data that supports good practice principles can assist undergraduate educators in designing effective general education arts courses for nonmajors that integrate hands-on and theoretical approaches, and that (b) indicators data linking secondary and undergraduate arts study can strengthen arts education in both sectors while promoting a seamless K--16 curriculum for the general student population. A catalog of sample good practice indicators for undergraduate general education arts courses is presented. |
