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Art Education Moving forward
From 1876 onward Art Education began to soften from it's rigid origins. This made the assessment of art change dramatically. Art materials were being updated and invented with the times. -
The beginning of Traditional Art Evaluation
The evaluation of fines arts started with the traditionalists in the first 2 decades of the 20th Century. This is when the measuring of the artistic processess occurred. -
Draw a Man Test
Florence GoodEnough created a test called Draw a Man Test that was supposed to help measure intelligence through drawing. -
The McAdory Test
Another test set to help assess artwork. -
Meier-Seashore Art Judgment Test
Another test that was used to measure artistic ability, but did not accurately do so. -
After World War II
Prior to World War II an artist did not need a college degree. Since that time the Bachelor of Fine Arts and then the Master of Fine Arts became recommended degrees to be a professional artist, necessities facilitated by "the passage of the G.I. Bill in 1944, which sent a wave of World War II veterans off to school, art school included. University art departments quickly expanded. -
Eysenck's Aesthetic Judgments
the general factor of visual aesthetic judgments – which he coined “T” (for good Taste) -
Rubric Use in Academia
Rubrics started being used to measure academic performance in schools. -
DBAE
Discipline Based Art Education was implemented in the 1980s.DBAE supports a diminished emphasis on studio instruction, and instead promotes education across four disciplines within the arts: aesthetics, art criticism, art history and art production. -
Albert Shanker
In the early 1980s to early 90s Albert Shanker noted the need more accountability in their school work. He believed that students should not just graduate for being in school for 13 years, but rather have a standard they need to be held to. Therefore they used assessment in all areas of academia to help measure their success. -
Standards based reform
Albert Shanker's thoughs sparked into the Standards based reform, which had agreed upon standards and content. These is still used in rubrics to help assess art processes.
