Domain projects are the principal vehicle for classroom instruction; they provide the framework for student inquiry central to a theme. Domain projects incorporate studio production, student reflection, and perception over an extended period of time. They allow for deeper involvement with media, concepts, and development. Opportunities for assessment are embedded throughout the curriculum. Domain projects refer to a curricular framework rather than a series of set projects. They can (and should be) adapted to fit the needs particular students and goals of the teacher. Domain Projects refer to the process of implementing Production, Perception, and Reflection. There are 4 basic characteristics of domain projects listed in the handbook. Here they are bulleted, followed by descriptions below:

• Domain projects are long-term, open ended curricular units built around a central theme.

  Through personal investigation of art materials, students discover artistic concepts in a meaningful way. Each project consists of several integrated lessons to explore a central theme. The projects are long term because they demand a more in depth exploration of a concept; they support the evolution of student learning (over time). Projects are open ended in that there is not necessarily a single goal for students' artistic production. Students are posed with a problem and challenged to invent individual solutions.

• Domain projects emphasize process as well as product.

  Domain projects provide opportunities to try out new ideas, media, and concepts without commitment. Throughout the lessons, students are encouraged to reflect upon their thoughts, ideas and discovering , thus emphasizing the importance of the process. The end product is a result of the means through which they get there.

• Domain projects integrate production with perception and reflection.

  Domain projects can begin in a variety of ways. They might start with production, followed by student reflection; or they might begin with a perception activity, followed by production as reflection. Lessons might even begin with reflection, followed by production. Each lesson calls for each of the components to be explored to maximize student learning and awareness of the process.

• Domain projects provide opportunities for self and peer assessment and teacher-student assessment.

  Throughout the project, several opportunities arise for informal assessment of self and peers, encouraging dialogue and communication. Students are involved in the assessment process. Their involvement develops a better sense of responsibility and ownership as individuals as well as a community. Assessment is fluid, and can be adapted midstream to better suit the needs of the particular student-teacher-class environment.