Presents six position statements for developing a multicultural arts curriculum. Suggests strategies for implementing curricula and resources for gathering community information. Provides examples of implementation, including a sample interview to use with artists and sample questions to ask students when analyzing works of art. (KM)

Maintains that Phillip Evergood's painting, "Sunny Side of the Street," is an appropriate metaphor for full inclusion of students in art education. Describes a model for collaboration among students, teachers, administrators, and community members to create an inclusive art education program. (CFR)

Provides a photographic essay describing the Los Angeles (California) Museum of Contemporary Art outreach education program. Describes three components of the program: (1) community outreach; (2) museum/artist studio visits; and (3) return visits. Outlines how participants engage in interactive discussions and art-making during the eight sessions…

Asserts that society is fragmented and there is a need for strong support networks. Describes a cooperative community building program in North Carolina involving East Carolina University's art education program, Greenville (NC) public schools, and the McDonalds corporation. (CFR)

Describes "Site Omaha" an interactive public arts project designed to explore alternative art venues in the urban environment and to create a common link between artists and other community members. "Site Omaha" initiated innovative community arts projects. Provides a brief overview of urban environmental art. (MJP)

The Mackenzie Art Gallery in Regina, Saskatchewan, Canada, provides an internship program for students enrolled in the art education program at the University of Regina. The gallery trains teachers in the concepts of aesthetic education and the use of art objects and gallery resources in the teaching of those concepts. (RM)

Asserts art educators must increase public relations efforts to ensure parents and community understand importance of art education in the general curriculum. Describes a school community relations campaign for an elementary art education program. Includes suggestions for identifying goals for the campaign, meeting the interests of the audience,…

Contends that to realize their leadership potential art teachers must forge connections with the community. Discusses three connections and argues that they are crucial to increased participation of all students and teachers in viable art education programs. (CFR)

Article described Jane Addams' Hull House and the broad arts programs which she brought to the near west side immigrant neighborhood of Chicago. (Editor/RK)

This article describes several levels of public relations and cites a few examples of each. The public relations programs are based upon the assumption that publicity about art education programs does not always change behavior or policy. Rather, publicity is a vehicle to support awareness and understanding of art education. (Author/KC)

This article presents positive approaches to advocacy of art programs in the Tempe Union High School District (Arizona) during its development and expansion. Stated is the belief that teachers must take a leadership role in advocacy if students are to benefit from the unique opportunities available only through the arts. (Author/KC)

Described briefly is a course on arts advocacy designed so that guest speakers representing a broad base of organizations and/or legislative oriented groups could create action and movement to enhance arts education through networking and other sophisticated strategies. The course became a consciousness-raising event. (KC)

The Delaware Art Museum believes that art is an important component to all parts of the school curriculum. To support the interdisciplinary uses of art, the Museum has developed tour programs, e.g., a geometry tour and a cultures around the world tour. These and other tour programs are described. (RM)

Approaches to gaining solid, continuing support for the art program in Dade County, Florida are outlined. The authors state that the advances made are the result of hard work and painstakingly earned administrative support. Each action step described is followed by a description of the result of that action. (KC)