Outlines five areas in which much more needs to be known about the teaching of the fine arts and makes clear what is known--the arts have been starved of financial support in research and curriculum development as well as for time and attention in the schools. (Author/IRT)

Author attempted to clarify the issues and to provide the background needed to understand the roots and assumptions of the movement towards accountability as well as the movement to technologize curriculum planning and teaching. (Author/RK) Aspect of National Assessment (NAEP) dealt with in this document: Procedures (Evaluation).

In this article, Elliot Eisner defends the sections he wrote for the Getty Trust report entitled "Beyond Creating: The Place of Art in American Schools." (JDH)

Article provided a description of the Artists in the School Program, analyzed its purposes and the way in which it has been evaluated and disseminated to the public. (Author/RK)

Education of art teachers should be geared to our conceptions of the functions that art education performs, and must take into account the socialization of those who assume roles within the educational structure. (AN)

Focuses on identifying ways in which policy has affected arts education, specifically those that have evolved outside of arts education instead of within. Explores topics such as: the influence of national and state standards, the impact of testing, and the absence of teachers competent to teach the arts. (CMK)

Argues that children need more than basic reading and writing skills to be successful. Advocates the teaching of the arts as an obligation to the development of a a well-rounded individual. Defines the aims and content of discipline-based art education (DBAE) and offers alternative approaches to implementing it in the K-12 curriculum. (BR)

The author examines some of the major developments, issues and problems during his tenure as president of the National Art Education Association. He looks at the association itself, federal programs, and the cutbacks art education is suffering in the back-to-basics movement. (SJL)

The major thesis of this paper is that the forms used in conventional approaches to educational evaluation have a set of profound consequences on the conduct and character of schooling in the United States. (Author)

This article outlines the history of discipline-based art education (DBAE) and its underlying concepts, identifies and refutes significant misconceptions and criticisms of DBAE, and suggests a more balanced approach to appraisal of DBAE. (IAH)

This article attempts to clarify issues concerning, and provide the background needed to understand, the roots and assumptions of the movement towards accountability as well as the movement to technologize curriculum planning and teaching. (RC)

Highlighting the fundamental concepts of discipline-based art education (DBAE), this essay supports a comprehensive elementary and secondary education visual arts teaching approach that features content and skill learning in art history, production, criticism, and aesthetics. Section 1, "The Arts and the Mission of Education," considers:…

This paper identifies the issues in which behavioral objectives and accountability are embedded and describes the historical context in which they have emerged in the field of education. (Author/RK)

Educational psychologists frequently consider the arts to be emotive forms that might provide satisfaction--but not understanding. This article argues that if cognition is a matter of becoming aware, of perceiving, then the senses and the arts play a crucial role in providing essential resources for education. (Author/WD)

The arts should be part of the core curriculum because human cognition is wider than discourse and because the forms one is able to use define the scope of the reality that one can know. (Author/IRT)