To criticize the ideology of integrating the arts into general education, three questions are discussed: (a) What does the ideology assume about education? (b) What does it assume about art? (c) How has the ideology been received? It is foolish to rely on career civil servants and philanthropists for policymaking in art education. (SR)

States that the Rockefeller Report, "Coming to Our Senses", reflects the preferences of a particular interest group that has assumed power in cultural and educational matters during the past fifteen years. Critically examines the Report's weaknesses and deficiencies which, says the author, seriously disqualify it as a guide to policy.…

Provides reflections on the meaning of excellence in art education. Identifies four propositions that distinguish excellence in art education. (JDH)

Basic policy questions are offered to help guide efforts to formulate policy for art education in the schools. A view of art education that is responsive to these questions and examples of policy recommendations that have not addressed basic policy considerations are discussed. The central purpose and place of the arts in education is reiterated.…

An aesthetically educated person may be understood to subscribe to values and possess dispositions that in important respects are distinctive. The respects in which such values and dispositions are unique and the methods by which they might be developed are, however, subject to interpretation. This article provides brief summaries of three…

Considered the professional preparation of art teachers in an address on teacher education. (RK)

Considers recognized examples of excellence in painting and the writing of contemporary authors concerning the definition of artistic excellence. Maintains that a clear definition is available and that schools' pursuit of excellence in art education benefits society. (JDH)

There are two potential dangers flowing from current educational criticism: deschooling and deprofessionalization. Whether these two dangers are imminent or remote so far as schooling in general is concerned, they are immediate and pressing for the profession of art and aesthetic education. (Author)

Discusses perceived problems in the proposed National Standards of Arts Education. According to the author, the greatest concerns are with the political correctness evident in the Standards, its penchant for interdisciplinary studies, and its inflated rhetoric and utopianism. It is suggested that the standards do not take art education seriously…

The current cultural situation calls for reestablishing art education's fundamental purpose: cultivation of percipience in matters of art and culture. This article characterizes the learner image that should influence curriculum design and evaluation, describes the nature of art and its contribution to human fulfillment, sketches five phases of…

Offers a brief history of the academic roots of discipline-based art education (DBAE). Discusses writings in the areas of educational philosophy, educational psychology, the social foundations of education, and educational theories and policy which shape contemporary thinking about DBAE. (JDH)

The author feels that school art teaching is in danger of deprofessionalization, due to the growing cultural service field, which promotes employment of noncertificated artists in the schools and due to art educators themselves acting unprofessionally by failing to treat art as a serious discipline. (SJL)

Examines the role of the National Endowment for the Arts in determining art education policy, stating that the organization has become increasingly political and has failed to realize its early promise. Argues that the arts should be regarded and taught as a humanity. Advocates an "excellence curriculum" for secondary art education. (GEA)

The author argues that three basic fallacies concerning art education's proper goals and procedures have opened up school art policymaking to the deleterious influence of the outside "arts establishment"--defined as governmental, philanthropic, and artistic interests whose views are typified by the Rockefeller Commission report,…

Discusses how the absence of a humanistic interpretation of arts education is affecting humanities in higher education and the leadership in arts education. Focuses on educational policy in arts education demonstrating that a remnant of humanistic interpretation can be detected in the "National Standards for Arts Education." (CMK)