Art/fine art teachers confront the dilemma of whether to include--in plays, concerts, and so on--students whose behavior is disruptive, off-task, or in other ways drags down otherwise good arts performances. Iamarino argues that because the arts are especially helpful to at-risk kids (who are often the very ones with problem behavior), teachers…

Amid all the current discussion of the value of a liberal education, and the pressure on colleges and universities to articulate benefits and career outcomes, the role of the arts is particularly important. In this article, the author explores the place of the creative and performing arts in a liberal education. He stresses that on campuses,…

Contemporary Native arts are rarely included in global arts settings that highlight any number of other disenfranchised artists seeking to gain recognition and a voice in the form of critical exhibition practice or scholarship. This article argues that Native artists can benefit from an increased participation in these broader arts networks, given…

In September 2008 the author created an encounter between herself and Rick Walker, the Director of Cartwheel Arts, a small community arts company in Rochdale, in the North West of England. As one of the three founding workers of what was then Cartwheel Community Arts in 1984, she hoped to create a conversation which recollected or traced some of…

In this article, the author discusses current challenges to the idea of teamwork in fine arts teams, redefines the terms team and collaboration using a business management perspective, discusses the success of effective teams in the business world and the characteristics of those teams, and proposes the implementation of the business model of…

Discusses the need for more and better music and fine arts education for all students. (JOW)

Responds to Brent Wilson's report "The Quiet Evolution: Changing the Face of Arts Education," focusing on how Wilson centers the curriculum around key works of art. Explains that ideas, issues, and themes should be central instead and addresses the development of teacher expertise. (CMK)

Explores implementation and the change process in relation to "The Quiet Evolution: Changing the Face of Arts Education," which assesses the six regional institutes that receive multiyear funding from the Getty Education Institute for the Arts. Stresses that the report illustrates the importance of designing and documenting implementation…

Responds to the articles, available in this issue of Arts Education Policy Review, included in the Symposium on "The Quiet Evolution: Changing the Face of Arts Education." Articles by E. Louis Lankford, Michael Fullan, Martin Schiralli, and W. Dwaine Greer. (CMK)

A new epistemology whereby a work of art as a creation is considered knowledge is needed. Advances in epistemology must be correlated with suggestions for practice. The call for creativity in art, and generally in education, may be underpinned by a concern for wisdom rather than traditional knowledge. (MT)

Responds to Ralph Smith's essay, "The Question of Elitism," by arguing that translating the skills of critical thinking and value criteria to the classroom is problematic. Offers an analysis of why these skills are difficult to teach. (BSR)

Points out that Ralph Smith's article, "A Question of Elitism," offers useful distinctions for advancing the cause of elitism in education. Contends that excellence and democratic values are indeed compatible. (BSR)

Several national leaders in government, education, and the arts respond briefly to the question, "How can the federal government best support art education?" (Editor/SJL)

Reviews the historic role of the federal government in support of the arts and music education from 1790 to the early 1960s and recent cooperative ventures between artists and art educators. Federal support resulted from practical, economic, and cultural necessity. In the future, it may result from aesthetic necessity. (AM)

Focuses on policy issues that have affected arts education in the twentieth century, such as: interest in discipline-based arts education, influence of national arts associations, and national standards and coordinated assessment. States that whether the policy decisions are viewed as achievements or disasters are for future determination. (CMK)