The quality of the arts in education depends ultimately upon the talented teacher working with the creative student. Such teaching talent must be cultivated through preservice and inservice training and development of four general kinds of arts educators: arts specialists, artists, elementary classroom teachers, and nontraditional teachers and…

Discusses if there is a theoretical framework for a life-centered curriculum within art education history, problems that may occur when a life-centered curriculum is used, instructional approaches for a curriculum centered on life issues, and introducing art education students to using life issues in the curriculum. (CMK)

Discusses a University of Arizona History and Philosophy in Art Education course and its use of distance education. Focuses on conversational learning, describing the two forms of student interaction and the use of reflection on the distance education experience. Provides some topics to consider when using distance learning. (CMK)

Considers the career and accomplishments of Colonel Wayland Parker, a late-19th-century educator and reformer. Parker worked to establish art education as an essential part of every school's curriculum. He proposed integrating art into all of the daily subjects and recommended the establishment of studio and workshop spaces. (MJP)

Contends that, in the last decade, there has been increased respect for teachers' practical theories about teaching and learning. Discusses preservice art teacher education and aspects of reflective teaching. Describes the use of student journals in an art methods course and presents quotes from the journals. (CFR)