Discusses the evolution of dance education, the national support for arts education, and the implications for dance. Considers the challenges that must be met to establish quality dance programs. Focuses on how to address the challenges both at the national and state level. Provides recommendations. (CMK)

Stresses the importance of local arts, focusing on encouraging modern dance at the local level. Addresses issues such as audience participation, sense of ownership and community, and accessibility that accompanies local art. Considers the implications for K-12 modern dance education. (CMK)

Discusses the success of arts-focused schools in performing and visual arts. Offers examples of outstanding schools. Focuses on the importance of having the best administration, the administrative considerations involved in establishing a successful arts-infused school, and finding the best faculty with a diverse focus. (CMK)

Addresses the common confusion about the nature and use of intellect in the arts. Attempts to demonstrate the forces that promote and reinforce this confusion in relation to the nature and use of intellect in the arts. (CMK)

Argues that the arts demand careful analysis when providing a rationale for the inclusion of the arts in educational programs and policies. Provides information on the content and context of dance opposition and provides examples from dance history of issues that need to be addressed. (CMK)

Reports on the data gleaned from the survey on dance education administered simultaneously with the 1997 National Assessment of Educational Progress (NAEP) arts assessments. Presents the process and problems of developing and implementing assessments in dance. Considers the value of the assessments to dance and offers recommendations for the…

Examines contexts for arts education policy in African countries. Introduces the articles in the symposium on "Arts Education Policy in Africa" in this issue of Art Education Policy Review. Addresses policies for research and dissemination, the nature and roles of the arts, and art in the schools. (CMK)

Examines the importance of a national cultural policy for Namibia. Describes how the policy was developed and addresses the draft policy. Discusses the purpose of a cultural policy and the concerns and recommendations for the implementation of the policy. (CMK)

Reports on the results of a survey of member institutions of the National Association of Schools of Music and the National Guild of Community Schools of the Arts in relation to minority access to precollege music education. Includes resulting recommendations. (CMK)

Describes the educational system within the country of Ghana. Focuses on music education. Discusses the visual arts that constitute vocational skills within education. Addresses the need to move toward a systematic philosophy of arts education in Ghana. (CMK)

Discusses the development of the concept arts education. Provides an example of an exemplary district wide arts education program in a Vancouver (Washington) school district as a context for comments on factors regarding districtwide implementation in other school districts. Addresses what constitutes a districtwide arts education program. (CMK)

Addresses what arts education may be like in the future. Explains that the arts are context bound. Discusses individual cases of present visual experiences. States that the key concern in the future will be the quality of the arts experiences that students receive. (CMK)

States that the arts education disciplines, such as music education, have changed but have not improved overall. Explains that music education has to define its discipline and focus on the history of music education. Addresses the vision of school music in the year 2050. (CMK)

Explores arts education policies focusing on achievements, such as the inclusion of music and visual arts in schools, development of the arts education standards; and the failures, such as the inability of the arts to overcome the perception of being a frill. (CMK)

Explores three lessons that can be learned about arts education during the twentieth century: (1) the decentralization of education in the United States; (2) developing student competence in performing and creating art; and (3) the importance of quality above quantity. (CMK)