Addresses the reasons arts education has not become a fully accepted part of the school curriculum. States that one cause is the failure to develop a sequential arts curricula. Discusses potential curriculum content, scheduling, assessment, and grading. (LS)

Explains how the study of art history encourages the development of critical thinking in adolescents by comparing Bloom's Taxonomy of Educational Objectives with Feldman's stages of art criticism. Offers curriculum-based recommendations for using art history and criticism to encourage critical thinking. (LS)

Argues that art history should have a more prominent place in primary and secondary education. Suggests promoting art history by (1) ensuring that teachers are knowledgeable in the discipline; (2) studying art history through other disciplines; and (3) exposing students to real artworks, local architecture, and the significance of popular culture.…

Argues that comprehensive arts education includes multiple art forms learning, skills development, critical analysis, historic context, and expression opportunities. Its future may be in partnerships between arts educators and arts institutions. Examines past and current partnership successes and concludes that partnerships can ensure future…

Responds to Charles Fowler's article, "Arts Education and the NEA: Does the National Science Foundation Point the Way?" Recommends that the National Science Foundation (NSF) and the National Endowment for the Arts (NEA) work together to promote intellectual values in schooling. Suggests that the NEA follow the NSF in its commitment to…

Responds to Charles Fowler's article, "Arts Education and the NEA: Does the National Science Foundation Point the Way?" Notes differences between art and science, and the educational efforts of the National Endowment for the Arts (NEA) and the National Science Foundation (NSF). Recommends several actions to prove NEA's commitment to…

Responds to Charles Fowler's article, "Arts Education and the NEA: Does the National Science Foundation Point the Way?" Suggests that arts education is in crisis because of lack of audience support. Recommends that the National Endowment for the Arts (NEA) emphasize the importance of arts education as a part of basic education. (KM)

Speculates that a balance can be found by focusing on artistic concepts, learned through experience and broadening the range of cultural exemplars. Posits that the balance is best found by teachers in tune with the school community. (KM)

Maintains that everyone should teach the arts. Proposes a public/private initiative to facilitate interaction among the three constituencies who must interact as team for arts education to succeed: generalist, specialist, and visiting artist. (TRS)

Examines issues of integrating and funding arts education in public school elementary core curricula. Recommends that art become part of daily, and nonexpendable, school experiences. Suggests that art teachers should be consultants for designing curricula, training, and assisting classroom teachers. Urges higher education should better prepare…

Examines the problem of time as it impacts upon art education in the elementary curriculum. Notes that scheduling of time for the arts is inconsistent and allows only superficial study. Urges renewed advocacy upon the part of those concerned with art education, increased pre-service education, and less emphasis upon studio art. (KO)

Suggests that educational reform efforts, such as the back-to-basics movement, leave art educators wondering whether visual arts instruction will survive the reforms. Argues that the three Rs are insufficient for a balanced education. Asserts that the arts foster both affective and cognitive development. (KM)

Critiques the effectiveness of various National Endowment for the Arts programs which sought to develop a broad and discerning audience for the arts. Explores the underlying reasons for the failure of government policy in arts education to promote aesthetic welfare and educational/cultural participation. (TRS)

Examines what the National Endowment for the Arts (NEA) can learn about educational policy from the National Science Foundation (NSF). Lists similarities and differences between the two agencies' commitment and approach to education. Discusses the role of the Department of Education and makes policy recommendations for the NEA. (KM)

Stresses the usefulness of teaching the arts, especially drama, in classes for behaviorally disordered students. Discusses the problems created by a lack of time, money, trained teachers, and the demand for a back to the basics curriculum. Concludes that inclusion of drama in curriculum can reap many benefits for troubled youth. (KO)