The president of The Carnegie Foundation for the Advancement of Teaching, Ernest L. Boyer, discusses the importance of developing creativity in the classroom. (MD)

Richmond schools created two projects to publicize and promote art education. One was a billboard display of original student art throughout the city (Art in the Open), the other a display of student art on city buses (Art Bus). The project successfully generated excitement about art education. (MD)

All students should learn the language of art to add meaning to their lives. (Author)

Dennie Palmer Wolf's career has taken her from teaching in a two-room schoolhouse to groundbreaking research on portfolios and alternative assessments. Today she directs PACE (Performance Collaboratives for Education) and is a senior research associate at Harvard Graduate School of Education. In an unequal society, schools are obligated to help…

Public schools must give all students the arts-literacy advantage by developing their skills in communication, culture, cognition, and creativity. Afterschool programs and private lessons are insufficient. A national study finds that a district's provision of arts education is strongly influenced by community support, insistence, and…

In an interview author Howard Gardner explains how Harvard Project Zero developed assessment techniques for the arts. The program links production of art to perception and reflection. (MD)

Describes an art appreciation lesson conducted by a third-grade Tennessee teacher and her ability to respond to the students' creative insights. (MD)

Although arts programs have been cut from many school budgets, an innovative program in Pasadena, California, is keeping art and artists in classrooms. Project FLARE (Fun with Language, Arts, and Reading) pairs classroom teachers with local artists, who together develop an integrated language and visual arts curriculum. Students also take field…

When required to interpret works of art, students arrive at a broad-based, well-grounded understanding of the nature, value, and meaning of art in their lives. Teachers should offer art works, like those of Amalia Mesa-Bains, Joseph Stella, and Beverly Buchanan, whose narratives are complex and challenging, but not conceptually dense or…

In 1985 the Rockefeller Foundation encouraged the development of a collaborative program between three institutions that look at how teachers teach art and evaluate what their students learn. (MD)

Describes a New York City art teacher's successful efforts to encourage interracial harmony by having students transform the mayor's "human mosaic" campaign rhetoric into physical reality. Participation in the project begins with classroom discussions on ethnic groups and ends with a unity-through-diversity mosaic of 250 student-painted…

Presents an interview with Elliot Eisner a scholar and researcher in both the arts and education. His work with the Getty Center for Education in the Arts has influenced a new structure for art curriculums. (Author/MD)

The Virginia Beach (VA) schools provide a comprehensive, highly structured, and creative art curriculum that is as balanced and specific as the basic subjects curriculum. (Author/MD)

Across the country the arts are blending into other parts of the curriculum, as well as being valued on their own, with help from government, foundations, corporations, and community art enthusiasts. (Author)

By building a memorial to Edwin Pratt, a slain civil rights leader, Seattle sixth-graders learned valuable lessons in grantsmanship, public speaking, and public art. They also grew to understand the meaning of civil rights, commemoration, and community giving. Next year's class will work with the Shoreline Historical Museum to create an exhibit on…