Creativity, content, and policy have multiple relationships. Creativity and disciplinary content are inextricably linked. In dealing with creativity, the first education policy choice is whether to recognize and act on that fact. Care is needed in using the term "creativity" in advocacy contexts, lest the relationship between creativity and…

How do those concerned about arts teaching in schools confront the fact that the arts disciplines are often designated as basics, but often not treated like "real" basics? The following questions may be useful in seeking a way forward regionally, nationally, and especially locally: (1) What do we do about these two facts: (a) many proposals…

Presents responses to the policy recommendations issued by the National Endowment for the Arts in "Toward Civilization: A Report on Arts Education." Samuel Hope places this report in an historical context, Kevin Mulcahy points out the dangers of viewing art education as a pedagogical frill, and James Hutchens addresses issues of…

Examines the search for a common ground between arts advocates and art educators who are trying to establish an effective arts education program. Discusses sequential curriculum, the Getty Trust, and the integration approach, advocating a constant application of substance as the solution. (GEA)

Provides comments by Samuel Hope, Janice B. Riddell, John J. Mahlmann, David Pankratz, and Constance Bumgarner Gee in response to the article in this issue of "Arts Education Policy Review" entitled "Looking at the Schools: Public Agenda Asks African-American and White Parents about Their Aspirations and Their Fears." (CMK)

Today, "connoisseurship" conjures up images of fusty old men in tweeds arguing over ancient etchings or perhaps the patter of opera buffs as they pass bejeweled into the night. Connoisseurship is neither fashionable nor politically correct. It signifies a focus on works of art rather than issues of power and is foreign to a cultural…

This article is adapted from the Handbook of Research and Policy in Art Education. Elliot Eisner and Michael Day (eds.) [c] 2004 by Lawrence Erlbaum and Associates, Mahwah, NJ, and the National Art Education Association. To study art education is to discover and engage a field rich with achievement and promise. On one hand, this comes as no…

Presents ideas concerning the art-as-center and art-as-means dichotomy, European heritage, the art and humanities relationship, and the economic context. Synthesizes some of these ideas and makes recommendations about priorities for policy work. Suggests that both the graduate research establishment and the professional organization need to look…

Explores time, distance, focus, and excellence within the context of art and arts education policy and the relationships among them. Raises several questions for policy makers related to attracting/keeping arts teachers, helping students learn the unique lessons of art, and maintaining necessary policy positions in a dynamic environment. (CMK)

Describes the origin and development of the National K-12 Standards for Arts Education. Discusses issues related to the fine arts being left out of the original national standards documents. Maintains that the standards are essential if the fine arts are to maintain parity with other curriculum subject areas. (CFR)

Asserts that it is important to avoid bandwagon superficialities related to the interdisciplinary approach to arts education in the K-12 curriculum. Concludes that the overarching issue related to the National Standards implementation is how to keep content and process in a productive relationship. (CFR)

Contends that the technological mentality will lead to greater emphasis on technique, defined as using technological methods in nonmechanical or nonmachine context. Argues that greater focus on technique implies many dangers including placing form over content and a loss of spirituality. Analyzes technique from several perspectives and the…

Contends that questions about power and who has it dominated U.S. political and social discourse. Discusses five aspects of power and art: (1) three power/art relationships; (2) the struggle between individuals and systems; (3) power applications; (4) current power contexts; and (5) major futures issues. (CFR)

Argues that the centralized, bureaucratic model of education management has created more problems than solutions. Contrasts the current situation with an earlier model defined by local autonomy and personal commitment. Explores a broad set of issues and approaches designed to make arts education more autonomous and less divisive. (MJP)