Developed as part of a curriculum revision series, this guide outlines curricula for art, music, drama and dance for Alaskan elementary grade levels 1-3, 4-6, and 7-8. The format for each curriculum contains the following components in three separate columns: (1) topics/concepts, which define the major parts of the subject under consideration and…

This resource guide divides arts and humanities into six areas listed in separate chapters: dance, film, literature, music, theater, and visual art. A seventh chapter lists historical resources and general cultural resources. Within each of the seven chapters are alphabetically listed resources identified for each intermediate unit. The chapters…

This book, which is geared toward K-6 classroom teachers with little or no experience in movement education, emphasizes the integration of movement with the academic subjects taught in the classroom. Movement experiences are presented through specific problems that children can solve by using their bodies in a variety of ways. The problems can be…

These South Dakota fine arts content standards identify what students must know and be able to do. This document is a compilation of numerous sources and many years of experience in the teaching of fine arts. For each discipline (dance, music, theater/dramatic arts, and visual arts) the document gives an introduction and definition, multiple…

Describes arts-based, anchored instruction at Fair Arts IMPACT Elementary School (Columbus, Ohio), a five-week program centered around "Sunday Afternoon on the Island of La Grande Jatte" (Georges Seurat). Addresses unit objectives such as understanding social climate with respect to race/gender discrimination and examining why people…

Describes curriculum at New Orleans Center for Creative Arts (NOCCA), a public high school that offers a rigorous fine-arts curriculum in music, dance, visual arts, theater, and creative writing. A total of 260 students attend home schools half of the day and take classes at NOCCA the second half. Although not founded as a magnet school, the…

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)

Explores a discussion about the role of arts education in relation to academic achievement in the Netherlands. Focuses on discussion at the elementary school level dealing with the topic of the extended school day, while also addressing discussions at the secondary level related to arts examinations. Includes references. (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)

Several school- and community-based arts programs in inner city areas across the country offer choices to children and the elderly. Involvement in the arts develops self-esteem, confidence, and discipline in children and helps reconnect the elderly with society. (SH)

A grade 6-12 Vancouver, Washington, magnet school blends arts education with interdisciplinary academics. To get in, students don't need talent or good grades, but a serious desire to study the arts. Academics are taught in the morning; afternoon arts classes are on three levels. Students are required to explore all the arts. Contains three…

This article examines the current status of dance education in North Carolina. Key issues impacting dance, including public school laws and policies, the impact of state and national accountability movements, graduation requirements, and health initiatives, are identified and described. Specific events that have shaped the status of dance…

This conference report focuses on the development of collaborative partnerships between businesses and arts education groups. The economic and educational value of business and arts education partnerships is the underlying theme. The report includes an introduction and five chapters: chapter 1: "Setting the Terms for a Conference"; chapter 2:…

This survey was developed to accumulate and interpret data pertaining to the current status of music, art, dance, and drama/theater education in U.S. public schools. Questionnaires were designed to secure four types of data: (1) demographic; (2) curricular; (3) adequacy of instructional materials; and (4) support for arts education. Findings were…