This document consists of the new national standards for arts education and a summary statement accompanying the book. The standards recommend that by the time they have completed secondary school, students should: (1) be able to communicate at a basic level in the four arts disciplines, dance, music, theater, and the visual arts; (2) be able to…

The Mississippi Fine Arts Framework is designed to develop K-12 students' interest and expertise in dance, music, theater arts, and visual arts. The introductory fine arts course, for secondary level students, explores the relationship and the function of the arts in both historical and contemporary culture through creative projects, performance,…

This guide to content standards in the visual and performing arts in the state of Delaware is the work of a curriculum framework commission whose members have crafted clear standards for development of curriculum that will prepare Delaware's students to become effective, productive citizens. Standards-based education reform is an initiative for…

The purpose of New Jersey's Visual and Performing Arts Standards is to improve student achievement in arts education, not arts-as-entertainment, not art-assembly projects, not art-as-activity. An education in the arts requires curricular scope and sequence and the intellectual rigor of experiential learning. The Visual and Performing Arts…

Discusses the benefits of integrating the arts into education to help students learn more and better. The paper looks at advantages to including music, visual arts, dance, and theater arts in the classroom, explaining the part that arts play in assessment. Resources for integrated arts activities are included. (SM)

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)

Asserts that the arts, including art, music, dance, and theater, often are ignored or shortchanged in the school curriculum. Discusses how language education has assumed a central place in the school curriculum and whether art education can use curriculum integration to achieve the same status. (CFR)

Maintains that efforts to link the arts for educational purposes have been made since the 1960s. Proposes three approaches to link visual art, dance, music and other aesthetic endeavors into one course. Concludes that, although integrating the arts is more work, the motivation for doing so rests on improved student learning. (CFR)

Describes the efforts of the Consortium of National Arts Education Associations to develop voluntary national standards for education in art, dance, music, and theater. Highlights key issues such as cultural diversity, classroom technology, and interdisciplinary processes. Explains the consensus-building process and plans for classroom…

This paper presents ways art educators can participate in a more holistic approach to education. The document outlines the following premises: (1) students will be consumers of art and determine what art they choose to consume, which requires a systematic and thorough grounding in critical evaluation if they are to make good decisions; (2)…

A survey was conducted to determine a quantitative baseline on the status of music, visual art, dance and drama/theater education in U.S. public schools. A stratified random sampling technique was used and questionnaires were sent to 1,366 U.S. public schools seeking data about demographics, curricula, adequacy of instructional material, and…

This curriculum framework for the arts defines expectations for student learning in the arts in New Hampshire. The framework standards do not comprise a curriculum with designated course offerings, teaching methods, or materials; instead, they provide a vision for the future, outlining expectations for student learning at the end of grades 4, 8,…

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)

Describes the Transforming Education through the Arts Challenge (TETAC) initiative. Discusses issues to be addressed if change in arts education is to be achieved, specifically teacher preparation, professional development, networking, and standards and accountability. (CMK)