Article examines the direction of the Fine Arts College and how the traditional role of the Fine Arts on and off the campus is changing. (Author/RK)

As a preface to the papers that comprise the journal, this editorial briefly discusses the progress of Discipline Based Art Education (DBAE). Summarizes the topics of the papers presented as relating to the theoretical structure of DBAE, DBAE lesson structure, instruction in DBAE, and studies of existing art instruction programs. Introduces the…

Examines the issue of providing art instruction to very young children, suggests that there is a need to reappraise the scope of preschool art, and offers suggestions for implementing an extended art curriculum. (SKC)

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)

Presents a theoretical framework for educating artistically talented students formulated through the integration of Feldman's "Universal to Unique Continuum" and Clark and Zimmerman's "Naive to Sophisticated Art Content Model." Draws implications for the education of artistically talented students. (Author/JDH)

The "new reality" of Australia's involvement with Asia has brought an added urgency to the call for curriculum inclusions that ensure appropriate and positive levels of Australian engagement with countries of the Asian region. This paper discusses the "Delors" report and considers its "Learning To Know, Learning To Do,…

Purdue University utilizes the model in the Super Saturday Program, in which art enrichment activities are provided for fifth- through ninth-graders from 14 surrounding counties. (SW)

Art education is discussed as a necessary basic skill which develops aesthetic responses fundamental to life experience. The role of art in internalized cognitive mechanisms is illustrated by the "American Freedom Festival," a day of school activities in many arts, developing the "whole" child's resources and sense of discovery. (CM)

Calls for arts educators to (1) design a program that will encompass all the arts; (2) build a support system for arts education throughout the rest of the curriculum; (3) review incidental arts learning that occurs throughout the physical school environment; and (4) insure that arts education is included in annual administrative planning. (PD)

Calls for art educators to assume a leadership role in the general reform of education in order to ensure a strong and stable base for art education in the schools. (PD)

Advocates treating the discipline of English as a part of the arts. Suggests that a whole curriculum would give equal attention to the arts, humanities, and mathematico-scientific studies. (HTH)

Explores issues related to teaching art students critical or alternative practices with new technologies not yet widely available. Cites factors influencing the presence of technology in art education departments. Describes teaching a college course to students with limited experience using devices, such as cell phones, laptop computers, and…

Looks at the planning and implementation of the art curriculum in Virginia Beach City (VA) Public Schools. Lists the goals of the art education program and the components that serve as the organizational framework. Provides a brief description of elementary and secondary curricula. Discusses problems and solutions involved with the implementation…