Charges that recent innovative curricular reforms in the academic areas have not been reflected by similar advances in the structure of art education. (DS)

Author urges elementary art teachers to devise dynamic programs for interesting board of education members in increasing funds for art education. A yearly presentation of students' work, using a new project and technique annually, is suggested as effective. (PD)

An aesthetic education has many objectives, all of which must be taken into consideration when attempting to develop a suitable art curriculum. (CK)

A theory of art education is suggested which is likened to the facets of Rubik's cube. The parts of this theory include understanding the value of art in education, giving visual form to ideas, responding to visual information, planning and teaching, and evaluating art learning. (IS)

Proposes an arts education course for elementary school teachers which is designed to stimulate the teacher's aesthetic awareness and personal exploration. The author suggests that course content should be relevant to the learner and should stress personal experience as well as emotional and polysensory awareness of art forms. (AM)

Describes a general design for high school student tours of museums based on research concerning effective tours and student interests. Summarizes one such tour in which students assumed the role of anthropologists when viewing art. (DS)

Discussed are some of the sins of omission in the art curriculum--lack of substance, absence of artists, ignorance of curriculum concerns, evaluation, and the neglect of technology. (KC)

Asserting that elementary classroom teachers want and need specific, inexpensive, practical art projects and that art educators in teacher education should supply such projects and ensure their aesthetic and philosophical soundness, the author describes a scheme for generating a year's worth of such activities for each grade level, K-6.…

Author states that an interdisciplinary approach to learning using the arts can lead to deeper understanding of specific subject areas, develop skills in creative problem solving, and improve attitude and motivation in academically unseccessful students who may excell in some form of artistic expression. (RW)

Ten not-so-serious recommendations for policymakers based on the rationale that art education takes time away from the classes that prepare students for standardized tests. (Author/MLF)

Discusses the value and ethical dilemmas of incorporating community-based workshops into the university education of young artists. Outlines author's experience in the evolution of an arts program. Advocates for a broader conception of art that encompasses individual and communal expression. (PM)

An elementary school art teacher with 25 years' experience with the Fairfax County (Virginia) Public Schools praises her district's nationally recognized program. She attributes success to several factors: a written curriculum for grades K-6, a strategies document for implementing the curriculum, a strong staff development component, collaboration…

Shifting priorities and modernist notions of self-expression had pushed art to the fringes of the curriculum. New influences, including national goals and standards, discipline-based art education, postmodernism, constructivist teaching, and new technologies, are bringing art education back to the heart of the curriculum. (Contains 16 references.)…