How art education has evolved to become similar to academic subjects and the art education movement trend toward core curriculum membership (CCM) is the topic of this paper. The approach to art testing methods is used as an example of how qualification, accountability, and predictability of learning outcomes are being employed to legitimate art…

Art instruction in Iowa schools lacks cohesiveness and continuity. This may be due in part to the state government's commitment to local autonomy. The Iowa Department of Education does not mandate what schools must do; it only suggests and encourages. In 1986, the department published a five-year plan for the achievement of educational goals,…

This publication defines and outlines the state of Oregon's common curriculum goals for art education, an area of study that addresses the components of art production, art heritage, aesthetics, and art criticism. An overall goal for each one of these four strands is established, and content specific knowledge and skills that students should…

This paper describes the nature and substance of elementary art/music teachers' curriculum deliberations from several points of view, presenting: (1) an art teacher who initially thought she was wrestling with a discipline problem instead of a curricular problem; (2) a post-observation conversation (instigated by a dissatisfied principal) between…

For the 1990s and beyond, backgrounds, experiences, needs of all people, along with the appropriate context will provide significant bases for transforming the curriculum. This paper contends that the paradigm for art in the elementary schools must include the interplay of this context with a commitment to "re-viewing" the foundations…

This guide contains units of study for use in K-2 social studies classes. Included in the introductory section is a statement concerning the Wichita school district's social studies philosophy; an overall scope and sequence of the elementary social studies curriculum; a scope and sequence for the guide; a listing of map, globe, and knowledge…

The purpose of this handbook is to help educators in rural and urban areas of Alaska develop a more comprehensive arts in education program. Parts of the handbook can be used by educators in other states as well. The introductory section to the handbook defines and discusses the goals of a comprehensive arts program. How to establish goals for…

Written in Spanish and focusing on art activities for early childhood education, this manual provides guidelines for Spanish-speaking teachers of preschool and primary school children. The content of the manual is oriented to the learning styles and special interests of Spanish-speaking children. Part One defines artistic activity in the preschool…

The guide presents secondary level units designed to promote understanding of the two largest ethnic groups in North Dakota, the Norwegians and the German-Russians. The book is presented in five parts. Part I provides an historical overview of the Norwegian and German-Russian migration to North Dakota. Part II presents three Norwegian units on…

The Central Atlantic Regional Educational Laboratory's program in early childhood education included the development of curriculums in the arts. These curriculums, intended to promote esthetic sensitivity in young children through encounters with the arts, involved experienced teacher-artists and the training of classroom teachers. This source…

Provides 32 essays on the importance of aesthetic education. Topics range from the role of private institutions in art education, to the nature of art criticism and to rationales for art education in the public schools. (JDH)

Art curriculum projects influenced by ideas proposed at the Penn State Seminar are described. These include the television series "Images and Things," the textbook series "Art: Meaning, Methods, and Media," the Stanford-Kettering art curriculum, CEMREL's Aesthetic Education Curriculum Program, the SWRL Elementary Art Program,…

An industry-funded, school-based project which developed a sequential system of instruction for teaching watercolor to elementary students is described. This model of collaboration between a public school system and a corporation illustrates what can be done to improve art instruction. (RM)

Art teachers should create individualized learning programs for their students. Such art programs can assure personalized programs for disabled students and elevate the development of basic skills in art, artistic expression, and art appreciation. (Author/RM)

Describes the development of the arts program at Sacred Heart/Mt. Carmel School for the Arts, in New York, and its effectiveness in increasing enthusiasm about education. Discusses the integration of art into the curriculum, and suggests using an annual theme to tie together the arts and other subjects. (AJL)