This booklet provides a framework for developing K-12 arts curriculum in dance, music, theater arts, and visual arts. The frameworks consist of goals in each of these subjects and are developed for K-2, 3-5, 6-8, and 9-12 grade levels along with suggested objectives. Significant differences in this updated version include: (1) a strong emphasis on…

This second evaluation progress report concerns a 5-year project that links technology and the visual and performing arts with other subject areas to transform the education of K-12 students in Nebraska and nationwide. The report states that the project's focus is to develop curriculum models of engaged student learning using technology and…

This fourth evaluation progress report concerns the "Community Discovered" project, currently completing its third year of operation, a 5-year project that links technology and the visual and performing arts with other subject areas to transform the education of K-12 students in Nebraska and nationwide. The report states that the project…

Argues that art teachers, particularly nonspecialists in primary schools, have an outdated understanding of art, that is, one that relies heavily on an elitist model composed of historical markers made by white men. The author illustrates how good education is also antiracist education and provides a list of resources that represent women and…

Describes five approaches to multicultural education and relates them to art education. Discusses the relationships among various multicultural art education projects and their association with social reconstructionism. Outlines their interrelationship with curriculum design, teaching methods, content, goals, and objectives. (CFR)

Maintains that Phillip Evergood's painting, "Sunny Side of the Street," is an appropriate metaphor for full inclusion of students in art education. Describes a model for collaboration among students, teachers, administrators, and community members to create an inclusive art education program. (CFR)

Describes the development and impact of a fine arts high school graduation requirement. Discusses how music, drama, and art teachers relinquished some of their independence to form a fine arts department. Includes six strategies that might be used to institute a fine arts graduation requirement in other schools. (CFR)

Examines basic issues about art education including its content, relevance to students' lives, creativity, and testing and accountability. Argues that art educators need to work at diagnosing problems, improving learning, and making opportunities for students rather than attempting to make art education accountable by submitting it to formal…

Considers the implications of discipline-based art education (DBAE) for music education. Recounts the historical shift in art education that produced DBAE. Identifies DBAE's characteristics. Explores the influence of the Getty Center for Education in the Arts upon DBAE. Urges further discussion of incorporating DBAE ideas into music education. (CH)

Reviews issues related to multiculturalism in art education. Contends that there is a tension between art associated with Western Civilization and art from a multicultural perspective. Concludes that art education must have separatist, integrationist, and multicultural orientations. (CFR)

Asserts that efforts at establishing cross-curricular programs with art and other subjects are well established. Questions whether the goals and content of visual art instruction are trivialized or lost in such programs. Provides three criteria that can be used to test the integrity of interdisciplinary programs. (CFR)

Contends that preservice art education should provide students with a balance between practices and the need for school reform. Describes an action research program in which preservice students add descriptions of effective instruction, summaries of classroom research, and case studies to a hypermedia program used by other students. (CFR)

Surveys the work of several ecological artists, describes their work, and includes a brief rational for their activity. Examines the artwork of Joseph Beuys in Germany, Andy Goldsworthy in Scotland, as well as Mierle Ukeles, Mel Chin, David Hanson, Ana Mendieta, and Helen and Newton Harrison in the United States. (MJP)

Introduces the symposium on arts integration in other countries. Provides brief summaries of the papers included and biographical information on the authors. Authors include Andre Karpati and Emil Gaul on Hungary, Shifra Schonman writing from Israel, Gary E. McPherson discussing Australia, and David Best on England. (MJP)

This report summarizes and compares findings of researchers' and teachers' opinions in six subject areas (literature, social studies, science, mathematics, music, and art) about ideal and actual elementary school curricula. Three researchers and three teachers participated in each subject area. Participants were asked to write detailed responses…