Discusses the development of the concept arts education. Provides an example of an exemplary district wide arts education program in a Vancouver (Washington) school district as a context for comments on factors regarding districtwide implementation in other school districts. Addresses what constitutes a districtwide arts education program. (CMK)

Addresses what arts education may be like in the future. Explains that the arts are context bound. Discusses individual cases of present visual experiences. States that the key concern in the future will be the quality of the arts experiences that students receive. (CMK)

This conference report focuses on the development of collaborative partnerships between businesses and arts education groups. The economic and educational value of business and arts education partnerships is the underlying theme. The report includes an introduction and five chapters: chapter 1: "Setting the Terms for a Conference"; chapter 2:…

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)

Reflects on the balancing act among the methodological, practical, and political forces in the arts that affect evaluation, focusing on evaluations of systemic reform. Discusses the meaning of systemic reform and the special requirements added when the arts are the main force behind the education changes. Offers an illustration. (CMK)

Describes two approaches to educational change: (1) the linear, input-output model that focuses on the output of academic achievement measured by standardized tests; and (2) the ecological model that focuses on the school as an ecosystem composed of classroom ecosystems. Discusses four reasons why the arts are necessary for the renewal of schools.…

Discusses the current state of arts education that is characterized by lack of cultural education, the integration of arts into instruction by classroom teachers, and the bad bargains schools have made to get the arts back. Explores the option of out-of-school arts programs and opening the doors to opportunities in the arts. (CMK)

Asserts that it is important to avoid bandwagon superficialities related to the interdisciplinary approach to arts education in the K-12 curriculum. Concludes that the overarching issue related to the National Standards implementation is how to keep content and process in a productive relationship. (CFR)

Maintains that the 1990s are witnessing a renewed interest in curriculum integration. Presents, defines, and discusses nine approaches to the cognitive and affective aspects to integrating the arts in the K-12 curriculum. Recommends the coequal style and asserts that it has the potential for intellectual stimulation. (CFR)

Discusses current educational trends and relates them to preservice art education. Reviews research in art education and dance education and makes suggestions on qualifications and certification for dance educators. Provides 10 recommendations for dance education and the preparation of dance education teachers. (CFR)

The Kentucky Education Reform Act of 1990, which champions arts education as an integral component of a holistic curriculum and assessment process, encourages schools to make use of resources from the community, including arts and cultural organizations, artists, folklorists, and craftspeople. This broadened approach to education provides…

This collection of speeches focuses on arts advocacy from perspectives ranging from arts education to the role of government and business in the arts. The book contains an introduction by Milton Rhodes and includes eight speeches: (1) "To Answer the Hunger Within" (Thomas H. Kean); (2) "It is the Dark We Have to Fear" (Edward Albee); (3) "Making…

Introduces a six-article symposium on interdisciplinary art education. Maintains that the specialization of modern societies presents a barrier between the arts and an interdisciplinary approach to arts education. Previews five articles that follow in the symposium. (CFR)

Asserts that the current focus on voluntary national standards has catapulted arts education into a new prominence. Discusses the background and tactics of current educational reform efforts. Concludes that, without empirical research and assessment, the proposed curricular standards will remain an educational fad. (CFR)

Examines the beliefs of prominent thinkers regarding arts education and arts in learning, highlighting the importance of arts in everyone's education. The role of arts in cognition, equitable access to meaning, student motivation, and cultural representation are explored, with illustrations from visible national projects translating ideas into…