Maintains that efforts to link the arts for educational purposes have been made since the 1960s. Proposes three approaches to link visual art, dance, music and other aesthetic endeavors into one course. Concludes that, although integrating the arts is more work, the motivation for doing so rests on improved student learning. (CFR)

A guide for teachers developing a high school Latin curriculum provides a rationale, structure, and method for course planning at four difficulty levels. The approach is based on seven subject matter goals and specific instructional objectives for each, which are appended. The goals are: to help students (1) understand simple Latin syntax; (2)…

Maintains that music educators have struggled for decades with issues related to a "multimusical culture." Contends that balancing the musical traditions of Western civilization and honoring the varieties of music of cultural subgroups is a major issue in contemporary music education. (CFR)

Argues that for arts education to compete for scarce resources, it helps prepare youth for the workplace. Describes a variety of arts education programs related to vocational educational and career planning. Concludes that this approach is intended to supplement, not diminish, the argument for arts education in the schools. (CFR)

Discusses the idea of narrative being central to all human experience. Asserts that Piagetian theory and other developmental approaches limit the place of art in early childhood education. Recommends exposing young children to folk art and music that represent significant cultural traits. (CFR)

Contends that an integrated curriculum approach increases student motivation and makes learning easier because lessons have wider applications. Suggests that discipline-based art education promotes an interdisciplinary approach, particularly with social studies and language arts. Provides an example of an instructional unit combining social…

Maintains that, in recent years, schools and school districts have begun to explore an integrated curriculum approach to arts education. Discusses three areas of concern related to the arts as disciplines and the arts presented through an interdisciplinary approach. Calls for explicit policy directives to provide guidance. (CFR)

Discusses two related dilemmas: (1) the tension between the Western view of historical progress and the realities of modern society; and (2) the tension between old and new approaches to teaching and learning about the arts. Argues that the end result of implementing the Goals 2000 program might diminish the teaching of the arts as discrete…

Maintains that educational theorists have long advocated integrated, multidisciplinary curriculum development and instruction. Argues that the arts must maintain their integrity in the curriculum and be taught for their own sake, rather than serving as aids to instruction in other disciplines. (CFR)

Asserts that the general educational curriculum tends to be fragmented and compartmentalized and that this situation would be improved by curriculum integration. Argues that an interdisciplinary arts approach would require new teacher attitudes and instructional strategies. (CFR)