Considers developments in art education and the way social currents influence its practice. (RK)

To criticize the ideology of integrating the arts into general education, three questions are discussed: (a) What does the ideology assume about education? (b) What does it assume about art? (c) How has the ideology been received? It is foolish to rely on career civil servants and philanthropists for policymaking in art education. (SR)

The lack of support for art education in the public schools is attributed to the westward, industrial, and technological movements which do not foster uniqueness and sensitivity. The mission of the educator is to introduce and lead students through a powerful, lasting relationship with the arts. (Author/KC)

Aesthetics education should be based on Plato's aesthetics, which recognizes the power of art to revolutionize world awareness, rather than on the aesthetics of Herbert Read and John Dewey. Art educators must reconcile the subversive nature of art and the conservative aims of education. (Author/MJL)

Describes the four main types of British art curricula. The content, objectives, and underlying principles are examined. Available from Carfax Publishing Company, P.O. Box 25, Abingdon, Oxfordshire OX14 1RW England. (AM)

Discusses the structure of art history education in elementary and secondary schools and the need for alternative teaching approaches to meet the goals of British general education. Available from Carfax Publishing Company, P.O. Box 25, Abingdon, Oxfordshire OX14 1RW England. (AM)

Touches upon an area where photography plays an integral role, its relationship to fine art. Demonstrates how photography can be creative, how the camera can be used to capture and record subject matter for the visual artist, and how photography can be used as a teaching tool. (Author/RK)

In this paper, the author explains why programs or potential programs designed to serve education in music and the other arts should be evaluated on the basis of breadth of coverage of standards-based skill and knowledge, of depth of coverage of that skill and knowledge and on the proportion of a given student population that they reach. Those who…

This paper focuses on Hungary's arts and cultural education. The cultural area "arts" has the following sub-areas: music, dance and drama, visual culture, film and media. In accordance with the contemporary approach to art, these are all independent branches of art. Although they have a number of common features, they are very different…

This paper focuses on Italy's arts and cultural education. The Ministry of Education is responsible for setting the national curriculum and for the cultural axes. The decisions on all the cultural and creative aims for each type of education are taken at national level and at the level of each individual school. At national level the guidelines…

This paper focuses on Cyprus's arts and cultural education. The Cyprus Ministry of Education and Culture is responsible for setting the aims for cultural and creative dimensions of education. Decisions about the creation of the curriculum related to culture and creativity within education, as well as the arts curriculum are made at a central…

This paper focuses on Czech Republic's arts and cultural education. The decisions related to cultural and creative dimension of education are made at the central level, by the Ministry of Education, Youth and Sports. The Ministry is responsible for the development of the Framework Educational Programme for Basic Education (FEP BE). One of the aims…

This paper focuses on the Netherland's arts and cultural education. The Ministry of Education, Culture and Science is responsible for setting the aims for cultural and creative dimensions of formal education. Decisions related to the implementation of arts curriculum are made at school level. The cultural and creative aims of the whole curriculum…

This paper focuses on Romania's arts and cultural education. The Ministry of Education, Research and Youth is responsible for setting the aims for cultural and creative dimensions of formal education provided by the national education system. However, the Ministry of Culture and Cults promotes programmes and projects in the domain of adult…

This plan recommends that Illinois students be given opportunities for continuing and systematic experiences in expressive/creative and impressive/perceptual modes of fine arts instruction. Components of such a program include: generalized; integrated; interrelated; specialized; and extended arts instruction. Enactment of the arts in the general…