This paper identifies the issues in which behavioral objectives and accountability are embedded and describes the historical context in which they have emerged in the field of education. (Author/RK)

Describes and evaluates fifteen ideas of the value of art experience as objectives of art education; concludes that the most worthy educational objectives are (1) the development of citizens capable of responding to the entire spectrum of the visual arts, and (2) the exploration of new and better ways to coexist as human beings through the use of…

Discusses how six fundamental goals of education are attainable through education in the arts. An elementary teacher education training program designed to produce teachers who are effective at incorporating arts into general education is described. (AM)

Presents and discusses the reasoning behind the National Art Education Association's position statement, "Art in the Mainstream." The statement is intended to clarify the wider value of art education. Art education is essential in developing positive attitudes toward work, in enhancing literacy, and in increasing understanding of human values. (AM)

The author urges the infusion of career concepts into art education at all grade levels as a way of (1) developing students as lifelong consumers and/or producers of art; and (2) demonstrating that art has economic viability and should, therefore, not be considered a frill in the school curriculum. (SJL)

Identifies three assumptions of art therapy which provide much of the rationale for the utility of art education. Stating that art is (1) a universal language which (2) enlivens the lackluster quality of life and (3) provides a heightened aesthetic sensibility, London presents these assumptions as serious alternative art education goals. (GEA)

This paper focuses on Greece's arts and cultural education. The main intention of the curriculum is the cultivation of pupils' creativeness and action, the production of artwork, the appreciation and awareness of cultural dimension and the contribution of art in the process of the society diachronic and synchronic. In this context, the main aims…

Arts education is compulsory for all pupils aged 6 to 11 in primary education (ISCED level 1) and for all pupils aged 12 to 15 in lower secondary schools (ISCED level 2). The following arts subjects are included in the arts curriculum: (1) Visual arts; (2) Music; (3) Drama (as an optional subject through the two theatre groups proposed in the…

Examines issues related to critical studies and educational goals included in the National Curriculum in Great Britain. Concludes that the emphasis on production in art education has declined and that aesthetics and cultural diversity, both components of critical studies, has increased insignificance. (CFR)

Fine arts, defined as visual and performing arts, are basic subjects with content that can be taught, learned, and evaluated. As part of the core curriculum, every pre-K through 12 student in Missouri should be taught a balanced, comprehensive, and sequential arts program by certified fine arts teachers. Knowledge-based programs must have…

Developed for Manitoba (Canada) educators, this guide is designed to assist teachers and administrators in the implementation of a K-12 art program. Among the goals outlined are: (1) teachers should emphasize major components of the art program, including skills and concepts central to art education; (2) teachers need to give feedback about the…

Many art rooms are representative of anything else but visual order even though the subject is all about visual order. A well-organized, functional art room environment is essential to the implementing of an effective program of art. (Editor/RK)

Discusses the "back-to-basics" fallacy, the aesthetic value domain and general education, some problems in arts education, and promising signs and suggestions for the future. (Author/RK)