Offers a "marketing strategy" for arts education. Provides statistics from the Americans and the Arts survey, conducted in 1984 by the National Research Center of the Arts, which shows solid public support for the arts both in and out of school. (JDH)

Drawing is one of the first forms of art, both in historical terms and in terms of a child's development. Once in school, children should continue to draw and should be encouraged to draw better. Children learn to draw by drawing and by examining the drawings of others. (RM)

Art teachers should view themselves as part of the total organizational structure of schools with art curricula written in the same form and with the same degree of specificity as that of other disciplines. Art teachers must invite scrutiny and use accountability to develop support for their programs. (RM)

Guidelines for liberal education are presented. Munro's, Broudy's, and Maritain's conceptions of the role of the arts in liberal education are explicated and evaluated according to these guidelines. Their conceptions are found wanting. The arts in liberal education must include both the qualitative and the enactive arts. (Author/RM)

Contends that every individual should be offered the educational opportunity to develop aesthetically by exposure to the techniques, processes, and products of the arts. Discusses how, where, and by whom arts-in-education can be implemented. (PD)

Why focus on art instead of on some other discipline to approach intercultural understanding? This paper argues that because art is about the spirit, the self, the soul, the things that people think are important, it should be the key choice. To lay the foundation for this argument, the paper addresses art as communication of core values and…

Article explained how to get ready for an art program by planning an individualized curriculum with which children's learning experiences can be broadened. (Author/RK)

Discusses the planning and preparation necessary to make field trips economically justifiable and educationally worthwhile. Student orientations and positive motivation are essential for successful fieldtrips. A description of a well-planned field trip to Rockport, Massachusetts, for a high school portfolio art class is included. (AM)

The author suggests that until a clear focus on national and or international criteria related to the agreed-upon functions and purposes of art education is accomplished, art programs will remain vulnerable. He then describes national art examinations as they currently exist in Nigeria, Hong Kong, England, and the Netherlands. (KC)

Discusses the key role of the principal in establishing an arts program in the elementary school. Briefly outlines some successful programs and points out sources of information on arts programs that would be useful for the principal. (IRT)

Describes a year-long, technically-oriented photography/film course developed by the authors for the Newton (Massachusetts) Public Schools. Lists some of the program's objectives, discusses problems of working with chemicals and providing darkroom space, and emphasizes the program's motivational effects. (SJL)

The R.P.C.S. Zoo is comprised of the papier-mache animals made by students of the Roland Park Country School, Baltimore, Maryland. Develops the student's imagination, ability to draw and his individuality as an artist. (Author/RK)

A gathering at the Executive Mansion in Washington, D.C. of approximately fifty leaders from a wide range of major policy-making groups involved in the nation's education programs examine basic aspects of quality arts education, identify factors that hinder such an education for all citizens, and recommend strategies for overcoming obstacles.…