Faced with accountability pressures and limited resources, education policymakers make difficult choices regarding school curricula. In recent years, studies have documented a decreased emphasis in arts and humanities instruction. One potential way for schools to fill this gap includes partnering with arts and cultural organizations to provide…

A major concern of educators in Illinois and elsewhere is that students be given the opportunity to master the basic skills of reading, communication, computation, and problem solving. It is important for school districts to recognize this concern on a local level by including in the program plan for their districts student goals which mention…

Two approaches to teaching dance, drama/theatre, music, and the visual arts are interwoven into a comprehensive whole in the framework described in this document. The first approach views arts instruction as direct student involvement in the expressive modes of the arts. The second approach views the arts as a means of acquiring cultural literacy.…

The framework is organized to assist curriculum planners in designing a curriculum that has a triple thrust--one that develops the unique characteristics of each of the arts, interrelates the arts, and infuses the arts into the general curriculum as appropriate. Chapter 1 discusses the commonalities of the arts. Chapters 2 through 5 examine the…

This study evaluated the Artists in the Schools (AIS) program of the Tampa-Hillsborough County schools, Florida. Over 100 artists and 3000 teachers who participated in the AIS program taught architecture, dance, fiction writing, filmmaking, music, photography, poetry, and theatre to over 100,000 elementary and secondary students. The program…