In past years, teachers without professional training in the arts have often been able to avail themselves of summer institutes that introduced them to specific works of art and followed up with artists in the classroom, performance, or trips to an art museum. But what happens when such support is no longer available and teachers have to function…

In this article, the author describes Liguria Study Center for the Arts and Humanities in Bogliasco, Italy, which offers a stately perch from which a few lucky scholars and artists can gaze at the Mediterranean and gather their thoughts making it so conducive to the study of arts and letters. The center provides scholars and artists midcareer and…

Assessment of craft in the creative/fine/performing arts is not different in any fundamental way from assessment of other competencies. By investigating the nature of critique and proposing a structural approach to examination/evaluation, we address processes and goals of assessment, providing access points for this difficult aspect of general…

The author describes programs of the National Committee, Arts with the Handicapped, including the Very Special Arts Festival program for the visual and peforming arts and Project REAP (Retirement with Enrichment, the Arts and Purpose), which uses retired volunteers in arts education of disabled children and adults. (CL)

This article describes the experience of Texas Tech University in its attempts to implement an interdisciplinary doctoral program in the fine arts. Results are presented of a survey taken of students graduating with a PhD in Fine Arts during the ten years the program has existed. (CJ)

Responds to "Toward Civilization, A Report on Arts Education" by the National Endowment for the Arts, published in May, 1988. Examines implications of the report for drama education as part of the curriculum in elementary school, focusing on the purposes of understanding civilization and developing aesthetic literacy in drama. (MM)

This paper makes six assertions concerning the artist as experimenter and the means by which artists progress from experiment to experiment. (1) The family resemblances typically cited between the arts and the sciences are trivial, tend to be wish-fulfilling analyses of the common logic of art and science, and promise more than they can deliver.…

The directory lists exemplary arts programs that successfully involve handicapped people as identified by the Model Site and Special Projects Programs. Model sites, which provided replicable program examples in the arts (music, dance, drama, visual arts) and special education, were selected via a comprehensive application and review process.…

The article describes goals and operations of the New Orleans Center for Creative Arts, a public high school and career training program for students talented in theater, creative writing, music, dance, and visual arts. Also discussed are results of a survey of student perceptions of the impact of the program on various aspects of their lives.…

While several developmental models of aesthetic understanding, experience, and appreciation exist in the realms of visual art and music education, few examples have been proposed in regard to theatre, particularly for child audiences. This author argues that children gaze upon theatre in differential ways by including age as a variable…

These arts standards represent a consensus concerning what every young student should know and be able to do in the arts. The Consortium of National Arts Education Associations believes that every student at every level, pre-kindergarten through grade 12, should have access to a balanced, comprehensive, and sequential program of instruction in the…

This curriculum guide provides the framework for K-12 arts education program in Alabama's public schools. Content standards in the guide are minimum and required, and fundamental and specific but not exhaustive. School systems may include additional content standards and add implementation guidelines, resources, and/or activities. In response to…

The Bureau of Indian Affairs (BIA) developed 30 American Indian content standards for arts education, based on the 1994 U.S. national content standards. Like the national standards, they are intended to apply across all grade levels (K-12) and are divided into the four arts disciplines of dance, music, theater, and visual arts. The purpose of…

This 56-item annotated bibliography gives teachers and administrators access to information on the evaluation of school fine arts programs. Based upon a computer search of the Educational Resources Information Center (ERIC) data base, it cites project reports, journal articles, and dissertations published from 1963 to 1976. Citations of elementary…

African-American women have played a major role in the history of the arts. This history, which is filled with discrimination, is traced for music, dance, drama, and the visual arts. Those who have overcome these obstacles can be effective teachers for future audiences, artists, and decision makers. (SLD)