This booklet provides a framework for developing K-12 arts curriculum in dance, music, theater arts, and visual arts. The frameworks consist of goals in each of these subjects and are developed for K-2, 3-5, 6-8, and 9-12 grade levels along with suggested objectives. Significant differences in this updated version include: (1) a strong emphasis on…

Wisconsin's Department of Public Instruction, in collaboration with Wisconsin citizens, developed academic standards in 12 curricular areas. The dance education standards go beyond emphasizing mastery of individual student areas--they weave five essential characteristics of literate individuals throughout: application of the basics, ability to…

This "NAEP Arts Report Card" for music, theater, visual arts, and dance is in the form of a CD-ROM. This version includes recordings, videos, and other materials used as stimuli for students, extensive examples of student works of art and performances, and explanations of how these works of art and performances were scored. The report's…

The Healthful Living Education program promotes behaviors that contribute to a healthful lifestyle and improved quality of life for all students. The Framework for Healthy Living Education supports and reinforces the goals and objectives of its three major components: health education, physical education, and alcohol and other drugs. When the…

Discusses the spring dance concert at Judge Memorial Catholic High School in Utah, which explored the theme of human rights. Describes the arts program in relation to the school's mission to develop all aspects of a person, spiritually, physically, and intellectually. Presents the school's dance curriculum. (AJL)

Constructs a theory of dance education based on critical pedagogy theory (CPT). CPT views education as a liberating rather than an oppressive force. Defines and elaborates various components and approaches for establishing critical methodologies in the dance classroom. These mostly concern empowering the student and developing a critical…

Focuses on identifying ways in which policy has affected arts education, specifically those that have evolved outside of arts education instead of within. Explores topics such as: the influence of national and state standards, the impact of testing, and the absence of teachers competent to teach the arts. (CMK)

While teaching science in an alternative arts high school, the author continuously addresses the challenge of welcoming creative, right-brained students into the world of systematic inquiry. Busily mixing paint colors, choreographing futuristic dances, performing comedic theater, and practicing the banjo, the students rarely initiate authentic…

This paper aims to provide a comprehensive discussion of sexuality and dance education from multiple perspectives including public schools (K-12), private studios, conservatories, and higher education. Among innumerable potential topics emanating from this review of sexuality and dance education in the 21st century, this article focuses on today's…

The Kentucky Education Reform Act of 1990, which champions arts education as an integral component of a holistic curriculum and assessment process, encourages schools to make use of resources from the community, including arts and cultural organizations, artists, folklorists, and craftspeople. This broadened approach to education provides…

The arts are central to quality early childhood programs. Experiences in the arts commonly attract and sustain children's involvement and provide opportunities for individualized creative responses. This research project investigated the implementation of arts games (structured play experiences based on drama, music, dance, and movement) into the…

This guide contains fine arts activities that foreign language teachers can use in their classrooms, along with annotated bibliographies of instructional materials, children's books, and teaching guides. After an introduction that defines global education, the guide is divided into four sections, covering the visual arts, music, dance, and…

This document outlines what beginning classroom teachers and arts education specialists should know and be able to do to teach the arts effectively. The volume serves as a guide for individual states, professional organizations, and teacher education programs as they develop and refine their standards and practices. The Interstate New Teacher…

The forum on partnerships to improve teaching the arts was an outgrowth of earlier gatherings and of research to identify and respond to current challenges to sustain and enhance quality arts teaching. During 1999 the Arts Education Partnership convened a task force which concluded that improved teaching hinges on collaborations among three key…

This document outlines the proficiencies in the visual and performing arts that students should demonstrate for admission to the Oregon University System (OUS) of institutions beginning in the Fall of 2004. The Proficiency-based Admission Standards System (PASS) has identified six proficiency areas and the performance criteria for determining…