For art to become a discipline of study in the schools, art programs should be structured in ways that benefit the majority of students, not just a talented few, and must contain substantive content sequenced across all grade levels in a written curriculum. The development of discipline-based art education started in 1965 with the Pennsylvania State University Seminar for Research in Art Education, then continued with the Getty Center for Education in the Arts establishing Institutes for Educators on the Visual Arts in 1983 and 1984. The content of discipline-based art education consists of four areas of learning: aesthetics, art history, art criticism, and art production. Currently art education emphasizes art production at the expense of the other aspects, focusing on creative enjoyment rather than academic competence. The paper includes a glossary of art terms and an annotated bibliography covering: (1) the need for a change to discipline-based instruction; (2) the theories and issues of that instruction; (3) effective lesson plans and teaching methods in the four areas of discipline-based instruction; and (4) some concerns for the implementation of such programs. (PPB)