For this study, professors representing eight disciplines--science, mathematics, political science, music, literature, history, geography, and the visual arts--were asked first to review historical trends and current thinking in their disciplines and then to prepare papers about the ways in which the disciplines should be represented in the elementary school curriculum. The professors were also asked to present their own personal recommendations. This document summarizes the eight papers prepared by the professors. The papers revealed that some disciplines have a long history of policy statements about elementary education; others have made statements only recently; and others have not yet addressed the topic. The papers tend to emphasize instruction that will encourage development of interest in the subjects and acquisition of values and dispositions emphasized in the disciplines, rather than formal courses in disciplinary knowledge. Recommended curriculum and instruction practices are similar to those being recommended by educational psychologists and subject-matter curriculum and instruction specialists who are concerned with instruction that emphasizes understanding, thinking, and authentic applications. (RH)