This set of papers documents evaluation research methodologies that have emerged during the course of evaluating arts in the schools programs over a 6-year period. The papers follow in chronological order, from an early program involving practicing artists in inner city schools, to a report of a follow-up evaluation study 5 years after the inception of the program, and then to a revised model of an arts program based on direct experiences and feedback from the previous programs' evaluations. The final paper reviews and refines the emerging methodologies that have evolved from those evaluations and responds to the problems inherent in evaluating arts programs. Evolving evaluation methodologies are not the results of hit and miss procedures but of responsive evaluation. The evaluation must display many of the same characteristics found in aesthetic education. They must be dynamic, interactive, sensitive to a range of expressive modes and idiosyncratic behavior and outcomes, and capable of extending our understanding of reality. (Author/GK)