Teams of elementary teachers, school administrators, and school board members from seven representative school districts in Los Angeles County (California) participated in a 3-week summer institute (1983) with the aim of learning to plan and implement systematic discipline-based art programs that included aesthetic, critical, historical, and productive experiences. The 98 participants were involved in nine staff development components, including formal presentations, teach-ins, principal seminars, workshops, panel discussions, and consultations. School district teams subsequently engaged in year-long implementation activities in their schools; ongoing technical assistance was provided throughout the year by the Getty Institute staff. Evaluation results indicated that participant ratings of the summer programs were high and that attitudes toward art education changed significantly as measured by pre- and posttests. Regular site visits by the Institute staff during 1983-84 showed participants to be providing sequential, systematic art lessons for at least one hour per week. Results of pupil achievement tests are not yet available. (LH)