This document was developed to assist Colorado school districts in establishing a comprehensive arts curriculum. The assigned task force identified three goals: (1) expression, production, and performance of the arts; (2) analysis, interpretation, and evaluation of the arts; and (3) personal, cultural, and historical understanding. Within each goal, five progressive cycles are provided. In order to reach cycle five on each learning spectrum, the students need to demonstrate that they have experienced and developed the earlier skills. For example, in the first goal, the visual arts learning spectrum consists of three sections, process, perception, and appreciation. In the appreciation section, cycle 1 requires that students be able to recognize expression and describe effects of various media. Cycles 2, 3, and 4 build on these skills and in the final cycle students are expected to be able to explain empathetic response to works of art, and participate in critiques of student and professional works using appropriate terminology and methodology. The guide reflects the premise that the paramount thrust of the curriculum should be the development of attitude, self-worth, productivity, study and discipline skills all resulting in a higher level of thinking potential in each cycle for all students. The overall aim is to place the basic knowledge of students in an historical and cultural perspective and to develop personal growth skills as an outlet for creative expression. (KM)