Examines the effect that modern art has on society, investigating incidents of vandalism and public approval of those incidents. Discusses Plato's critique of the arts and artists, considering who should be entrusted with moral education. Concludes that a society that possesses the courage to face an unknown future will support a free art. (GEA)

Highlights the purpose and role of the arts in society, discussing the problems involved in arts education for a culturally diverse community such as the United States. Explores the linkage between politics and the arts, and the importance of providing educational opportunities for young people to experience the arts. (GEA)

Examines historical and philosophical issues that have affected the involvement of state arts agencies in elementary and secondary school arts programs. Analyzes the arts education activities of 47 Arts in Education coordinators and discusses emerging trends in agency activities that appear to be important to future school-based program…

Questions whether professional organizations have had much positive effect on art teaching and art literacy, stating that the contributions of teacher and arts education groups have been contradictory. Examines the structure of various organizations, arguing that too many replicate objectives and territory. Makes suggestions for improving…

Questions why there are no arts policy research centers in existence, considering what they should look like, what they should do, and how they should be constituted. Discusses whether such centers should be developed now, what model of policy analysis and formulation would be appropriate, and what institutional form (think-tank, governmental…

States that despite extensive credit and noncredit art programs provided by colleges and universities for students and surrounding communities, there is a lack of a cohesive vision in the area of lifelong arts learning. Concludes that effective lifelong education in the arts is an important and attainable goal for higher education. (GEA)

Highlights the controversy surrounding arts high schools, considering the appropriateness of their curriculum, their clientele, and their relation to the larger education and arts education communities. States that these schools must define their objectives within the larger educational context, demonstrate the power of arts education, and provide…

Discusses the connection of the arts and art education with politics, advocating that art educators can improve the status of arts in U.S. schools by applying political leverage and the insights of political science. Examines the Finnish system of arts education as a possible model for the United States. (GEA)

Examines the search for a common ground between arts advocates and art educators who are trying to establish an effective arts education program. Discusses sequential curriculum, the Getty Trust, and the integration approach, advocating a constant application of substance as the solution. (GEA)

Presents a brief historical overview of the basic premises for fine arts education. Emphasizes that the fine arts should be taught as an end in themselves, with no utilitarian function attached to them. States that such aesthetic education is a necessity in the development of human beings. (GEA)

Investigates Michael Polanyi's theory of emergence of the framework for tacit (personal) knowing, its function in the reasoning process, and the significant role art can play in the development of personal knowledge. States that intensive study of works of art will enable students to make discriminating choices that ultimately evolve into personal…

Discusses several problems confronting education in the United States, argues that music educators are among the most guilty of avoiding and even discouraging creative thinking. Presents a model of creative thinking in music and examines the conditions of motivation and environment that are important for child development. (GEA)

Calls for realistic attitudes among educators who are attempting to include the arts, especially music, in the basic school curriculum. States that unrealistic hopes and expectations invite disappointment and frustration and risk the dissipation of resources. Examines the questions of what to teach and why, who will teach, and who will be taught.…

Discussing the inadequate support that theater receives in elementary and secondary schools, the author explores the value of theatrical processes in teaching across the curriculum. Describes three levels of experience that are vital for learning, stating that teachers must do a better job of using theater as an educational tool. (GEA)

Examines the current state of computer-based music instruction and the sophistication of available courseware. Discusses the Integrated Services Digital Network (ISDN), speculating on the effects it might have upon the arts, education, and culture. Explores the potential that new technology holds for helping all people realize their artistic…