Describes various collaborative programs between community arts organizations and schools that provide long-range talent development. Considers the aspects of identifying artistic talent within the arts. Addresses artistic underpinnings, perceptual discrimination, metaperception, creative interpretation, student commitment, the procedures, the…

Discusses (1) the significance of art-making in the emergence and development of the human species and (2) the importance of the "biocultural" view in framing policies that affect the uses of the arts in public institutions. Addresses the arts in the context of U.S. culture and how and why art making is central to learning. (CMK)

Discusses the lacking role of art history in the visualization revolution stating how the discipline whose raison d'etre has been thinking with, about, and through pictures has not grappled the profound intellectual ramifications of the digital revolution. Focuses on issues that art history should address in order to realize its potential. (CMK)

Suggests a new distinction among the arts genres used in the school, namely "child art,""fine art,'' and "art for children." Describes each in detail. Examines the contexts of time and space for arts instruction and the communities of practice in which school art functions. Addresses policy implications. (CMK)

Considers educational reform and arts education, asserting that education is at a strategic inflection point (a transition from old to new ways). Discusses the importance of student learning, the signals for the inflection point, the knowledge of students and teachers, the role of teacher education, and a framework for attending to the inflection…

Addresses three issues for educational policy reform in arts education: (1) what students should learn; (2) improving teacher performance; and (3) enabling teachers to assess the progress of student learning. Explains that confronting these issues requires research on how arts learning takes place. (CMK)

Illustrates an optimistic view of music education focusing on: (1) the use of a more constructionistic philosophy; (2) the use of music technology to teach music more effectively to a wider audience; and (3) a more considered approach to assessment that includes both traditional and less-traditional ways for students to demonstrate understanding.…

Describes design and the design process. Relates design to "A Nation at Risk"; "Goals 2000: Educate America Act"; the Secretary's Commission on Achieving Necessary Skills; the "Voluntary National Content and Performance Standards"; and "New Performance Standards." Discusses the role of art teachers in the adoption of design-based approaches. (CMK)

Proposes to explore some of the origins of ideas that form the "official" music curriculum in England and suggests ways in which the impetus for development can be sustained. Believes that historical research in music education is central to illuminating the difficulties and strengths of current practice. (CMK)

Considers a collaboration model (Eastman-Rochester Partnership) between an urban school district music program and a nationally recognized collegiate-level school of music. Explains that the purpose of this coalition is to build a new model of urban music education while restoring a once outstanding inner-city music program. (CMK)

Identifies the hyperactivity of linguistic conceptual consciousness (the discursive mind) as powering instrumentalism. Explains that the practices of Zen and art can counterbalance the discursive emphasis. Explores haiku as an illustration of how this resistance may work. Recommends anchoring arts education in a foundation of intrinsic perception.…

Presents an example of art education as a means of social control. Examines a 1905 incident wherein children at South Park School in Victoria (British Columbia) were found to have ruled lines in their freehand drawing books. The school principal, Agnes Deans Cameron, was dismissed. (PAL)

Describes a project with mixed ability learners attending Deacon's School (Peterborough, England). The project, which emphasized critical response to the built environment, involved students making "pop up cards" based on firsthand observation of local architecture. Students were encouraged to learn about art and design through reacting,…

This paper examines the onto-epistemic status and understanding of contemporary material culture and of visual art, particularly in the context of gallery education. It does so through a case study of the response of 15 year-old school students in the Czech Republic and in England to a recent photographic exhibition, I.N.R.I., created by artists…

This paper examines the value of a task-based approach to engaging with original works of art and focuses in particular upon the experiences of a group of PGCE Art and Design trainees when they visited an exhibition entitled, Air Guitar: Art Reconsidering Rock Music, to carry out given tasks. The extent to which a task-based approach might…