States the possibility that achieving and continuing educational change in the arts is problematic because arts educators and their supporters concentrate more on the what than the how of educational change. Defines educational change in the arts, explores the differences between the what and the how, and describes educational-change research.…

Illustrates why students have a fragmented way of thinking by investigating the representation, or lack thereof, of music in "The Shawshank Redemption" and "Mission Impossible." States that the Internet evoked the idea of the scattered mind and self. Asserts that the arts are custom-made to adapt to the new cognitive structures. (CMK)

Provides an overview of the congressional budget appropriation process. Focuses on the problems encountered when eliciting support for the National Endowment for the Arts in order to inform arts educators and administrators of the purposes of the neglected federal support for the arts. (CMK)

Stresses the importance of developing universal music education and the role of the National Standards for Arts Education. Addresses obstacles to providing quality music education to students in urban and rural districts. Provides background information on partnership models along with the means for creating a plan for achieving universal music…

Presents the findings from a survey in which the CEOs of the United States' independent colleges of art and design reflected on the essentials of preparing and educating art students. Includes the following topics: (1) social perceptions; (2) general and specific curriculum concerns; (3) technology; (4) national standards; and (5) high school…

Tests the hypothesis of U-shaped development in graphic symbolization that postulates similarities between the drawings of preschool children and adult artists, and the loss or suppression of the early facility in middle childhood. Confirms the existence of a decline in symbolic skills in adolescent children. Presents implications for art…

Replicates Jessica Davis' study of the U-shaped aesthetic development curve in a cross-cultural setting. Examines whether a similar U-curve is evidenced in Chinese aesthetic development. Presents results that suggest that Chinese aesthetic criteria do not produce a U-shaped evaluation of artistic skills. Discusses limitations of the study. (DSK)

Critiques the attempt by David Pariser and Axel van den Berg to apply the author's methods to a cross-cultural study. Argues that their study is too flawed to be definitive. Suggests means to test the universality of the U-curve as a cognitive development pattern or an artifact of culturally defined aesthetics. (DSK)

Responds to a critique of the authors' work by Jessica Davis. Enumerates and responds to each of Davis' critiques, arguing that many of them are invalid. Defends the research design choices made by the authors and the results of their study. (DSK)

Argues that art educators must reconsider how representations of illness are dealt with in the classroom. Describes several contemporary illness metaphors that influence visual representations of the body, creating images that are objectified and stereotyped. Suggests six strategies that educators can use to promote compassionate and caring…

Explores differences among art teachers' personal art preferences, their predicted student preferences, and students' actual preferences, as well as each groups' preferences for styles to use in teaching. Finds high correlations between personal and educational preferences and low correlations between teachers' predictions of students' preferences…

Uses a systems approach to creativity to study one student as that person learned to make art in an university-level introductory sculpture class. Shows ways that the class was an open system that modeled and encouraged artistic creativity and provided constraints and opportunities for the student to construct knowledge. (DSK)

Maintains that since the 18th century an intellectual schism has developed between the U.S. public and specialized academic and artistic communities. Argues that art educators can work to correct this by serving as translators for those who lack fluency in the critical language of the arts. (MJP)

Discusses the legal issues involved in setting content or performance standards. Recommends establishing clearly documented procedures that adhere to professional recommendations and are administrated fairly. Addresses such issues as parental rights, assessment security, nondisclosure agreements, and specific alternative assessment techniques for…

Asserts that the dialectic between excellence and equity in art education is generally expressed as an "either/or" situation. Argues that curricula and assessments can be designed to challenge artistically talented students and also serve the needs of all students. Concludes that both universal and relative social contexts are important. (MJP)