Maintains that the National Arts Standards allows for the inclusion of multicultural perspectives integrated within a dominant European American culture. This places the responsibility for a truly representative and multicultural curriculum back on the art teacher. Provides a neat and concise summary of the arguments for and against multicultural…

Presents an interesting meditation on the journey of art from private vision, appreciated by a few wealthy patrons and scholars, to the realm of public enterprise. Examines some of what has been gained and lost in this process. Provides an overview of the post World War II development of art education. (MJP)

Maintains that, while teacher assessment is rapidly growing in the most commonly taught fields of music and the visual arts, it barely exists in the underdeveloped fields of dance and theater education. Examines trends in assessment including content-specific, common accreditation, and performance-based licensure. (MJP)

Provides a concise yet thorough overview of the roles, responsibilities, and standards developed by various national agencies, organizations, and boards. Includes a list of basic questions concerning music teacher assessment and suggested answers. Examines deficiencies and problems within undergraduate music teacher preparation. (MJP)

Describes an assessment for art teachers developed at the Art Assessment Development Lab. The assessment involves two parts: a portfolio that teachers develop at their school over at least six months and a one-day assessment of the teacher's art content knowledge. (MJP)

Surveys the barely developed and chaotic field of theater teacher assessment and finds that a piecemeal, state-by-state approach dominates. Briefly summarizes assessment in 11 states, revealing few guidelines and a variety of practices. Discusses proposed improvements from the American Alliance for Theatre and Education. (MJP)

Charts a step-by-step path from the pedagogical theories of teacher education to an effective and engaging method of classroom instruction using excerpts from Ernest Hemingway's "For Whom the Bell Tolls," as illustrative guideposts. Provides cogent, insightful, and productive ideas for improving classroom instruction. (MJP)

Argues that the centralized, bureaucratic model of education management has created more problems than solutions. Contrasts the current situation with an earlier model defined by local autonomy and personal commitment. Explores a broad set of issues and approaches designed to make arts education more autonomous and less divisive. (MJP)

Provides a concise overview of the working conditions and challenges faced by independent music teachers (IMT). Most IMTs function in a number of capacities, as performer, teacher, and entrepreneur. Discusses changing trends in employment, including computer technology and the move for national certification. (MJP)

Maintains that a more thorough understanding of the complex relationship between state government and local schools would greatly benefit arts educators. Presents an examination of the structure of this relationship in Massachusetts as a model. Examines government funding, staffing, delegation of powers, and various shared responsibilities. (MJP)

Discusses the validity, reliability, and utility of portfolio assessment. Examines the differences between the application of portfolio assessment in the visual arts and traditional subjects. Although generally supportive of portfolio assessment, maintains that widespread acceptance of educational innovation is often difficult and compromised.…

Maintains that French educational policy towards art education is hampered by divergent agendas and competing educational directives. While the Ministry of Education supports "education for all," the Ministry of Culture promotes "education of a cultural elite." Discusses the philosophical and political conflicts that created this split. (MJP)

Discusses the inherent conflict that exists between the tendency of Israeli schools to promote uniformity and their current mission to socially integrate immigrant children. A multicultural class production of "The Ugly Duckling" exemplifies how performing and visual arts can facilitate integration and acceptance. (MJP)

Characterizes a number of cherished beliefs regarding early childhood art education as myths and argues that their continued use impedes educational reform. These include a belief in art as therapy, the inherent validity of childhood expression, the superiority of process over product, and limited intervention by teachers. (MJP)

Presents a concise overview of early childhood music education in Japan. Japanese early childhood education stresses the natural development of childhood, as well as cultivation of expressive activities. Discusses teaching methods, creative activities, and educational guidelines (MJP)