How do those concerned about arts teaching in schools confront the fact that the arts disciplines are often designated as basics, but often not treated like "real" basics? The following questions may be useful in seeking a way forward regionally, nationally, and especially locally: (1) What do we do about these two facts: (a) many proposals concerning inclusion of the arts in P-12 education do not treat the arts disciplines as though they were basics, and (b) many of these proposals come from individuals and groups in the arts community?; (2) In terms of general education, can (or should) the arts disciplines always be a basic on the same terms as the basics that are treated as such?; (3) What are the potential short- and long-term effects of arguing that the arts disciplines are a basic while supporting approaches to arts study or participating in partnerships that do not treat the arts disciplines as though they were a basic?; (4) To the extent that the arts disciplines are not considered as a basic in the same terms as math, for example, but considered basic on different terms, what are those terms?; and (5) In some circumstances, would it be wise to minimize or abandon the term "basic" and just focus on the value of arts discipline study itself? The author argues that if the arts are to be treated as basic subjects, a great deal of adjustment in the ways that arts education is presented and pursued in the policy arena will be necessary.