Analyzes the place of the arts in twentieth-century civilization, emphasizing the importance of art education. (JM)

The arts program in the Attleboro, Massachusetts, public schools is an interdisciplinary attempt to communicate the basic knowledge structures used in most subjects through nonverbal visual means. An evaluative study showed Attleboro seventh graders' gains in visual concepts as significantly higher than those of traditionally taught students. (JM)

Instead of the traditional emphasis on performance by a few, music programs should also include composition and appreciation and embody experiences in aesthetic education for the entire student body. These experiences could include musicianship and music history, literature, structure, organization, and performance. (JM)

In attempting to answer the question posed in the title, this author offers an overview of the goals of arts programs and some general guidelines for administrators to follow in evaluating those programs. (Author/JM)

There is currently no way to determine whether educational benefits of arts programs are myth or reality because the learning experiences have never been verified. Art educators, instead of aiming for vague general goals, must develop specific educational objectives and undertake the research to validate them. (Author/JM)

In light of the fact that young Americans spend hundreds of dollars each year on the arts yet have little training in developing critical skills, this writer outlines what must be done in school arts programs to educate culture consumers. (Author/JM)

Arts programs frequently are integrated into other curriculum areas as an economic measure. Although program quality usually suffers as a result, following the guidelines offered here can ensure that integrated programs are effective. (Author/JM)

In Eastern Junior High School in Greenwich, Connecticut, 50 local artists take over the school for one day a year, working, demonstrating, and performing with and for the students. (Author/JM)

Outlines a summer session for gifted students in the performing arts held by the Montgomery County Public Schools in Rockville, Maryland. (JM)

At Lincoln High School in Stockton, California, educators are enthusiastic about a theater arts program that claims far-reaching educational benefits for students of many ages and types. (JM)

Briefly describes a South Carolina program and art exhibitions in which the school has participated. (JM)

Contends that a community-based support group can do much to enhance the art education program in a school district. Describes the organization and goals of one such group active in Tucson, Arizona. (Author/JM)

More than just learning to draw, art education is complementary to other areas of the curriculum. (Author/JM)

Attempts to make sense of a rather confused picture of the varied factors, agencies, and influences concerned with and affecting policy regarding arts education. Presents highlights of a proposal by the Assembly of National Arts Education Associations concerning the federal government's role in arts education. (Author/JM)

In spite of the fact that the fine arts have been generally bypassed by major educational movements, evidence suggests that the arts will become fashionable by the 1980s. (Author/JM)