The author argues for using alternative concepts and processes, perhaps several in various curriculum conceptions. Using varying designs in each classroom could make the process of schooling more responsive to the individual student and to society. (MT)

Curriculum is an event which goes beyond the curriculum guide because of the many interactions involved. It is situated in a classroom, personal, social, historical, and political context. The implications of the definition for curriculum developers and researchers are discussed. (MT)

The author argues that students need a rich, invigorating, and problematic curriculum in order to deal with hopes, aspirations, and dilemmas. Such an unmeasured curriculum can help students with the unmeasurable elements of life. (MT)

The author suggests possible directions and ways to plan curriculum that move beyond the measured curriculum. Approaches must be seen as planning for the emerging curriculum because the curriculum is ultimately the task of teachers and students as they engage with one another and with cultural ideas and processes. (MT)

Four goals are proposed which deal with the meaning of life rather than the memorization of useless facts or the development of purposeless skills. The author argues that the ultimate concern of educators is to have people learn to live with themselves and others in a positive way. (MT)

The author reviews his thinking about curriculum over the past 30 years. Six aspects of curriculum that should be considered in efforts to improve the quality of schools are discussed. (MT)

The role of the arts in general education as a possible remedy to the current problems in the public schools is explored. (DF)

Basic policy questions are offered to help guide efforts to formulate policy for art education in the schools. A view of art education that is responsive to these questions and examples of policy recommendations that have not addressed basic policy considerations are discussed. The central purpose and place of the arts in education is reiterated.…

Curriculum activities in arts education during the last two decades and their significance for curriculum development in the arts are explored in this article. (DF)

Francis Wayland Parker's approach to education was based on a belief that children learn when they deal with meaningful things from their daily life. Art education allows the child to explore many forms through attending and expression modes. (DF)

Past and present approaches to dance education are explored in this article. Major concerns for consideration in the future of dance education include goals and directions, curriculum and standards, scholarly research and publication, and the role of the professional organization. (DF)

The Ohio State University artist-in-the-schools program was developed to introduce ideas about dance as an art form. Dance experiences allow the child to view the aesthetic dimension of movement and heighten kinesthetic awareness and bodily intelligence. (DF)

An Ohio State University project developed an alternative approach to staff development that encompassed areas of general education, aesthetic education, and curriculum theory through experiences in the performing arts. (DF)

Educators must be prepared to maintain and support educational theater by anticipating changes and adjusting goals. A discussion of current types of degree programs is offered. Liberal arts education, professional training, community service, and recreational release are traditional justifications for theater programs. (DF)

A discussion of the role of drama in education is presented which includes historical background and current trends. Problems that have developed in curriculum development are offered. (DF)