This paper discusses the content, theoretical context, and goals of elementary art and music education. The paper focuses on statements about teaching for understanding, higher order thinking, and problem solving. Part 1 addresses the historical and theoretical context of goals and practices in art and music education. Four currents of curriculum thought in general education are examined; these currents are: (1) subject matter or academic rationalism; (2) students or developmentalism; (3) social efficiency or social adaptation; and (4) social meliorism, reconstruction, or transformation. The first part also covers the ways in which these curricular currents are and have been manifested in art and music education, and the relationship of theoretical and curriculum orientations. Part 2 addresses student understanding and critical thinking in art and music; creative thinking; the parameters of art and music as subjects of study; research findings related to human development in arts learning; and the implications of such findings for development of student understanding and critical thinking in the arts. Approximately 150 references are cited. (RH)