This curriculum guide aims to provide a beginning process for developing a K-12 balanced, comprehensive, and sequential arts curriculum for all students. Dance, drama, music, and the visual arts are treated as distinct and separate disciplines although five common goals and corresponding learning process components have been identified. The goals include: (1) students are able to use sensory experiences to comprehend the various art forms; (2) students are able to use their skills to participate in the arts; (3) students are able to apply their knowledge of concepts, elements, principles, theories, and processes in the arts; (4) students are able to express themselves creatively through the arts; and (5) students are able to make informed judgments about the arts and the relationship of the arts to the histories, cultures, and environments of the world's people. The corresponding learning processes are perceiving, experiencing, understanding, creating, and aesthetic valuing of visual and performing arts. Each discipline section is presented at four levels: lower elementary, upper elementary, junior high, and high school. Learner outcomes and instructional implications are identified in each section. To aid curriculum planners, a glossary and an annotated resource list are included. (KM)