Teaching to meet the diverse learning needs of twenty-first century, global learners can be challenging, yet a growing body of research points to the proved successes of arts-infused and integrated curricula, especially for building capacity for learning and motivation. This article presents the ArtsIN: Arts Integration and Infusion framework, a…

In this article, the author assumes that choreographers sometimes choose to present their dancers undressed because they believe it contributes to the meanings of the dance as a work of art. It is this idea that nudity can be artistically meaningful that the author wishes to explore. The author begins by defining "art dance" in relation to other…

The enclosed manuscript is a discussion of several education projects and methods observed by the author in London, England. They include the teaching of visual arts, dance and drama. (Editor)

The center's program provides individualized professional training to gifted and talented high school students on a half day basis. Students who pass the stringent entrance requirements may select courses in art, dance, drama, music and play-writing, and all participate in interarts workshops. Student reaction has been very positive. (EB)

Maintains that efforts to link the arts for educational purposes have been made since the 1960s. Proposes three approaches to link visual art, dance, music and other aesthetic endeavors into one course. Concludes that, although integrating the arts is more work, the motivation for doing so rests on improved student learning. (CFR)

This 56-item annotated bibliography gives teachers and administrators access to information on the evaluation of school fine arts programs. Based upon a computer search of the Educational Resources Information Center (ERIC) data base, it cites project reports, journal articles, and dissertations published from 1963 to 1976. Citations of elementary…

Western aesthetics tends to maintain its long-standing preoccupation with the visual arts, music and literature. The dance, along with the arts of radio and television drama, has not yet received the attention that would seem commensurate with the cultural importance of these forms and the widespread influence they undoubtedly exert. To come upon…

The author summarizes the contributions which aesthetic or arts education can make, both to academic competence and personal creativity, for learning disabled students. Vignettes illustrate the potential of various art forms, including manual arts, music, dance, drama, and filmmaking. (SBH)

The author describes an in-service teacher education course, EAA (Education for Aesthetic Awareness), the purpose of which is to teach teachers to incorporate aesthetic education into all discipline areas. All art forms (dance, music, sculpture, architecture, drama, film, poetry, literature, etc.) are represented. (KC)

This Pennsylvania state curriculum guide provides a rationale and plan for the inclusion and role of arts education in a K-12 curriculum. Part 1, "Actions of the Arts Process," describes concepts related to the terms art, artists, and the arts process and suggests that students need to experience perceiving, responding, understanding, creating,…

Discusses current educational trends and relates them to preservice art education. Reviews research in art education and dance education and makes suggestions on qualifications and certification for dance educators. Provides 10 recommendations for dance education and the preparation of dance education teachers. (CFR)

Citing a major survey reflecting attitudes of most Americans toward the arts, this monograph outlines behavioral objectives and recommends supportive programs for elementary and secondary students in dance, music, theatre, and the visual arts. Dance in public education has both individual and group objectives. The student should develop a sense of…

The directory lists exemplary arts programs that successfully involve handicapped people as identified by the Model Site and Special Projects Programs. Model sites, which provided replicable program examples in the arts (music, dance, drama, visual arts) and special education, were selected via a comprehensive application and review process.…

Designed as a pilot program, a 5-day arts day-camp held at Illinois Valley Community College for 44 fifth and sixth graders during summer 1981 provided a model approach to interrelating the arts. A thematic structure allowed experiences in visual arts, dance, drama, and music with faculty who had multi-arts experience as well as specialization in…

Argues for placing art education at the center of a radically reconstituted liberal arts curriculum. This curriculum would elevate aesthetic education (music, dance, art) to the same level as the more traditional subjects. Calls for a thorough integration of these subjects with an emphasis on experiential learning. (MJP)