Questions whether professional organizations have had much positive effect on art teaching and art literacy, stating that the contributions of teacher and arts education groups have been contradictory. Examines the structure of various organizations, arguing that too many replicate objectives and territory. Makes suggestions for improving…

Highlights the controversy surrounding arts high schools, considering the appropriateness of their curriculum, their clientele, and their relation to the larger education and arts education communities. States that these schools must define their objectives within the larger educational context, demonstrate the power of arts education, and provide…

Examines the effect of the educational reform movement and changes in the evaluation system on issues dealing with teacher development and retention. Recent events in Texas are used to explain how some issues, such as recertification testing, may be dealt with and to identify other issues that still need resolution. (GEA)

Maintains that everyone should teach the arts. Proposes a public/private initiative to facilitate interaction among the three constituencies who must interact as team for arts education to succeed: generalist, specialist, and visiting artist. (TRS)

Maintains that art education programs in United States schools are in desperate need of strengthening. Provides practical advice on how to begin this process, including: teacher training, inservice workshops, forming new partnerships between schools and museums, and various forms of advocacy. (JDH)

Provides a collection of concrete, practical ideas for influencing local school decisions about art education. Practical suggestions fit into the categories of alliance building, developing consensus, skillfully presenting your case, using numbers, and obtaining publicity. (JDH)

Offers a "marketing strategy" for arts education. Provides statistics from the Americans and the Arts survey, conducted in 1984 by the National Research Center of the Arts, which shows solid public support for the arts both in and out of school. (JDH)

Examines issues of integrating and funding arts education in public school elementary core curricula. Recommends that art become part of daily, and nonexpendable, school experiences. Suggests that art teachers should be consultants for designing curricula, training, and assisting classroom teachers. Urges higher education should better prepare…

Discusses the potential impact of the recent call for cultural literacy on arts education. Describes current design approaches in the arts education curriculum. Suggests a number of ideas that are deemed important for curriculum reform. Cautions that curricular changes, although much needed, must be thoughtfully considered before implementation.…

Discusses the preservice education of art teachers. Suggests that there are three major challenges for teacher education programs. Points out the need to individualize such programs, the need to update curricula in order to answer the call for reform, and the need to ensure that teachers have a firm commitment to art. (KO)

Discusses the need for a coherent curriculum in arts education. Suggests that the discipline-based art education (DBAE) approach has as its goal the achievement of coherence and the acceptance of art as a basic in education. Recommends that each individual teacher evaluate program alternatives in terms of their own needs. (KO)

Suggests that change in art education will be brought about by the initiation of discipline-based art education (DBAE), the wide support given to proposals for programmatic and systemic change, and changing world views. Characterizes DBAE as part of modernity, and contends that a postmodern world needs a more subjective art education curriculum.…

Examines the dichotomy between the affective and cognitive domains and the lack of support for art education in the school curriculum. Argues that, until school administrators view art as a mind building subject, it will retain marginal importance in the curriculum. Concludes that discipline-based art education will best meet the challenge. (GG)

Describes Tennessee's response to the educational reform movement. Discusses the Comprehensive Education Reform Act of 1984 (CERA) which instituted Tennessee's Career Ladder Program. Provides an evaluation, and identifies strengths and weaknesses of the the Tennessee Arts Academy which grew out of CERA. Concludes that the Tennessee Arts Academy is…

Emphasizes the call for excellence in education. Discusses the topic from the perspectives of teachers, parents, taxpayers, artists, and students. Concludes that the schools are making positive steps toward a systematic study of the arts and humanities. (GG)