Profound differences exist between the ways in which arts educators and artists personally value the arts and the rationales offered via arts advocacy campaigns for public arts support. The author argues that those discrepancies carry grave consequences for K-university arts education. The author describes means by which to better reconcile…

Examines the eroded relationship between leaders in the professional arts education community and in the arts bureaucracy. Traces the history of the arts education jurisdictional conflict. Discusses the artist residency concept and discipline-based art education. Provides suggestions for the construction of a more civil arts education support…

Examines the legitimacy of claims (specifically the ability of the arts to serve myriad social, educational, and economic development functions) made by arts bureaucrats and advocates desperate to maintain the federal arts support structure. Scrutinizes the motives and consequences of these claims and explores their effects on elementary and…

Provides comments by Samuel Hope, Janice B. Riddell, John J. Mahlmann, David Pankratz, and Constance Bumgarner Gee in response to the article in this issue of "Arts Education Policy Review" entitled "Looking at the Schools: Public Agenda Asks African-American and White Parents about Their Aspirations and Their Fears." (CMK)

Describes the Columbus Arts and Education Consortium (Ohio) that is a collection of arts, education, and technology professionals who devised a distance-learning initiative and competed for an Ameritech grant. Presents the results from a survey on the consortium members' experiences. Suggests how corporate foundations might better utilize their…

Provides an overview of the congressional budget appropriation process. Focuses on the problems encountered when eliciting support for the National Endowment for the Arts in order to inform arts educators and administrators of the purposes of the neglected federal support for the arts. (CMK)

This article is adapted from "The Handbook of Research and Policy in Art Education," Elliot Eisner and Michael Day (Eds.) [c] Lawrence Erlbaum and Associates, Mahwah, NJ 2004. The author contends that two fundamental premises drive arts education advocacy as it is currently coined and circulated. The first premise is that all arts programming is…