The humanities framework presented in this paper is not intended to be a state prescribed curriculum, course syllabus, or study guide. Instead, the framework discussed in the paper is designed to help local schools develop their own curricula to address their own goals as well as those of the state and the nation. An introductory section of the…

Reviews issues related to preservice teacher education in dance. Asserts that the development of national standards in arts education has led to a consensus on teacher education. Maintains that, for the first time in U.S. educational history, dance is included in the fine arts curriculum, rather than in physical education. (CFR)

These four addresses by community college presidents and chancellors were selected for recognition by the American Association of Community and Junior Colleges' Presidents Academy. After an introduction by Larry W. Tyree, "Interrelationship of Career and Technical Programs with the Humanities," by Rose M. Channing, traces recent trends in…

Discusses issues related to humanities and fine arts education. Reports on a study of parent attitudes about arts education in eight elementary schools. Argues that teacher education programs should prepare preservice art teachers to be able to develop arts education curricula to meet the needs of individual communities. (CFR)

Describes the theater arts teacher education program at the University of Kansas, Lawrence. Asserts that "connected teaching," in which individual teachers and their students are colearners, forms the foundation for the program. Includes an appendix listing current Kansas standards for certification of drama teachers. (CFR)

An extensive study of humanities education in the nation's public schools, commissioned by the United States Congress, concludes that history, literature, and languages are inadequately taught, and most students fail to learn important knowledge about their shared past and culture. Data from a nation-wide survey reveal gross ignorance of major…

Asserts that multicultural music education and new developments in educational technology are two major issues in contemporary music education. Argues that decisions will have to be made not only about what music should be added to the curriculum to achieve multicultural goals but also what music must be eliminated. (CFR)

Describes a teacher education program in which preservice music teachers observed music classes and kept a weekly journal. Maintains that collaborative efforts involving preservice teachers, classroom teachers, and teacher educators can lead to a successful preservice education program. (CFR)

Responds to Arthur Efland's analysis of the relationship between current theories of teaching and learning and preservice art teacher education. Asserts that the cultural pluralism of today's schools is a significant factor in curriculum planning for art education. Discusses three characteristics of successful art teachers. (CFR)