Arguing that the visual arts serve as the focus for potential aesthetic experience in the discipline of art education, this paper describes the influence of the sensory elements of aesthetic experience in nature and other art forms on the work of three artists--Kandinsky, Van Gogh, and Picasso--and suggests that teachers can enrich students'…

In this article, Elliot Eisner defends the sections he wrote for the Getty Trust report entitled "Beyond Creating: The Place of Art in American Schools." (JDH)

Calls for arts educators to (1) design a program that will encompass all the arts; (2) build a support system for arts education throughout the rest of the curriculum; (3) review incidental arts learning that occurs throughout the physical school environment; and (4) insure that arts education is included in annual administrative planning. (PD)

Calls for art educators to assume a leadership role in the general reform of education in order to ensure a strong and stable base for art education in the schools. (PD)

Goals and rationales for designating arts education as fundamental to the educational process are presented. The document is organized into three sections. The first two sections examine goals for schooling in the United States (as analyzed by Goodlad and others) and existing rationales advanced on behalf of the centrality of the arts to…

In arguing for an interdisciplinary higher education curriculum in the arts (IDC), this paper points out that such collaborative efforts will help students to understand more thoroughly the interrelationships and underlying unity of the arts, to articulate their training more forcefully to the general public, and to engage more actively in…

In spite of the fact that the fine arts have been generally bypassed by major educational movements, evidence suggests that the arts will become fashionable by the 1980s. (Author/JM)

Discusses elements of a larger work on music education in the context of a rebuttal to critics. Includes sections on philosophical bases, composing and performing, works of music, musical listening, musical understanding, verbal knowledge, music and other arts, musical creativity, and educational values. (DSK)

This document provides a sampling of financial resources for fine arts programs in the schools and lists methods for submitting proposals and dealing with sponsors of funds. Financial sources for arts programs include school districts, organizations and institutions, special events, direct mail, individuals, associations and clubs, businesses and…

Calls for realistic attitudes among educators who are attempting to include the arts, especially music, in the basic school curriculum. States that unrealistic hopes and expectations invite disappointment and frustration and risk the dissipation of resources. Examines the questions of what to teach and why, who will teach, and who will be taught.…

Before cutting up words, analyzing and dissecting them, children should touch the reality behind them. The arts are fundamental to the language experience approach to reading, providing a perceptual framework for a child to express ideas and feelings. The results of selected school programs where the arts have been incorporated into the curriculum…

Presents a brief historical overview of the basic premises for fine arts education. Emphasizes that the fine arts should be taught as an end in themselves, with no utilitarian function attached to them. States that such aesthetic education is a necessity in the development of human beings. (GEA)

This article examines discipline-based art education (DBAE) issues for their origins, meanings, and implications. The issues are discussed within four general categories of conceptual structure, curriculum selections, research foundations, and organizational affiliations. (Author/JDH)

While most administrators and faculty would support the idea of developing aesthetic education in the college curriculum, few feel any urgency about it. Each institution should examine its mission statement and develop a comprehensive philosophy about the place of the arts in its curriculum. (MSE)

The elementary secondary curriculum in the United States could benefit from redefining the arts as a discipline to be interwoven into the school's curriculum. Four essays in this issue explore the question of the arts in education. John Holdren comments in "Will the Band Play On?" that music educators must stress the serious study of music as its…