Mark McCoy, Ph.D., was president of DePauw University from March 2016 through July 2020, having served previously as dean of the DePauw University School of Music from 2011-2016. A first generation college student and the son of a coal miner, Dr. McCoy was committed to making DePauw an even greater place to learn, live, and work, with an emphasis…

Discusses the three counterforces that work against teaching art in the schools: (1)students' naive concepts; (2) schooling's neglect of intelligent behavior; and (3) counterproductive disciplinary procedures. Presents the concept of "invisible art" used to teach an experimental course in art appreciation. Includes extensive references. (MD)

Developing a prison art program involves training prison arts specialists, developing curriculum and instructional strategies, and planning for continuous program support. Through the study of art, prisoners have been able to re-examine themselves and establish new, positive goals. (Author/CS)

Examining the relationship of industrial arts to consumer education, this article (1) provides a list of goals for students in consumer industrial arts, (2) discusses program characteristics at the elementary and secondary levels, and (3) gives sources of implementation guidelines. (LRA)

This volume of selected readings is designed to aid artists and educators in the development of a knowledge base within the realm of lifelong learning and the visual arts. Compiled for use by both student and practitioner, these readings are divided into three chapters. The first chapter provides readers with background, rationale, and directions…

The author contends that public support will ultimately determine whether the arts will prosper in the public school curricula, and that art teachers who can communicate with fellow teachers, students, parents, and administrators clearly, and can demonstrate exemplary curriculum practices, are the centerpieces of the public relations effort. (KC)

States that despite extensive credit and noncredit art programs provided by colleges and universities for students and surrounding communities, there is a lack of a cohesive vision in the area of lifelong arts learning. Concludes that effective lifelong education in the arts is an important and attainable goal for higher education. (GEA)

The authors of this article contend that most doctoral students in the arts do not fully appreciate the meaning of their PhD, and that the current system of graduate education perpetuates this phenomenon, with each generation of professors passing down their understanding of the doctorate to succeeding generations. The authors argue that what is…

Examines historical and philosophical issues that have affected the involvement of state arts agencies in elementary and secondary school arts programs. Analyzes the arts education activities of 47 Arts in Education coordinators and discusses emerging trends in agency activities that appear to be important to future school-based program…

Four leaders in state industrial arts answer questions about funding for industrial arts/technology education programs. Questions involve best sources of funding; setting up foundations for receiving funding; receiving funding through corporate grants and private foundations; and suggestions for industrial arts/technology education professionals.…

Explores what industrial arts educators should consider when designing learning experiences for tomorrow and recommends future educational practices. Notes potential population, attitude, and social and industrial changes that should have a bearing on planning. (CSS)

The authors argue that if the Conference on English Education (CEE) is to nurture and grow its membership in the coming years, we will need a more focused purpose related to the central mission of the organization: "the effective education and development of students and professionals in English language arts education." To that end, the authors…

Identifies six "back-to-basics" factors that can have a positive effect on future industrial arts education program development: the instructor, students, objectives, content, methods and techniques, and evaluation. (CT)

The author discusses and addresses common reactions of teachers to the new technology education curriculum. Teacher concerns include (1) recruiting students, (2) serving college-bound students, (3) scheduling, and (4) obtaining school district approval. (CH)

In the search for the pedagogical antecedents of industrial arts, a distinct line can be traced to early educational programs established in the 1870s and 1880s by social reformers in some of the worst slum districts of American cities. (LRA)