In this article, the author discusses current challenges to the idea of teamwork in fine arts teams, redefines the terms team and collaboration using a business management perspective, discusses the success of effective teams in the business world and the characteristics of those teams, and proposes the implementation of the business model of…

Discusses the concept of a policy window for arts education and provides historical background of the different policy windows, positive and negative, that affected arts-education reform movements since the creation of the National Endowment for the Arts. Introduces the three articles in the Symposium on the Policy Role of Education Entities. (CMK)

Asserts that testing is widely accepted and politically supported in Canada. Examines why there should be testing in the arts; what should be tested; who makes the tests, takes the tests, and benefits from them; and how frequently students should be tested. Concludes by outlining issues for consideration by policymakers. (PAL)

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)

States that policies are needed that can guide the teacher education programs in music education. Explores the state of music education and teacher education within the twentieth century. Believes that a coherent definition of music education with implications for teacher education is needed. (CMK)

Describes music education and its priorities as a basis for stimulating research questions and discusses advocacy research as evidence of the worth of music education research cited by arts advocates. Responds to the publication entitled "Priorities for Arts Education Research" by the Goals 2000 Arts Education Partnership. (CMK)

Discusses the evolution of dance education, the national support for arts education, and the implications for dance. Considers the challenges that must be met to establish quality dance programs. Focuses on how to address the challenges both at the national and state level. Provides recommendations. (CMK)

Stresses the importance of local arts, focusing on encouraging modern dance at the local level. Addresses issues such as audience participation, sense of ownership and community, and accessibility that accompanies local art. Considers the implications for K-12 modern dance education. (CMK)

Discusses the success of arts-focused schools in performing and visual arts. Offers examples of outstanding schools. Focuses on the importance of having the best administration, the administrative considerations involved in establishing a successful arts-infused school, and finding the best faculty with a diverse focus. (CMK)

Examines arts education policies in which serious flaws have been revealed. Focuses on issues such as the content standards for the arts, the importance of the National Assessment of Educational Progress, gateway policies for K-12 students, and arts study and college admissions. (CMK)

Explains how various national reform initiatives encourage curriculum integration. Considers traditional means for integrating the arts into the curriculum. Explores the inherent interdisciplinarity of design-based teaching and learning and describes a more central role for the arts in interdisciplinary curricula, stressing the importance of…

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…

Reviews information from a quarter century of surveys, focusing on such topics as the view of public funding of the arts, differences among group attitudes toward the arts, and support/opposition views on federal arts funding. Addresses problems with surveys and investments in data collection and analysis. (CMK)

Suggests a new distinction among the arts genres used in the school, namely "child art,""fine art,'' and "art for children." Describes each in detail. Examines the contexts of time and space for arts instruction and the communities of practice in which school art functions. Addresses policy implications. (CMK)

Addresses three issues for educational policy reform in arts education: (1) what students should learn; (2) improving teacher performance; and (3) enabling teachers to assess the progress of student learning. Explains that confronting these issues requires research on how arts learning takes place. (CMK)