This report summarizes the results of a research project to examine arts participation patterns in 12 diverse communities across the United States. The research involved two major components: (1) the administration of an arts participation survey to randomly selected households in each area, and (2) research into the supply of local arts programs…

As "mind" is a cultural achievement, newborns enter the world without minds. Life experiences profoundly influence the mind. The social culture provides conditions for the growth of mind and the direction it takes. As informal education is inadequate to fill social needs or actualize children's potentialities, societies create schools. Since a…

Warns against a tendency to command Soviet educational reform from above without thought of practical results. Criticizes proceeding before priorities have been set or put into practice, and ignoring the need for a vehicle of reform, material, and labor resources. Urges the humanization of architectural education through study of art, the…

The California Art Education Association (CAEA) has outlined guidelines to help administrators, teachers, and others responsible for determining the acceptable content of visual arts courses offered to meet California's state graduation requirements or entry requirements into a state university. Emphasis for visual arts courses should be on the…

This monograph focuses on the relationship between pre-adult socialization in the arts and subsequent arts participation, as measured in the data collected in the 1992 Survey of Public Participation in the Arts (SPPA) conducted by the U.S. Census Bureau. The study aims to increase understanding of art socialization experiences as they relate to…

This document consists of the new national standards for arts education and a summary statement accompanying the book. The standards recommend that by the time they have completed secondary school, students should: (1) be able to communicate at a basic level in the four arts disciplines, dance, music, theater, and the visual arts; (2) be able to…

Education should be the most efficient way of arousing the individual's cultural consciousness. A concept of "interculturality" now exists, signifying the importance of the interaction between different cultures. There must no longer be a distinction between the "high class" culture of the erudite and the "low class" culture of the lower social…

Cultural development is the development of knowledge, values, and attitudes bringing about the fulfillment of personalities and their creative capabilities. School in general stresses cognitive development and uses authoritarian methods to impose its view, thereby promoting imitation over initiative and critical thinking. School counterbalances…

Emphasizes the need to improve the quality and quantity of arts education programing in public schools. Suggests ways to improve preservice and inservice teacher programs in the collaborative arts. Existing programs stress that the arts are interrelated components with many possibilities for collaboration. Institutions with interdisciplinary arts…

Introduces a six-article symposium on interdisciplinary art education. Maintains that the specialization of modern societies presents a barrier between the arts and an interdisciplinary approach to arts education. Previews five articles that follow in the symposium. (CFR)

Maintains that, in recent years, schools and school districts have begun to explore an integrated curriculum approach to arts education. Discusses three areas of concern related to the arts as disciplines and the arts presented through an interdisciplinary approach. Calls for explicit policy directives to provide guidance. (CFR)

Discusses two related dilemmas: (1) the tension between the Western view of historical progress and the realities of modern society; and (2) the tension between old and new approaches to teaching and learning about the arts. Argues that the end result of implementing the Goals 2000 program might diminish the teaching of the arts as discrete…

Maintains that educational theorists have long advocated integrated, multidisciplinary curriculum development and instruction. Argues that the arts must maintain their integrity in the curriculum and be taught for their own sake, rather than serving as aids to instruction in other disciplines. (CFR)

Asserts that the general educational curriculum tends to be fragmented and compartmentalized and that this situation would be improved by curriculum integration. Argues that an interdisciplinary arts approach would require new teacher attitudes and instructional strategies. (CFR)