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…

Suggests a guideline to the four-year applied humanities course for professional schools. Concludes that the ability of assessing and predicting the professional decision consequences is the end product which can be obtained by institutionalizing the change mechanism in normal educational programs. (For Part One of this article, see SE 509 318,…

Texas, through a recent state legislative mandate, has initiated educational reform for its public school system and teacher education programs in colleges and universities. To implement this reform, the Texas Educational Agency has developed essential elements that are required to be integrated into such courses as the visual arts for a…

College theater programs should be evaluated and criticized on criteria that take into account the purposes of the programs and that have realistic bases for judging the effectiveness of instruction. The impact of college theater is based on its diversity as a training laboratory, as a part of a liberal curriculum, as a community theatre, and as a…

The curricular framework set forth in this document is designed to assist administrators and teachers in planning, developing, and implementing K-12 dance programs. The publication is organized in five major sections: the first section presents a philosophy defining the nature of dance in relation to society, the learner, and the school…

This curriculum guide aims to provide a beginning process for developing a K-12 balanced, comprehensive, and sequential arts curriculum for all students. Dance, drama, music, and the visual arts are treated as distinct and separate disciplines although five common goals and corresponding learning process components have been identified. The goals…

Maintains that efforts to link the arts for educational purposes have been made since the 1960s. Proposes three approaches to link visual art, dance, music and other aesthetic endeavors into one course. Concludes that, although integrating the arts is more work, the motivation for doing so rests on improved student learning. (CFR)

Asserts that U.S. education has entered a new era of advocacy for arts education. Describes publications and other efforts of the National Coalition for Music Education. Compares effective and ineffective advocacy methods and includes a table of contents of an "Action Kit for Music Education." (CFR)

This first volume of a proposed series is an overview of Phase One of the Central Atlantic Regional Educational Laboratory (CAREL) Arts and Humanities Curriculum Development Program for Young Children. Goals of CAREL were to develop (1) five components of the arts and humanities: visual arts, dance, literature, music, and theatre for kindergarten…

Asserts that this is a frenetic time for arts education. Discusses the formation and implementation of public policy regarding arts education. Concludes that the most responsible policies emerge when broad-based input from professionals and lay persons is solicited and acted upon. (CFR)

Objectives of this program were (1) to develop aural sensitivity, (2) to discover basic concepts of musical elements and structure, (3) to acquire simple musical skills, and (4) to develop positive attitudes toward music and self. Participants were 689 students from all socioeconomic levels, ranging from 2 to 13 years in age. Following a workshop…

These six speeches are concerned with the nature and scope of the humanities, especially with art, music, literature, and history. Speeches are by (1) Harold Taylor, who recommends the education of children in the arts by artists as one of the best ways to encourage the spirit of the humanities in the schools; (2) George Matthews, who discusses…

This document on course goals in art is one part of a critique series dealing with the development and evaluation of course goals in six subject matter areas for grades K-12. The series provides an initial pool of course-level goals that are expected to be of considerable value in assisting educators with goal definition related to curriculum…

Maintains that the Music Educators National Conference (MENC) achieved an important symbolic victory by being a primary developer of the National Standards for Arts Education. Presents and discusses five issues related to the Goals 2000 program in general and the standards related to music education in particular. (CFR)

Maintains that the 1990s are witnessing a renewed interest in curriculum integration. Presents, defines, and discusses nine approaches to the cognitive and affective aspects to integrating the arts in the K-12 curriculum. Recommends the coequal style and asserts that it has the potential for intellectual stimulation. (CFR)