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)

Explores time, distance, focus, and excellence within the context of art and arts education policy and the relationships among them. Raises several questions for policy makers related to attracting/keeping arts teachers, helping students learn the unique lessons of art, and maintaining necessary policy positions in a dynamic environment. (CMK)

Describes the origin and development of the National K-12 Standards for Arts Education. Discusses issues related to the fine arts being left out of the original national standards documents. Maintains that the standards are essential if the fine arts are to maintain parity with other curriculum subject areas. (CFR)

Asserts that it is important to avoid bandwagon superficialities related to the interdisciplinary approach to arts education in the K-12 curriculum. Concludes that the overarching issue related to the National Standards implementation is how to keep content and process in a productive relationship. (CFR)

Contends that questions about power and who has it dominated U.S. political and social discourse. Discusses five aspects of power and art: (1) three power/art relationships; (2) the struggle between individuals and systems; (3) power applications; (4) current power contexts; and (5) major futures issues. (CFR)