Pressures are great upon public school teachers and administrators in secondary school systems to insure their students perform well on state and national achievement tests. The No Child Left Behind Act of 2002 (NCLB) puts an extreme amount of emphasis on students' performance on subject area tests. NCLB (2002) requires that at least 95% of the…

This paper was presented at the summer 1969 advanced seminar on Aesthetics in Education held at the Boston University School of Education. (EJS)

Rebuttal to a statement by the Educational Policies Commission (Music Educators Journal, October 1968, p27) concerning the role of fine arts in education.

In 1897 Gauguin painted "Where Do We Come From? What Are We? Where Are We Going?", which now hangs in the Museum of Fine Arts in Boston. In typical Gauguin style, the painting depicts primitive Tahitians looking in wonder at the tropical paradise surrounding them. There is sunlight and freedom, the vibrant colors of Tahiti, a river in the woods, a…

Article evaluated the Teen Arts Program developed in New Jersey and urged greater community efforts to become aware of the state's art projects (RK)

Author expressed his own, admittedly-biased, subjective, inconsistent, non-ordered, ever-changing attitudes and feelings about what was, what is, and perhaps, what should be our concerns in the Fine Arts within the university. (Author/RK)

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…

What is basic to the school isn't so much the arts themselves as the human capacities, perceptions, skills and critical judgments that are the very stuff of the artistic process. Gives reasons why aesthetic education deserves a central place in the school curriculum. (Author/RK)

This plan recommends that Illinois students be given opportunities for continuing and systematic experiences in expressive/creative and impressive/perceptual modes of fine arts instruction. Components of such a program include: generalized; integrated; interrelated; specialized; and extended arts instruction. Enactment of the arts in the general…

This article is based on a study of educational goals in the State of Maryland, and offers findings of the study as related to fine arts education, with recommendations for action on the basis of these findings. (Author)

This report is a transcription of the proceedings of the Aesthetic Education Center meeting of 1971, sponsored by AETA and CEMREL, Inc. Following an opening statement, the report summarizes a panel discussion on "What Is Aesthetic Education?" which centered on finding approaches to relating the arts programs in schools more closely and in new ways…

The author describes the relationship between media, expression, and the arts and suggests what these relationships imply for educational practice, the arts and media research. (Author/AS)

Discusses how six fundamental goals of education are attainable through education in the arts. An elementary teacher education training program designed to produce teachers who are effective at incorporating arts into general education is described. (AM)