This is a viewpoint that discusses the criteria applied for an objective, academic assessment of dance education and comments upon the status of dance education both in secondary education schools and professional dance schools in Greece today. The viewpoint concludes by proposing the need for an independent undergraduate dance degree to be…

When the author came to Villa Park High School in Orange County, California back in 1998, having just finished fourteen years in an East Los Angeles school, she expected to find communication technology already operative. It was just beginning at Bell High School where she had been, in Los Angeles Unified School District (LAUSD), with a Video…

Ideas, activities, and guidelines are presented for the teacher of dance at the secondary level. A variety of basic movements are presented as well as more complex interrelated moves for dance groups. Suggestions are given for production and performance of dance programs. Resources for the teacher (films, books, records) are listed. (JD)

Programs were offered for fine arts students, 14-18 years old, in nine areas: orchestra, ballet, modern dance, acting, creative writing, mime, painting, printmaking, and photography. Guest artists also participated. The effect of the summer session upon the work of the students is easily recognizable. (RM)

The medium-specificity thesis that says each art form has its own domain of expression and exploration is discussed. This thesis has significance for educational policy, e.g., when art forms try to form their own academic departments or divisions, they will assert their autonomy using medium-specificity arguments. (RM)

Administrators of schools without music programs are simply undervaluing this fine art form and depriving students of a great life experience. Schools can accommodate the arts by managing time better and scheduling more periods per day. A strong positive correlation exists beween school excellence and vigorous, dynamic arts programs. Nine…

The current preoccupation with testing and curtailments of arts programs add up to educational and cultural deprivation for today's students. In our haste and intensity to achieve, dominate, and acquire, we should not undervalue the spiritual, mental, and emotional amenities provided by the fine arts, which comprise the languages of civilization.…

Profiles successful magnet arts schools in New Orleans, Prince George's County (Maryland), and Denver and provides guidelines for school board members desiring to open schools of the arts. Board members are urged to garner support, find a suitable location, build a staff, decide on format and enrollment method, and develop partnerships with local…

Discusses the use of fine arts as sources to enrich the study of history. Suggests that such works will serve as barometers of change, examples of cross-cultural influences, and political messages. Includes suggestions of works and artists from different historic periods. (DK)

Notes that for prospective theater majors, the choice between pursuing the Bachelor of Fine Arts or the Bachelor of Arts degree is crucial to the student's chances of success in college. Discusses how the degrees differ and how to advise students. Includes some questions that prospective students should ask of theatre programs, and notes answers…

Examines the creation of a high school fine arts club to provide financial support for the music, art and theatre arts departments and to help enhance cooperation among these departments while providing broader cultural experiences for the club members. (MH)

Suggests possibilities for using illustrations from art and music in science instruction so that school curricula becomes less fragmented. (AL)

A high school arts program can add vitality to the school. A good program should include an expanded definition of the scope of the arts and an integrated and process-oriented presentation, with appropriate attention to historical background. (SJL)