Inclusion of arts and humanities as a central part of any curriculum is defended by their ability to create critical awareness, to develop a sense of moral agency, and to foster conscious engagement with the world. (MJB)

In this article, the author reports the results of a national survey taken by state assessment directors on the impact of No Child Left Behind on nonassessed subjects between the years 2001-5. Results indicate that during this time, statewide assessment of science and writing increased whereas it decreased in the social studies, arts and…

The purpose of this report, arising out of a conference, is to provide guidelines for curriculum development in the occupation cluster designated by the Center for Occupational and Adult Education of the Office of Education as "the fine arts and humanities." The scope of the categories discussed are: (1) career, (2) work, (3) values, (4)…

The United States Military Academy has made some evolutionary improvements in its curriculum: more student-teacher interaction, an outstanding lecture series and cultural program, art seminars with Manhattanville College, and a Fine Arts Forum. (PG)

While most administrators and faculty would support the idea of developing aesthetic education in the college curriculum, few feel any urgency about it. Each institution should examine its mission statement and develop a comprehensive philosophy about the place of the arts in its curriculum. (MSE)

The elementary secondary curriculum in the United States could benefit from redefining the arts as a discipline to be interwoven into the school's curriculum. Four essays in this issue explore the question of the arts in education. John Holdren comments in "Will the Band Play On?" that music educators must stress the serious study of music as its…

Intended to assist in the development of humanities programs on the secondary level, this guide contains a rationale for teaching humanities, instructional objectives from the U.S. Office of Education, definitions of the concerns of the humanities, a message to teachers of the humanities, and three approaches to teaching the humanities. The three…

The humanities curriculum described in this book is designed as a multidisciplinary, integrated approach to learning. Chapter 1 discusses a definition of the humanities; the segmented curriculum; student expectations; teacher training and the importance of the faculty; the humanities and the sciences; organizing a humanities program; advantages of…

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,…

The arts and humanities convey the very essence of what it means to be a human being. The arts are a basic and central medium of human communication and understanding. As such, they should occupy a central place in education. In the wake of a "back to basics" movement in the schools, the artistic heritage and opportunities to contribute…

Proposes a model for a comprehensive arts curriculum. Discusses the significant phases of the curriculum and relates them to each other. These phases include identification of values, conceptualization, systematizing, interpretation, operation, and experience. Lists five objectives that serve as criteria for judging the worth of curricula. (KO)

The seven essays in this publication, including four read at the fall 1969 American Studies Association meeting, attempt to present both the nature of popular culture study and a guide for teachers of popular culture courses. Papers are (1) "Popular Culture: Notes toward a Definition" by Ray B. Browne; (2) "Can Popular Culture Save American…

Discusses the utilitarian goals of education and examines how cultural literacy can contribute to a discourse on art education. Makes observations about utilitarian versus intrinsic education. Maintains that the concept of cultural literacy can help art educators make decisions regarding the common core of art education. (KM)

Humanities courses can help to remedy the compartmentalization of knowledge in contemporary education, promote an integrated conception of a way of life, provide an historical and geographical perspective, counteract the educational impact of the sciences and the pressure of vocationalism, and introduce subjects too often neglected, such as…