This study was conducted in a large urban school district. Fifty-nine elementary schools, designated as Fine Arts Schools by the district, were organized as a Fine Arts School Network. The school district partnered with an external arts organization to deliver research-based, consistent and collaborative professional development to art, music,…

In arguing for an interdisciplinary higher education curriculum in the arts (IDC), this paper points out that such collaborative efforts will help students to understand more thoroughly the interrelationships and underlying unity of the arts, to articulate their training more forcefully to the general public, and to engage more actively in…

This monograph, part of an ongoing series, discusses the need for school arts programs and provides some examples of how the arts can be infused into the regular curriculum at the elementary level. Support systems for such programs are also discussed. Properly conceived, the arts constitute a great integrating force in the curriculum. To achieve…

Theoretical considerations which could resolve the conflict between fine arts and general education curriculums are examined. An analysis of one practical application of these ideas, conducted at Alternate College of SUNY at Brockport, is presented, and a program of total curriculum integration is proposed. (JMD)

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…

Francis Wayland Parker's approach to education was based on a belief that children learn when they deal with meaningful things from their daily life. Art education allows the child to explore many forms through attending and expression modes. (DF)

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…

The Centennial Education Program at the University of Nebraska piloted an Artist in Residence Program that has significant potential for serving both the student body and the larger community. It provided a mechanism for revitalizing the Centennial interdisciplinary curriculum on a regular basis. (Author/LBH)

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)

The purpose of this article is to examine current arts and humanities elementary school textbooks in Taiwan and to make recommendations for the future. Using the paradigms of curriculum integration of Beane, Berton, Jacobs, and Snyder as a basis, the article compares selected current arts and humanities texts in both Taiwan and the USA, noting,…

Integrating the arts from the preschool level through graduate school enables students to develop their creativity and their ability to reason, draw abstractions, analyze, give personal meaning to what they are learning, and to express themselves in very powerful and fulfilling ways. Students must be taught with a variety of approaches to…

A group discussion presents recommendations for the design and development of Israel's residential high school for excellence in the arts and sciences. (KM)

Asserts that music can maintain its own integrity as a discipline and still be part of a holistic educational experience for children. Describes how performance "showcases" or interdisciplinary student group presentations highlight student learning and enhance motivation. Discusses positive results and barriers to full implementation of…