Title V of the Omnibus Reconciliation Act of 1981 affects the Arts in Education Program by consolidating arts funding into general state-level block grants. The authors discuss some implications of this bill for local music educators. (Part of a theme issue on the crisis in music education.) (Author/SJL)

In his testimony before the Congressional Subcommittee on Elementary, Secondary, and Vocational Education, the president-elect of the Music Educators National Conference stresses the importance of including the arts in all levels of education. Suggestions of things that Congress can do on behalf of arts education are presented. (RM)

This booklet contains statements of the members of the U.S. Senate Committee on Health, Education, Labor, and Pensions regarding financial support for arts education in magnet schools. The booklet identifies the committee members and staff members and then details the opening statements of Senator James M. Jeffords (Vermont), the Committee…

This congressional hearing contains testimony supporting the need to strengthen the priority given to arts education in elementary and secondary education. The hearings convened with a panel of witnesses representing the National Endowment for the Arts (NEA), the National Committee on Arts for the Handicapped (NCAH), and the Music Educators…

Nevada's nine academic standards in music education call for specific educational outcomes in grades 3 and 5, as well as in middle school and secondary school. Nevada's standards relate to singing, playing instruments, listening to music, writing and reading music, and cultural and historical connections in music. The standards present performance…

The state of Colorado has set forth five content standards for music education in its public schools: (1) students sing or play on instruments a varied repertoire of music, alone or with others; (2) students will read and notate music; (3) students will create music; (4) students will listen to, analyze, evaluate, and describe music; and (5)…

This unit planning grid outlines the expectations of Delaware high school students for basic music studies. The grid identifies nine standards for music: (1) students will sing, independently and with others, a varied repertoire of music; (2) students will perform on instruments, independently and with others, a varied repertoire of music; (3)…

This unit planning grid outlines the expectations of Delaware high school students for advanced music studies. The grid identifies nine standards for music: (1) students will sing, independently and with others, a varied repertoire of music; (2) students will perform on instruments, independently and with others, a varied repertoire of music; (3)…

This guide was developed in response to a mandate for music teachers in Transcona-Springfield School Division No. 12 (Manitoba, Canada) to generate a set of music learning outcomes to guide and standardize assessment and evaluation practices across the division. The currently legislated K-6 music curriculum (Manitoba Department of Education, 1978)…

These curricular standards for music education in Kansas were created to inspire all students and teachers to press toward excellence and creative confidence in music to become independent, wise, and humane individuals throughout their lives. The purpose of the Kansas Music Education Standards is: to strengthen music education in Kansas; bring…

This document presents the results of the project to develop an assessment framework and specifications for a planned 1996 Arts Education Assessment. The purpose of the project was to develop and recommend a framework and other design features for an arts education assessment that includes the areas of dance, music, theater, and the visual arts.…

Dance, music, theater, and visual arts are everywhere in life, adding depth and dimension to the environment and shaping people's experiences, often deeply and subtly. This Arizona standards guide is based on the premise that all students will achieve the essentials level in the four arts disciplines (the aforementioned music, visual arts,…

These arts standards represent a consensus concerning what every young student should know and be able to do in the arts. The Consortium of National Arts Education Associations believes that every student at every level, pre-kindergarten through grade 12, should have access to a balanced, comprehensive, and sequential program of instruction in the…

Clarifies the term "fair use," which refers to the reproduction of copyrighted material without consent. Lists four factors established by Congress for courts to use in determining fair use. Offers guidelines to teachers for permissible copying, photocopying, and recording, and describes instances that would be prohibited. (IW)

These South Dakota fine arts content standards identify what students must know and be able to do. This document is a compilation of numerous sources and many years of experience in the teaching of fine arts. For each discipline (dance, music, theater/dramatic arts, and visual arts) the document gives an introduction and definition, multiple…