Discusses the roles of specialist, generalist, and visiting artist impact on policy, instructional philosophy, content, and staffing. Concludes that a quality music education program should capitalize on the strengths of all three types of teachers. (TRS)

Addresses the reasons arts education has not become a fully accepted part of the school curriculum. States that one cause is the failure to develop a sequential arts curricula. Discusses potential curriculum content, scheduling, assessment, and grading. (LS)

Examines the problem of time as it impacts upon art education in the elementary curriculum. Notes that scheduling of time for the arts is inconsistent and allows only superficial study. Urges renewed advocacy upon the part of those concerned with art education, increased pre-service education, and less emphasis upon studio art. (KO)