Case studies of three elementary schools provided data on visual art as it is conceived of and practiced by classroom teachers. Suggests that there are disparities between teachers' advocacy of art and their classroom practice, and between teachers' views of art and the broader values of their schools. (HTH)

Provides an overview of research in the subjects of visual arts, music, dance, and drama education as presented in scholarly journals. Reviews three publications in arts education: (1) "Schools, Communities, and the Arts: A Research Compendium"; (2) "Eloquent Evidence: Arts at the Core of Learning"; and (3) "Priorities for Arts Education…

Introduces articles from a symposium about arts education in three Scandinavian countries (Norway, Sweden, and Denmark). Explains that the articles portray the relevant contexts for arts education, including the prevailing movements in arts education over the past century, general contents of the educational system, and the values and traditions…

Maintains that within the qualitative paradigm there are related approaches with distinct disciplinary and intellectual traditions. Examines three genres: (1) educational connoisseurship and criticism; (2) ethnography; and (3) action research. Asserts that understanding the assumptions, methods, and contributions of these genres can expand art…

Reports on a three-year ethnographic study of the visual arts curriculum in three elementary schools. Finds three distinct orientations: (1) the rote, teacher-centered orientation; (2) the open-ended, student-centered orientation; and (3) the higher order, cognitive orientation. (CFR)

Contends that knowledge and its representation in the scholarly community has undergone changes in the past two decades. Examines the nature and contributions of teacher knowledge in the scholarly literature of music teaching. Reflects on the contribution of teacher knowledge to existing university-based literature. (CFR)