In an interview author Howard Gardner explains how Harvard Project Zero developed assessment techniques for the arts. The program links production of art to perception and reflection. (MD)

In 1985 the Rockefeller Foundation encouraged the development of a collaborative program between three institutions that look at how teachers teach art and evaluate what their students learn. (MD)

Ohio schools have developed a Balanced Comprehensive Art Curriculum (BCAC) that includes art history, art criticism, and art in society as well as traditional art production. Students in kindergarten through 12th grade receive equitable instruction in all four curriculum areas. Includes a resource list and table. (MD)

Outlines the discipline-based art education curriculum developed by the Getty Institute for Educators on the Visual Arts in the Los Angeles County elementary schools. (Author/MD)

Discusses the three counterforces that work against teaching art in the schools: (1)students' naive concepts; (2) schooling's neglect of intelligent behavior; and (3) counterproductive disciplinary procedures. Presents the concept of "invisible art" used to teach an experimental course in art appreciation. Includes extensive references. (MD)

Curriculum reform should recapture meaning in education, return childhood to children, and emphasize exploratory activity and analogic cognitive processes. (Author/MLF)