Emphasizes the call for excellence in education. Discusses the topic from the perspectives of teachers, parents, taxpayers, artists, and students. Concludes that the schools are making positive steps toward a systematic study of the arts and humanities. (GG)

Describes Tennessee's response to the educational reform movement. Discusses the Comprehensive Education Reform Act of 1984 (CERA) which instituted Tennessee's Career Ladder Program. Provides an evaluation, and identifies strengths and weaknesses of the the Tennessee Arts Academy which grew out of CERA. Concludes that the Tennessee Arts Academy is…

Examines the role of the National Endowment for the Arts in determining art education policy, stating that the organization has become increasingly political and has failed to realize its early promise. Argues that the arts should be regarded and taught as a humanity. Advocates an "excellence curriculum" for secondary art education. (GEA)

Proposes a model for a comprehensive arts curriculum. Discusses the significant phases of the curriculum and relates them to each other. These phases include identification of values, conceptualization, systematizing, interpretation, operation, and experience. Lists five objectives that serve as criteria for judging the worth of curricula. (KO)