This application for continuation of an ESEA, Title III, grant to the Charlotte-Mecklenburg, N.C., Schools' Experimental Model School Unit (a senior high school and its two junior high and six elementary feeder schools with a program of research, experimentation, innovation, and dissemination designed to act as a catalyst for curriculum,…

Maintains that, in recent years, schools and school districts have begun to explore an integrated curriculum approach to arts education. Discusses three areas of concern related to the arts as disciplines and the arts presented through an interdisciplinary approach. Calls for explicit policy directives to provide guidance. (CFR)

Discusses two related dilemmas: (1) the tension between the Western view of historical progress and the realities of modern society; and (2) the tension between old and new approaches to teaching and learning about the arts. Argues that the end result of implementing the Goals 2000 program might diminish the teaching of the arts as discrete…

Maintains that educational theorists have long advocated integrated, multidisciplinary curriculum development and instruction. Argues that the arts must maintain their integrity in the curriculum and be taught for their own sake, rather than serving as aids to instruction in other disciplines. (CFR)

Responds to Arthur Efland's analysis of the relationship between current theories of teaching and learning and preservice art teacher education. Asserts that the cultural pluralism of today's schools is a significant factor in curriculum planning for art education. Discusses three characteristics of successful art teachers. (CFR)

Approaches used by colleges and universities to implement values clarification and inquiry, moral education and development, and normative and applied ethics into the curriculum are examined, along with the way that the schools are defining values education in terms of their own students and mission. In "Values in the Curriculum," Edward…

Growing interest in teaching philosophy in elementary and secondary school prompted a 1975 national survey to determine the present status of philosophy as a component in the curriculum. Possible contributions of philosophy to students' personal growth and critical thinking skills are explored. The first section of the paper presents the following…

This document provides an overview of art education research funded by the Arts and Humanities Program (AHP) from 1965-70. Several dozen research and development projects, selected from among the more than 200 initiated during this period, are analyzed to indicate the wide range of scope and funding, nominal success or failure, distribution among…

The study examined the extent to which recent art education concepts are reflected in materials circulated by state departments of education. Project staff members identified ten major concepts: aesthetic and humanistic education, environmental design, interrelated arts, visual literacy, community resource utilization, art education for…

The following papers are included: "Values in the Arts and Education" (Jones); "Conditions of Art Confrontations" (Wijdenes, Haanstra); "Arts, Aesthetics and Values in Adult Education" (Greene); "Arts for All" (Milton); "Importance of Culture as Mirrored in the Arts" (Debra); "Arthur Lismer,…

Asserts that the general educational curriculum tends to be fragmented and compartmentalized and that this situation would be improved by curriculum integration. Argues that an interdisciplinary arts approach would require new teacher attitudes and instructional strategies. (CFR)

This book, consisting of 19 essays, deals with the meaning and objectives of prison education. Included in the volume are the following works: "Inmate Right to Education," by Lucien Morin; "Penitentiary Education in Canada," by J. W. Cosman; "Rehabilitation through Education: A Canadian Model," by Stephen Duguid;…

This book examines and illustrates the process of transforming school-to-work into real learning for real work. In chapter 1, guidelines are presented for designing project-based learning programs that are both academically rigorous and grounded in community and workplace realities, and the attempts of three very different high schools to develop…

Fifty-three papers are included in this proceedings. They include: "Power, Peers and Professional Development" (Armstrong, Zukas); "Invent Your Future, Reinvent Your Past" (Armstrong); "Managing Learning Organisations" (Barron); "Adult Learning, Cultural Diversity and Ethnoknowledge" (Benn); "Culture of…