School reform initiatives designed to improve school quality require strong leadership, strategic planning, data analysis, and systemized performance accountability. Utilizing school reforms includes rethinking curriculum and instruction to improve quality and promote equality, restructuring school operations with a focus on both the students and…

Community-based learning has the power to encourage and sustain the intellectual curiosity of learners. By most accounts, community-based learning is a process that creates a collaborative environment of scholarship that holds individual differences, as well as similarities, in high esteem. It is a process, as the phrase suggests, that extends…

Uses the five stages of creativity designed by psychologist Jacob Getzel--first insight, saturation, incubation, illumination, and verification--to describe a mural project in a rural community college. Reports that the project successfully paired students with community members to paint two local murals. (NB)

This article described TAP (Total Arts Program), designed to test the feasibility of unifying community efforts with school arts programs. (Author/RK)

In the fall of 1973, Grand Rapids, Michigan, hosted an ambitious citywide exhibit of monumental public sculpture. Thirteen public sculptures were placed around the city as the result of cooperation between civic leaders (plus the co-sponsorship of the museum) and art professionals. (BT)

Designed to give students and adults an opportunity to put their ideas on videotape, this component of the Special Arts Project has as specific goals stimulating student/adult creativity, learning how different people can work together to make a successful program, and making video available to the community as a form of documentation and…

Sponsored by Rural Action, an Ohio multicounty community development corporation, artist Geoff Schenkel involves Appalachian Ohio communities and schools in the creation of community murals. The projects counter Appalachian stereotypes and boost self-esteem and community revitalization. Includes photographs. (SAS)

Examines four works of art, created for public spaces, to help students understand the value of public art in the community. Illustrates work by Claes Oldenburg and Coosje van Bruggen, Siah Armajani, Jackie Ferrara, and Deborah Butterfield. Outlines lesson activities for elementary and secondary students. (KM)

The goals of the Richmond County (VA) Arts Program are: (1) to provide a comprehensive arts education program; (2) to increase creativity and self-esteem of art students (grades 6-12) and student awareness and general appreciation of the arts (grades 1-12); (3) to broaden teachers' instructional strategies and increase teachers' perceptions of the…

The third year evaluation of the Richmond County (VA) Arts Program focused on one major question: What is the impact of the Arts Program on the curriculum, students, and teachers? Data from all three years of the program were used to assess impact. Since 1978, more students participated in the art and music curriculum, with opportunities for…

The Blue Ribbon Schools Program designated art as an area for special emphasis during 1989-90 and 1990-91, and the program identified 42 schools that were excellent overall and had exemplary programs in the arts. The schools shared the following characteristics: (1) a philosophy that holds arts education as a basic and necessary component of a…

Outlines the steps involved in constructing an art gallery in an arts magnet school for middle school students. The work in the classrooms echoes the themes selected for exhibitions. Describes how teachers, parents, and students are actively involved in the creation and maintenance of the gallery. (KM)

This document profiles 11 examples of arts and education institutions across the country that are working to solve community problems. Programs, which reflect a number of purposes, are organized by category. Large Urban Profiles, include: (1) "Bridgemaking" in Chicago: Chicago Arts Partnership in Education; (2) Learning by Working: Young Artists…

The second of 2 volumes of position papers presented at the first Native American Teacher Corps Conference (Denver, Colorado; April 26-29, 1973), is composed of 8 position papers. These include: Indian education: the rights of a people; education and politics; school as it relates to present and future societies; multi-cultural teacher education…

Maintains that Phillip Evergood's painting, "Sunny Side of the Street," is an appropriate metaphor for full inclusion of students in art education. Describes a model for collaboration among students, teachers, administrators, and community members to create an inclusive art education program. (CFR)