The purpose of New Jersey's Visual and Performing Arts Standards is to improve student achievement in arts education, not arts-as-entertainment, not art-assembly projects, not art-as-activity. An education in the arts requires curricular scope and sequence and the intellectual rigor of experiential learning. The Visual and Performing Arts…

This curriculum guide provides the framework for K-12 arts education program in Alabama's public schools. Content standards in the guide are minimum and required, and fundamental and specific but not exhaustive. School systems may include additional content standards and add implementation guidelines, resources, and/or activities. In response to…

For the first time, American people, released from the strain of the physical building and equipping of a country during which work was our doctrine and gospel, are summoned to discover the meaning of the word "recreation" and translate its spirit into practice. Through this great movement toward the use of leisure time, bringing play to people of…

Suggests ways in which the rich resources of African arts--literature, sculpture, music, dance, theater--can be made more accessible to elementary and secondary social studies classrooms. A bibliography of print and nonprint materials is also provided. (RM)

Maintains that the prevalence of dance in all cultures renders it particularly effective as a means to introduce multicultural education in the curriculum. Provides examples utilizing dance to illustrate multicultural concepts, as well as, integrating it into interdisciplinary instruction. Discusses reasons for the negligible status of dance. (MJP)

Discusses the benefits of integrating the arts into education to help students learn more and better. The paper looks at advantages to including music, visual arts, dance, and theater arts in the classroom, explaining the part that arts play in assessment. Resources for integrated arts activities are included. (SM)

A college course in Queensland (Australia) brings Indigenous women into the class to teach their music and dance. Performative pedagogy involves students as audience and participants, providing opportunities to critically engage with the social, political, and ethical dimensions of power and knowledge in the university setting. Student comments…

Responds to Charles Fowler's article, "Arts Education and the NEA: Does the National Science Foundation Point the Way?" Suggests that arts education is in crisis because of lack of audience support. Recommends that the National Endowment for the Arts (NEA) emphasize the importance of arts education as a part of basic education. (KM)

Briefly traces the history of South Africa from British acquisition in 1815 through the creation of the Union of South Africa in 1910. Presents a chronicle of the year 1900 to show part of the European achievement in close-up. Lists accomplishments in literature, fine arts, science, technology, music, theater, and dance. (GEA)

Asserts that the arts, including art, music, dance, and theater, often are ignored or shortchanged in the school curriculum. Discusses how language education has assumed a central place in the school curriculum and whether art education can use curriculum integration to achieve the same status. (CFR)

Maintains that efforts to link the arts for educational purposes have been made since the 1960s. Proposes three approaches to link visual art, dance, music and other aesthetic endeavors into one course. Concludes that, although integrating the arts is more work, the motivation for doing so rests on improved student learning. (CFR)

Professions have theoretical knowledge, autonomy, public sanction, an ethical code, a professional culture, and credentialing. The articles included here present considerations for professionalizing health education, leisure, dance, aquatics, and coaching. Each area is represented by a national association of the American Alliance for Health,…

Describes the efforts of the Consortium of National Arts Education Associations to develop voluntary national standards for education in art, dance, music, and theater. Highlights key issues such as cultural diversity, classroom technology, and interdisciplinary processes. Explains the consensus-building process and plans for classroom…

Using music in the classroom enhances learning. Music and dance provide an opportunity for positive social interaction. Singing fosters understanding of the sound and rhythm of language. Exposing children to the patterns of different kinds of music helps them to recognize patterns in mathematics. Background music in the classroom reduces stress…

Shares the story of how dance and writing brought together a group of elderly and high-school-age women, through a 12-week program that used dance and writing to draw from personal stories and to inspire personal expression. (SR)