By not considering the meaning of art, schools easily find a superficial niche for the arts in the curriculum. Thus, art education is usually viewed as a diversion designed for recreation or as a "carrot" to attract students to the larger curriculum. Its peripheral position is revealed by the miniscule amount of time allotted it, the lack of goals set for it, and, ironically, by the fact that art is seen only as a plus--a little added glitter--and not as a subject addressing deep or controversial issues. However art is not just about hearts and flowers; it is also about anger and despair. It exists in a social and moral context. The arts curriculum, therefore, should consist not only of creating, performing, and observing art; it should also include opportunities for reflection and for expanding consciousness beyond one's self and one's art into the larger world. This approach, however, will make it more difficult to fit art into the curriculum because it challenges the concept of art as something separate and recreational. Yet, until art education addresses these issues, it will remain a trivial part of the curriculum. (IS)