The Maryland curricular framework describes the relationships that exist among the educational goals and subgoals for art, dance, music, and theater. Contemporary trends in the content areas are incorporated and the guide provides direction for a comprehensive approach to fine arts education. Organized into four major sections, the first section presents the statement of purpose. Section 2, philosophy, defines the nature of the fine arts and describes their relationship to society, the learner, and the school curriculum. Goals and subgoals, featured in section 3, are broad statements of desired outcomes derived from the philosophy; they bring direction and clarity to the program. Four goals are identified: (1) to develop the ability to perceive and respond to experiences and the environment through the fine arts; (2) to develop an understanding of the fine arts in historical, cultural, and social contexts; (3) to develop skills and attitudes and to organize knowledge and ideas for creative expression and performance in the fine arts; and (4) to develop the ability to apply criteria to aesthetic decision making. Section 4, Goals and Subgoal Matches, graphically describes the relationships of the goal and subgoal statements included in the fine arts framework to the goal and subgoal statements identified in the Maryland frameworks for art, dance, music, and theatre. Six appendices include student expectancy levels for art, dance, music, and theater; required Maryland competency objectives; a glossary of fine art education terms; the Maryland Fine Arts Curricular Framework Taskforce; Maryland Fine Arts Curricular Framework Review Panel; and the National Review Panel for the Maryland Fine Arts Curricular Framework Panel. (KM)