This paper suggests that by thinking about a number of parameters in art and of the array that each parameter suggests, curriculum planners might select, organize, and relate particular experiences with greater assurance that the curriculum will provide adequate and representative ranges of art forms, and address their underlying modes of thinking in programs. The parameters should be applicable to all art experiences and to the four dimensions of engagement: (1) creating art; (2) responding to art; (3) historical inquiry; and (4) philosophical inquiry. The first operating principle for the parameters is that it should be possible to identify some primary characteristics of an art experience with an aspect of each parameter. The second operating principle is that the parameters and their aspects can provide some assurance that the fullest possible range of art experiences is provided. The parameters and their aspects are: (1) art area (fine, environmental, pragmatic); (2) medium (immediate, technological, conceptual); (3) mindset (spontaneity, precision, ingenuity); (3) dimensions (four, three, two); (4) process (manipulate, add, subtract, transform); (5) approach (juxtapose, realize, synthesize); (6) intention (interpretive, expressive, formalistic); (7) imagery (realistic, abstract, non-objective); and (8) subject (people, surroundings, ideas and emotions, art). Explanations of each parameter and its aspects are excluded. Perspectives provided by the dimensions are identified and discussed. For example, creating and responding are defined as the interchange between significance and form, hence responding to art is an equally creative act; while in the matter of response and historical inquiry, the response can be fuller if the context within which the piece was created is understood. (DK)