This paper presents ways art educators can participate in a more holistic approach to education. The document outlines the following premises: (1) students will be consumers of art and determine what art they choose to consume, which requires a systematic and thorough grounding in critical evaluation if they are to make good decisions; (2) students will learn to respect and value the arts as they become adept at making sophisticated aesthetic judgments and learn an arts vocabulary; (3) typical music and arts appreciation programs are taught from the historical perspective, which may add to the students' general knowledge of history but may not allow them to confront a work of art and decide whether it is meaningful to them; and (4) students need methods of evaluating works of art and music. Two evaluation models are given; a listening model for music criticism and a viewing model for art criticism. The paper examines similarities and differences between the two models and discusses ways of including them in appreciation classes. (DQE)