Released by the New York City Board of Education, this document reports on the success of the Learning to Read Through the Arts program for grades two through six during the 1985-86 school year. The first section introduces the Chapter 1 program, which was offered for 32 weeks at 6 different New York City sites, and explains how students are…

Arts education and its assessment are discussed, with particular emphasis on the visual arts. Suggestions are made concerning the role of the National Assessment of Educational Progress (NAEP) in the arts. The curriculum which is presented in art education varies a great deal among schools. The assessment of art should include production,…

Written for use in small primary schools where children of varying ages and abilities are under the guidance of one teacher and where art is frequently neglected because of teacher workloads, these lessons form a comprehensive art program. The curriculum is divided into five categories according to medium: painting and drawing, modelling, collage…

One of a series of documents prepared in conjunction with the revised minimum standards adopted in 1983 by the Ohio State Board of Education, this publication outlines the minimum standards for fine arts and physical education courses and provides course-of-study suggestions for kindergarten through 12th grades. It also defines fine arts credits,…

The Program Development for Artistically Talented Project (ATP) in the Dade County Schools, Florida, funded by the Education Consolidation Improvement Act, Chapter 2, was designed to provide technical support to the locally funded program for artistically talented elementary students through: (1) the development of a curriculum/program guide; and…

The students who entered college in the fall of 1985 will have working careers spanning the years from 2001 to 2039 and live in retirement from 2039 to 2053. In the current preoccupation with preparing graduates of 2001 to get jobs using the technology of 1985, seldom is a distinction made between what makes life possible and what makes life worth…

A comprehensive analysis of state arts agencies in the 50 states and in the District of Columbia, Puerto Rico, the U.S. Virgin Islands, Guam, and American Samoa is presented. Data were collected from interviews with agency directors and agency reports as of fiscal year 1974. The report is organized into eight chapters. Chapter 1 examines budget…

The evaluation design and findings for nine demonstration school participating in the Indiana Comprehensive Plan for the Arts in Education are reviewed. Each school developed a quality arts education curriculum and shared their approaches with affiliated schools in their networks. The program evaluation design focused on program implementation and…

To furnish art educators with information for improving the art curriculum, this study sought to establish possible relationships between quality art work and the primary variables of student socioeconomic levels, motivation based on fantasy or environmental themes, and budgets using either expensive or free materials. Four sixth-grade classes in…

Proceedings from an April, 1977 conference focus on the current status and future directions of arts programming for the handicapped. M. Appell provides an overview of the field; while W. Kalenius, Jr. reviews data from 138 current research studies which indicate that handicapped children were able to learn the art forms, enjoyed the activities,…

This yearbook describes the program undertaken by the Montebello, California Unified School District to assist children's development in the area of language arts by giving them the opportunity to use cameras to record their visual experience and by then using the resulting pictures, slides and films as the basis of language arts experiences. It…

This experimental program was designed to test four theories dealing with an intensive series of art and art-related experiences presented to a culturally deprived elementary school population by senior-year student teachers using performance-based modules of instruction. The Visual Arts experimental program covered a ten-week period involving six…

Comments on the history of visual arts in American education. Discusses changing emphases in art education, including a dialogue between teachers and students. Objects to the Paideia Proposal's inclusion of a focus on morality in public education. Briefly covers other Proposal topics: coaching artistic activities, spiritual growth, teacher…

In their own language, Tewa Pueblo people have no word for art. Pottery, painting, embroidery, dancing, and other "art" forms are not considered separate from life; they are synonymous with work, thoughts, and expressions. In this collection, artwork by the children of Santa Clara, San Ildefonso, San Juan, Pojoaque, and Nambe Pueblos…

This guide describes how to use art media to explore and discover unique personal qualities. Structures and techniques, which can be used in therapy with individuals or growth-oriented groups, are suggested. The book is organized into 10 chapters and 4 parts. Part 1 outlines the theoretical basis for gestalt art experiences. Part 2 discusses the…