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Arts educators are using authoring systems and multimedia hardware to design custom arts education software. This trend is improving teacher attitude, increasing student involvement and focusing attention on the arts themselves.

Discusses the topic of art education advocacy in regards to education reform. Reasons why the visual arts should be taught; How are the basics identified; The argument for a balanced education; The high cognitive levels that mental activity requires; Sustaining a culture.

Contemplates how art education has changed over the past forty years. The range of tools and materials available; Leadership of the profession; Alliances with other disciplines; The changing public attitude towards the arts.

Proposes and offers suggestions for a comprehensive arts curriculum for all stages of schooling. Policy efforts; Philosophy of art; Conditions for teaching and learning; Common abuses; Practicalities; Advocacy.

Discusses interprofessional education of arts administrators with the goal of building bridges between arts organizations. Multidisciplinary approaches; Business skills; Guidelines for developing appropriate programs.

Discusses differences between scientific and artistic reflection and their implications for the issue of discipline in art and art education. Reason versus action; Philosopher John Macmurray's theories; Generalization versus individualization.

Describes the tension felt in private schools over how to assimilate the arts into the curriculum. Being an artist or being a teacher; Providing arts education to all students; Defining goals.

Describes findings put forth in the National Endowment for the Arts' document `Toward Civilization,' describing the condition of arts education in America. Recommendations for the future; Role of the endowment.

The article presents a commentary on special education for troubled students. According to the author, there are threats which prevent the development of services rendered by the education sector especially in the area of arts education. In line with this, the author offers some suggestions on overcoming the threats which include adding drama to the curriculum of special education.

The article focuses on discipline-based art education (DBAE). It is stated that oral-based curricular concepts like the DBAE serve as threats to public devaluation of the core curriculum of studio art production and neglect a relevant number of learning theories and processes. In line with this, the article offers suggestions on how to alleviate this shortcoming.

The article discusses advertising, art, and arts education and provides information on their association with one another. The article explains why the connection of the three is unsettled due to factors which are related to media, society, culture, and moral values. It also exemplifies the case of Music Television (MTV) and its implication to the society.

The article discusses the association of arts to the business sector. It is stated that corporations invest in arts education because it has a lasting appeal to their constituencies than does mere sponsorship. The article explains the implications of this kind of investment to the economy and education sectors.

The article presents a commentary on the ideal instructional competencies for art teachers. According to the author, a meaningful job description will help teachers, supervisors, and art educators in rendering an effective teaching of the arts. Also, the author emphasizes the context of program instruction which integrates visual arts and the study of art production.

The article discusses the implications of education reform movement to arts education and offers the views of critics regarding the reform. It is implied that the reform movement in the educational sector of the United States emphasizes excellence through cognitive achievement, relevant course requirements, and higher expectations for student learning. It also states that criticisms should be considered to be able to identify the positive aspects of the reform.

The article discusses critical thinking as an educational instrument in teaching art history in high school. The article measures the effectivity of the discipline of critical thinking contained in the arts subject curriculum. Also, it examines the appropriateness of art history based from the relevance of present visual ideas and concepts throughout history.

The article discusses the development of arts education and curriculum in the United States toward the mainstream status. It is stated that a key to such development in new order lies in achieving a curricular status equivalent to the evolvement of subjects which are held sacred by the public. The article investigates the processes which the arts education and curriculum have to undergo which include changes in academic subjects and budgeting.

The article focuses on kitsch, arts education, and politics. The article explains the association of these three factors and provides details regarding the issues surrounding them. It defines 'kitsch' as the term for creations with high quality appearance indicating an appeal to popular or indiscriminating taste and relates it to the other given factors.

The article focuses on the arts education in the United States as influenced by culture, media, and church. The article explains the implications of the said three factors in curriculum planning for the arts. It is stated that if the multicultural education truly exists, then it would deal with more than the functional and popular idioms of culture. The article also investigates this notion.

The article presents a commentary on the status of computer-based arts instruction. The author compares the arts education of the past to the present curricula. According to the author, the computer-based education may become the biggest single factor in the evolvement of arts and artistic endeavors.

The article presents a commentary on the importance of arts curricula in schools. According to the author, the music curriculum is a form of the case for developing aesthetics, awareness, and sensibility. The author explores more of the realism which is evident in the arts education supported with his own notion about the topic.

The article presents a commentary on the enrichment of tacit knowledge of the American society. According to the author, such enrichment can be possibly achieved through awareness in arts education. She said that citizens are searching for ways to improve the American society and in line with this, the author explores the contribution of arts and culture in social life.

The article presents a commentary about the national policy context for K-12 arts education. He comments on the recent changes in the policy climate which may have affected the educational sector of the United States. In line with this, the author provides some measures to be done to integrate such policy change to the education curriculum.

The article presents a commentary about the merging of politics and arts education of the United States. He argues that arts educators are experiencing the disenfranchisement in education and the frustration brought about by the political invisibility. In line this, the author recommends some actions to be done in connection to educational theories and legislation.

The article discusses the declining rate of admission and retention of students in teacher preparation arts programs. Due to the decrease of enrollment in arts programs, many undergraduates majoring in education are no longer interested in taking a job of teaching the arts. According to the author, the problem in admission and retention are caused by the lack of support in mediocre performance arts students, which affects students' self-worth and leads them to consider a change in major.

The article discusses the characteristics of a student who is qualified to be an art teacher. A successful career in art teaching is said to rely on talent, knowledge and passion for the subject. Incoming college freshmen who continue their art education are seen to be more likely to make contributions to the arts. The author suggests that recruitment efforts for students should be focused on those who have the strongest desire to learn the necessary knowledge and skills of being an art teacher.

The article discusses why arts educators should help in establishing formal and informal networks that link schools and their communities in the U.S. The Getty report cites the importance of arts-related capabilities in the workplace and recommends that strengthened arts education networks should include parent and community groups.

The article shares the views of chief executive officers of several educational associations about arts education and the K-12 policy complex in the U.S. The executives discuss concepts for strengthening arts education in schools. They also urge school administrators to consider the arts, all art forms, as basic.

The author shares his views about the need for evaluating the arts discipline in schools in the U.S. The author points that although there is a need for evaluating students and programs, the arts disciplines have yet to resolve how schools should proceed with the matter of testing in the arts. A single curriculum concept has been proposed for testing the arts. The concept has been supported by the literature in aesthetics.

The article offers some insights into developments in arts education in the U.S. citing the role of the Board of Education. Prevailing notions emphasize the need to improve arts education programs in every school and school district and the need for any type of dedicated person to initiate change for educational improvement. The Board of Education is composed of individuals tasked to monitor and improve education.

The article comments on the degeneration of the passion for education reform into political posturing in the U.S. citing issues related to arts education. Educator Paul Lehman, in an address to the Music Educators National Conference in 1981 noted that some educators and members of the College Board have argued persuasively that arts must be equal partners with English, math, science, social studies and languages as the most basic disciplines in the curriculum.

The article discusses several newspapers, and print publications in the U.S. which addresses arts, and arts education news. It mentions that, however, most of the articles dealt exclusively with arts education, most were hard news which covers time-limited events. It highlights three articles on arts education from several daily newspapers including one on Juilliard School's Dance Division in "New York Times

The article presents questions and answers related to arts education including should training programs become five-programs to meet the minimum requirements, should theater specialists be programmed into specific general courses, and what should be the relationship between credit hours earned in the study of subject content area and field experiences.

The author reflects on the general arts education and the training of professionals in art industry. The author argues that there should be a definite reason why art is being studied and being taught in universities and colleges. In this manner, the author mentions, that methods on how to teach arts and train professionals will then follow since there will be a definite purpose for arts education after why is there arts education has been answered.

The article discusses the responsibility of educational institutions in improving the preparations of teachers and education. The author relates the history of American education to the development of arts education. He also explains that learning experience, especially in arts, should be continuous even if the formal learning experience in universities and colleges have been completed.

The article discusses the role of higher education in the preparation of arts educators. The author explains that the main role of the arts teacher includes being an innovator, a conserver and a translator. She explains that arts educator also need to improve their instruction as researches have been made it arts education.

The author reflects on the role of higher education in arts education. He argues that even though significance of higher education is being acknowledged, it still lacks control on some areas such as professional arts education for teachers and establishment of new educational as well as cultural policies. Struggles of the professional arts education community and teacher education programs are also included.

The article discusses how partnerships can bring success to the teaching of the arts. One example stated was the J. D. Rockefeller 3rd Fund's Arts in Education initiative. Through the partnership, an expertise was formed to develop and implement arts education programs, which led to the enrichment of arts experiences in children. As stated by the Lyric Opera of Chicago's Ardis Krainik, the combination of arts institutions, community agencies and schools can ensure future success in the arts.

The article determines "who is to be taught," as an answer to "who teaches." It is said that, instead of "battling" for the role of educator, specialists and generalists should form a partnership in order to form a single rationale for arts instruction and maintaining support for programs. It is equally important that teachers be able to work with all of the students, no matter how diverse they are. Partnerships in teaching can therefore put students in the heart of the educative process.

The article discusses how generalists and specialists are collaborating for the success of arts education. It is said that in most school systems in America, art specialists teach at the secondary level in the arts department. And at the elementary level, the generalist is more evident in the classroom than the teachers. It is suggested that the specialist also teach at the elementary level, where he or she will supplement the generalist, and together provide a balance in art education.

The article discusses the concept of aesthetic welfare, which was developed by the philosopher Monroe C. Beardsley. According to Beardsley, aesthetic welfare can serve as a goal for cultural and educational policy. In fact, one of the ways in which aesthetic welfare is promoted is said to be through educational activities in museums. Another way is the formation of arts programs such the Artists-in-Education (AIE) program of the National Endowment of the Arts (NEA).

A reprint from "Excellence in Art Education: Ideas and Initiatives," published by the National Art Education Association in 1986, is presented. The author calls for a synthesis of beneficial elitism, which is an open elitism in a just cause, and beneficial populism, which is a populism that endorses access to excellence for all.

The article discusses the characteristics or skills that a specialist teacher must have in teaching music. The first characteristic given is that teachers must be professional musicians themselves in order to serve a range of interests. Musical skill or understanding is also deemed important to a music teacher. Another requirement is that the teacher must have a comprehensive knowledge of literature of music. Although said to be the least obvious, teachers must also have intuition.

The article examines the synthesis of elitism and egalitarianism in arts education. According to the author, elitism's strong point is its encouragement of quality and excellence although the meanings of both elitism and egalitarianism have been damaged due to their associations. The strong point of egalitarianism is its basic commitment to equality among people.

The article presents an analysis on the challenges in measuring artistic performance of the student. Performance assessments in the United States are commonly practiced through standardized paper and pencil test. The trend of paper-based exams undermine a systematic, scientific and rigorous screening required in specialized arts education.

The author discusses the heritage, culture and curricula in multicultural arts education. He argues that to be artistically multicultural without getting multiideological or mutlipolitical is normal. It is mentioned that with proper education, one can find the richness of multicultural artistic activity without believing on the ideas taught to students. However, according to the author, not believing is different from not respecting or not appreciating.

The article presents a commentary on arts creation. The author argues that it is not right to think that school art making, intended to teach creative and developmental purposes, offers many benefits to students. According to the author, there is a way in which a highly valuable type of art making can be taught to provide a deeper understanding of artworks. The author elaborates more on this kind of teaching in conjunction with art history and art criticism.

The article discusses the implications of cultural politics, educational system, and the state humanities councils to the arts education of the United States. The article explores the contribution of the three aspects in fulfilling the public's needs. It is also supplemented with details about the legislation and efforts of the councils to promote arts education.

The author presents his views on the issues regarding state educational policy and the arts. He argues on the authority of higher education over schools and state departments when it comes to the creation of curriculum for the secondary and elementary levels. He also emphasizes the lack of subject-matter specialists who can teach the arts proficiently.

The article offers information on the factors involve in admitting students to specialized schools in the fine arts. Measure aptitude, entrance examinations and auditions are important determinants in the selection of students into schools of arts. The candidates performance is measure by the auditors based on the criteria set forth by the special school.

The article offers information on the role played by artists working as teachers in ensuring quality arts education in the United States. It is mentioned that artists working as teachers are more effective because of their innovative approach in teaching. Question always asked on the credibility of artist teachers involve issues related to their capacity.