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Discusses the condition in which people are confused about the nature and use of intellect in the arts. Focuses on associated dilemmas, the root cause, and how to address them. Explore topics such as musical/artistic mindedness and the benefits of a comprehensive music education. Includes suggestions. (CMK)

Addresses the common confusion about the nature and use of intellect in the arts. Attempts to demonstrate the forces that promote and reinforce this confusion in relation to the nature and use of intellect in the arts. (CMK)

Outlines a philosophy for music literacy for all students that emphasizes wholeness. Suggests that music educators concentrate on nonverbal knowing, integrating popular and classical culture, balancing learned literature and improvisation, and making singing a central part of the music curriculum. Maintains that artistic excellence should be a common pursuit. (KM)

Discusses three areas in which art education can be expanded: the multicultural, the media, and the church. Urges a better understanding of the need for extensive cooperation and new initiatives among leaders in these crucial areas, and encourages the integration of the different areas of art education. (LS)

In this article the author discusses challenging assertions and asks penetrating questions about the arts and theology stemming from his own spiritual and intellectual journey. He asserts that the best theology for the artist is a theology that at its roots has very little art talk in it. The best theology for the artist is a theology that at its roots has very little art talk in it. It must be a theology of which art is but one of a thousand subjects, a theology that does not change from subject to subject, but remains firm whatever the subject.