Attracting more people to the arts is a major goal of museums and orchestras throughout the country. As Feldstein (1991, 9) has commented in his volume on the economics of art museums, too little is done to attract members of the public who normally do not come to the museum, too little is done to educate those who do come, and too few specialized exhibitions are presented for relatively well-informed museum visitors.

For most of the past decade, the entire educational system has come under close scrutiny. Partners in the educational process - parents, teachers, administrators, school board members, and even elected officials - have called repeatedly for a revitalized educational system that makes schooling more efficient, more holistic, more relevant and less compartmentalized. (from abstract)

Identities are collective before they become individualized, and the arts have always been used to establish the parameters of identities. The question then arises; what and whose memory and history are to be included or excluded, defined and sacralized, by and through the arts? The answer to that inherently political question sets the boundaries of the collectivity, be it nation, ethnic group or the arts community itself.

In this paper, the author considers how current trends toward multiculturalism add a particularly challenging factor to an already demanding time of change. (from abstract)

Little has been heard from the front lines, from the people who have been targeted by censorship and the arts advocates who have spent enormous energy and time working to defend freedom of expression. In [this book], we have gathered those voices together for the first time to tell their very personal side of the story. (from abstract)

Review by Derrick Chong of the book Culture Policy and Managment in the United Kingdom: Proceedings of an International Symposium

The arts are part of the solution to problems that endanger America's youth - problems of teenage pregnancy, violence, drug abuse, and dropping out of school. This assertion is supported by an ever growing number of success stories from communities of all sizes and economic circumstances. The purpose of this publication is to share some of these stories that illustrate the positive difference made in the lives of children and their families by artists, arts organizations, and community groups with assistance from the National Endowment for the Arts, the fifty-six state and jurisdictional arts

The purpose of the Guide is to give you an outline of the overall mission of the agency, the types of programs we support, and their specific requirements. Our fundamental purpose is to fund artists and arts organizations of artistic merit and excellence and to more fully engage the American people in the cultural life of their communities and our nation.

This report will provide a framework to assess the current state of the arts in St. Louis. It is based on questionnaires (Appendix A) completed by both grantmakers and 58 grantseekers (Appendix B), interviews and secondary research. (from abstract)

Working Relationships profiles only a few of the arts and education institutions across the country that are working together to solve community problems. Written with arts practitioners, educators, and policy makers in mind, [this book] describes both established programs and new initiatives among local arts agencies, schools, school districts, community organizations, and parents. A collection of good examples rather than an inventory of model projects, programs were chosen for their ideas and positive track records or potential for long-term impact, plus diversity in size, setting and scope