Since the 1970's collaborations, partnerships, and networks between schools and universities have been increasing. As Goodlad points out we no longer have to justify the value of school/university partnerships, but it is the descriptions of the processes that are lacking (Goodlad in Sirotnik & Goodlad, 1988). I have studied a partnership among a public elementary school, a university school of education, and two cultural institutions. The focus of the partnership was on the arts as the entry point to broader and deeper approaches to teaching and learning. A review of literature related to school/university partnerships and artists in the schools and the integration of the arts in the curriculum provides a foundation for this study. The case study design using in-depth and informal interviewing and participant observation was developed from a review of the nature of the phenomena to be studied. This inquiry was guided by the question: What factors, circumstances or environments within the partnership process foster the development of all participants as learners? The study examines the planning year and one year of implementation. During the planning year of this study I focused on an overview of the development of the three year art partnership plan and the efforts to lay the foundation for implementation of the plan. A description of the work with artists, university consultant, and the Cultural Education Collaborative's summer institute in the arts serves to show how that foundation was built. During the year of implementation the study focuses on the process of two pilot teachers as they interfaced with the components of the partnership program: the infusion of the arts in the curriculum, modeled by artists in residence, and experiential learning opportunities aided by interns and a consultant from the University School of Education partner. Conclusions drawn from the data indicate that the school community was energized by the involvement of community resources such as artists, consultants, interns et al. when their involvement was relevant to the interests and stated goals of the participants. This school/university (school of education) partnership provided a way for teachers and interns to reflect on their practice at their own pace. When participants come together open to ideas different from their own, and open to experiences new to them, personal and professional growth occurred. The arts were a vehicle for getting in touch with their creative potential. Recommendations for further research are presented.

This study is devoted to investigating links between the mental processes of visual composition and those of linguistic composition. The study has two components, each of which compares visual/verbal pairs. First is a comparison of visual and verbal features in picture books created by students. These books are alphabet books created in the tradition of "ABC" books for children. They were produced using standard desk-top publishing techniques. Because desk-top publishing involves text and graphics, it is an environment in which an individual's skill with both sentences and pictures may be studied. Second is a set of case studies of students' visual and linguistic compositions. These compositions have been constructed within the constraints of computer based microworlds designed by the researcher. (Computers are compositional tools with a new generality. They let the two media meet on common ground.) This study accentuates the importance of the computer as a tool for generalized composition, perhaps the most important role of computers in education.

The purpose of this dissertation is to explore the integration of the computer into the art classroom with specific intent to provide teacher training and to determine the need for standards in curriculum development. The following questions will be addressed: What (if any) direction should be followed to implement a systematic curriculum methodology for computer graphics? What are we currently doing to meet this need? How are we training our art educators to integrate the computer for art and design, and what do these teachers need in the way of background? What considerations become relevant to the classroom art teacher in the logistical procedures of setting up labs or utilizing pre-existing labs in a school district? The conclusions of this study were based on results from both qualitative and quantitative investigations. The quantitative results were obtained by sending out close-ended questionnaires for self-completion, by mail. The sample included 276 public school districts. The demographic results reviewed include statistical data which is displayed in chart and graphed formats. The qualitative results were obtained by creating and then implementing a teacher training tutorial program for 10 teachers in respective school districts. The results of pre- and post-assessment questionnaires were evaluated regarding each teacher's documented variances in attitudes, performances, acquired skills, knowledge, and opinions. While carrying out part two of the study, I intended to promote literacy, awareness, and understanding to the participating art teachers on the potential usage of the computer for art in the art classroom. If teachers have a stronger foundation and confidence in this area, they will more effectively integrate this tool into the art curriculum. Such grounding will hopefully give students in art the opportunity to use computers more efficiently and, it will create an awareness of the inherent possibilities this tool offers at an early stage.

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