This paper examines an Artist-in-Resi dence program conducted in eight urban schools in a large metropolitan area in the American Midwest. At each site, artists spent one day a week working with four classes for a period of eight or sixteen weeks. This study focused on the opera tional curriculum: the relationship between art history, criticism, and production; the integration of the program with academic disciplines; and the integration of multiculturalismi. We also examined the respective roles that artists have in the school, their relationships with classroom teachers and art specialists, and the im pact of the residency programs on stu dents. Seymour Sarason, a leading scholar on educational change, has claimed that the characteristics, traditions, and organiza tional dynamics of school systems are more or less lethal obstacles to achieving even modest, narrow goals (1990, p. 12). One of the issues we raise in this study is whether arts residency programs can make a difference for students and teachers, and what contributions to school offerings these programs make given the constraints and culture of urban schools. We concur with Michael Fullan (1982) that improvement is seldom born of merely goal-setting and standards-raising, but rather of intensive analysis of problems, realistic assessment of schools and classrooms, and careful delineation of areas susceptible to improve ment. In this study, we aimed at greater understanding of the residency program as a means of improving Artists-in-Residence programs in the schools. Method
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