Abstract
Players come and go; teams are bought and sold; fans shift their loyalties; rules are amended; rookies become veterans; stars retire; new playing fields are built; but season after season, the game of baseball goes on. So it is also with art education curriculum development. There may be a break in the action, or even an off season, but there are always strategies to develop for the next year. The analogy is too good to pass up. There are many teams and diverse leagues in art education. This is the story of one team's five-year plan to take the pennant. It is the story of the Haverford Township School District in Havertown, Pennsylvania. The characters in this story are important because they learned to work together in good faith to do something as a team which they could never have achieved as individuals. The specific plans and solutions reached by the Haverford team are their own and would not necessarily be the best plans and solutions for any other, equally distinctive school district. However, the challenges faced, the roles taken by participants in the game, and the general strategies for success which were discovered may serve others who wish to negotiate the finest art curriculum possible for their school district.
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