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Art Education Beyond the Classroom: Pondering the Outsider and Other Sites of Learning. Alice Walker. New York: Palgrave Macmillan. 2012.
This book engages art critics, art educators, and art therapists in a conversation about artists with disabilities in non-traditional settings. For the sake of clarity, this population is subsumed under the term 'Outsider.' The idiosyncratic, often passionate and self-taught nature of 'Outsider' art has captured the interest of the members of these fields, posing provocative questions about the social order and its inherent exclusion. The contributors to this volume hope to arrive at not further division, but a continuum suitable for the human condition.
Artist, Researcher, Teacher: A Study of Professional Identity in Art and Education. Alan Thornton. Bristol, UK: Intellect. 2013.
Artist, Researcher, Teacher explores the relationship of three professional identities that often intersect in the lives of art practitioners, educators, and students. Against the backdrop of an expanding research culture and current employment models in the United States and the United Kingdom, Thornton argues for the necessity of a theory that both reflects and influences practice in the realm of art and art-related work.
Creativity in the Classroom: Case Studies in Using the Arts in Teaching and Learning in Higher Education. Paul McIntosh and Digby Warren, Editors. Bristol, UK: Intellect.
The contributors of this volume propose approaches to learning that draw upon the creative arts and humanities, including cinema, literature, dance, drama, and visual art. Such approaches, they argue, can foster deeper learning, even in subjects not normally associated with these forms of creativity. Drawing on their own practical experience, the contributors embody a refreshing alternative perspective on teaching, learning, and assessment.
Studio Thinking 2: The Real Benefits of Visual Arts Education. Lois Hetland, Ellen Winner, Shirley Veenema, and Kimberly M. Sheridan. New York, NY: Teachers College, Columbia University; and Reston, VA: National Art Education Association. 2013.
Studio Thinking 2 will help advocates explain arts education to policymakers, help art teachers develop and refine their teaching and assessment practices, and assist educators in other disciplines. The first edition was recognized for its research on the positive effects of art education on student learning across the curriculum. This expanded edition features new material including a fourth Studio Structure for Learning, descriptions of how the Framework has been used inside and outside of schools, and a full-color insert featuring student art.
Harvard Educational Review: Expanding Our Vision for the Arts in Education. Vol. 83, No. 1 (Spring 2013). Cambridge, MA: Harvard Graduate School of Education.
This special issue of Harvard Educational Review considers, through articles, stories, and reflective essays, “the need for multimodal arts learning experiences to address twenty-first-century learning objectives and environments.” The issue includes a foreword by Steve Seidel and an Afterword by Maxine Greene, as well as several book reviews. Articles include reflections on drama, dance, music, and fine arts—giving a bigger picture of how the Arts can affect students, and how teachers can enact various pedagogical strategies.
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