Membership

Join the largest creative community established exclusively for visual arts educators, university professors, researchers and scholars, teaching artists, administrators, and art museum educators.

Join NAEA Renew Membership

ListServ Sign Up

Collaborate. Learn. Engage in thoughtful dialogue.

Go

Call for Submissions

CALL FOR PAPERS - MUSEUM PARTICIPATION: Engaging and Involving Audiences
Editors: Kayte McSweeney and Jennifer Kavanagh

We invite international submissions to be included in this forthcoming book to be published by MuseumsEtc. For convenience, the full Call for Papers may be downloaded here.

In the last decade increasing numbers of museums and galleries worldwide have developed collaborative ways of working with the public which could be called “participatory” or “co-creative” – seeking to involve both current and potential audiences which have diverse expertise, knowledge and perspectives. Since Nina Simon published her toolkit in 2010, the museum sector has continued to develop audience engagement methodologies, with exciting and varied results. Now, both larger and national museums and galleries are embracing this practice, previously dominated by more community-focused institutions.

Museum Participation aims to capture the ways in which these large-scale (i.e. larger or national) museums and galleries are embracing this practice, highlighting successes and challenges, and reflecting on its impact.

AIMS
• To encourage and facilitate participatory methods of working in larger and national institutions by sharing examples of innovation, best practice, useful models and valuable experience.
• To share the results of research, analysis and evaluation.
• To explore the distinctive challenges which large-scale institutions face.
• To investigate the impact of participation on working practices.
• To reflect on the development of participatory practice in large-scale institutions. 

EDITORS
Kayte McSweeney is currently Senior Audience Advocate and Researcher at the Science Museum, London and from mid-June will be the Object Journeys Partnership Manager at the British Museum. She is also co-chair of the Visitor Studies Group.
Jen Kavanagh is Senior Curator of Contemporary History at the Museum of London. She was previously Audience Engagement Manager for the Information Age gallery at the Science Museum and Community Curator at the London Transport Museum.

SUBMISSIONS
We welcome international proposals for both (longer) chapters and (briefer) case studies from museum and gallery professionals, academics and researchers. Proposals from those with practical experience of assessing and evaluating outcomes in this field are particularly welcome, as are contributions which detail practical experience of innovative programmes, or which present the results of the impact of new initiatives. Submissions should address the work of institutions which face the issues of scale associated with larger-scale or national museums and galleries.

Aspects of interest include – but are not limited to – innovations and successes in one or more of the following:
• Case studies of participatory practice in areas such as: collecting or collections research; exhibition development, design or implementation; learning; public programmes; communications including online and social media; publishing.
• Analysis and evaluation of the Impact of participation on the institution, the visitors and/or the participants.
• How collaborative working is changing or challenging the role of cultural institutions.
• Co-creation projects and the move from engagement to social justice.
• The legacy of participation and audience development.

SUBMITTING A PROPOSAL
If you are interested in being considered as a contributor, please submit a proposal and a short biography (in Microsoft Word format). Proposals should be 300-500 words in length and biographies 100-200 words.

You can propose to submit either a chapter or a case study. Chapters will be 4000-6000 words in length. Case studies will be 1000-2000 words. The inclusion of images is encouraged. Please prepare your proposal with these parameters in mind. The work should not have been published elsewhere and all contributions must be submitted in English - translation services will not be provided.

The deadline for proposals is Monday 6 July 2015. Please email your proposal to both the editors jkavanagh@museumoflondon.org.uk and kaytemcsweeney@gmail.com and the publishers proposals@museumsetc.com. Any queries in advance of submission should be sent to the editors.

Museum Participation will be published by MuseumsEtc in print and digital editions. Contributors will receive a complimentary copy of the publication and a discount on more.

KEY DATES
PROPOSALS DUE: MONDAY 13 JULY 2015
CONTRIBUTORS NOTIFIED: 27 JULY 2015
COMPLETED PAPERS DUE: 19 OCTOBER 2015

Graeme Farnell
Publisher, MuseumsEtc

CALL FOR CHAPTER PROPOSALS - Handbook of Research on the Facilitation of Civic Engagement through Community Art

Deadline: August 15, 2015

A book edited by Dr. Leigh Nanney Hersey (University of Memphis) and Dr. Bryna Bobick (University of Memphis) To be published by IGI Global: http://www.igi-global.com/

Introduction
Communities may be viewed as systems comprised of individual members and sectors that have a variety of distinct characteristics and interrelationships (Thompson,1990).  Community engagement is a blend of social science and art; involving a variety of ages and socioeconomic backgrounds. The outcomes can involve individual, group or community level (Fawcett, 1995). Achieving engagement can take place through numerous avenues, including those created by the public sector, by the nonprofit sector, and through the classroom.

Today's arts organizations realize they "must interact with and understand its community in order to know at which community development table it should sit" (National Endowment for the Arts, 2015a, p. 7). Despite this realization most Master of Fine Arts (MFA) programs are studio-centered  (Grant, 2011).  Graduate students work in a single medium and develop body of work. A popular alternative is community art, in which students engage to create work with a larger public outreach. Instead of spending time in the studios, students are engaging with local businesses, the community, and cultural and government partners. For example, the Maryland Institute College of Art’s MFA in community art invites its students to incorporate issues involving social justice and community building into their artwork. At Portland State University, coursework includes sociology, anthropology, social work, journalism and environmentalism. As more universities include community and civic engagement in their curricula, there is a need for a contemporary text to support these ideas.

But the effects are not limited to those studying or working in the arts. In fact, the primary federal funding organization for the arts, the National Endowment for the Arts (NEA), provides grants for nonprofit and government partnerships that support "arts engagement, cultural planning, and design projects (that) represent the distinct character and quality of their engagements" (NEA, 2015b; para. 1). Through this funding, the NEA has supported projects like Over.Under.Pass, which used public art to connect neighboring communities along a greenway in Greensboro, N.C. Now the greenway is one of the busiest trails in the city and is re-energized the economic development of the downtown area (NEA, 2015b). Government agencies and nonprofit organizations also see the value of art in engaging the community.

This book looks to explore the numerous ways that the arts that the arts can encourage civic engagement, from the classroom to the street corner. It will identify the challenges and successes of such programs, providing solutions and best practices. The editors seek chapters that address the different aspects of art that facilitates civic engagement, from secondary schools to graduate education to nonprofit organizations that engage with their communities through art both in the United States and globally.

This comprehensive and timely publication aims to be an essential reference source, building on the existing literature on the arts and civic engagement while providing for further research in this dynamic field. It is hoped that this text will provide the resources necessary for educators, artists, and public service leaders alike to successfully include art in their civic engagement endeavors.

Target Audience
Practioners, artists, academcians, researchers, and advanced-level students will find this text useful in learning about how to effectively use art to engage the community.

Recommended topics include, but are not limited to the following:

Contributors are welcome to submit chapters on the following topics or others related to the arts and community engagement in the United States or abroad:

Theory and Definition
-    History of civic engagement and the arts
-    The role of arts in engaging the public
-    Measuring impact of community arts projects on civic engagement
-    Global examples of civic engagement and the arts
-    Intercultural civic engagement through the arts
-    Highlighting social justice and citizen participation with community art
-    Healing a community through the arts after a disaster

Education-Based Programs
-    Promoting civic engagement partnerships involving higher education and K-12 school administrators and educators
-    Service-learning that bridges the arts and civic engagement
-    Examples of K-16 curricula including volunteerism, community development and the arts

The Role of Government
-    Funding sources and financial support of community art and civic engagement programs
-    The role of government in funding art-based civic engagement projects

The Role of Nonprofit Organizations
-    The role of volunteerism in creating art for civic engagement
-    The roles arts administration plays in sustaining community and/or public art
-    The position museums play with the endorsing community art and civic engagement

The View of the Artist
-    Stories of Success: spotlighting successful examples of civic engagement through the arts
-    Lessons learned from community arts projects

The View of the Community
-    Public perception and reaction to community art
-    Public art, visual arts and community development

Submission Procedure
Researchers, artists, and practitioners are invited to submit on or before August 15, 2015, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by August 31, 2015, about the status of their proposals and sent chapter guidelines. Full chapters of 12,000-14,000 words are expected to be submitted by December 15, 2015, and all interested authors must consult the guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

All proposals should be submitted through the E-Editorial DiscoveryTM online submission manager.

Inquiries can be forwarded to Dr. Leigh Nanney Hersey (lnhersey@memphis.edu) or Dr. Bryna Bobick (bbobick@memphis.edu).

CALL FOR PROPOSALS - Art Education Research Institute (AERI)
1st Annual Symposium: MARCH 15, 2016
Northern Illinois University - Naperville Campus

The Art Education Research Institute (AERI) is an autonomous, virtual institute comprised of higher educators who are actively involved in the production of research and scholarship in visual arts education. Founded in 2014, AERI aims to advance higher education research and scholarship opportunities and quality in visual arts education; enhance the capacity of emerging and practicing scholars and researchers to conduct and disseminate visual arts education inquiry and knowledge; promote diversity in research issues, questions, contexts and methodologies; and encourage civil criticality and sustained engagement with research and scholarship in visual arts education.
The AERI is holding its first annual research symposium at Northern Illinois University’s Naperville campus on March 15, 2016.  Because the symposium registration is free this year and space is limited, we invite proposals for presentations of empirical research and rigorous theoretical investigations of research done in North America or by North Americans.  The symposium will include a special event for doctoral students.  Doctoral students on or near to dissertation are invited to submit their in-process research to a special fast-paced and mentoring session. 

Symposium Theme: Provoking Dialogue: New Research in North American Art Education

Proposal Submission Process:
All proposals (authored and co-authored) are limited to 1,000 words excluding references and must be submitted as a Word document. 

Proposals must include the following sections and be written in APA style:
Title: A title specific to the research.
Author/s: Name/s and institutional affiliation/s.
Objective/s: A discussion of the objectives pursued through the research.
Theoretical perspective(s): A framework of theory and concepts central to the research.
Mode of Inquiry: A description of the methodology, methods, evidence, and analysis of the research data.
Significance: An explanation of results or conclusions relevant to the field of art education and connection to the symposium theme.
References: A list of all the references referred to in the proposal. (A minimum of five references are required to contextualize the research.)

Send proposals as an email attachment to Dr. Jeffrey Broome at jbroome@fsu.edu by 4:00 PM EST, September 1st, 2015.  Doctoral students who wish to be reviewed for the pecha kucha session, must mention this in the submission email (not the attached proposal).

Proposals will be blind reviewed for acceptance by AERI Symposium Committee members and authors will be notified in October.  Only one proposal will be accepted from each presenter.  Accepted presentation proposals will be placed into panels with discussants, so presentation papers with abstracts must be submitted for discussant reading one month before the symposium.  The abstracts of accepted papers will be published on the AERI website.  Proposals that fail to meet the requirements specified above will not be considered for review. 

Registration:
Symposium registration is free, but space is limited.  So, presenters and audience members must register by sending an email to the symposium email address aerisymposium@gmail.com with “AERI Registration” in the heading line, plus contact information in the body of the message, by December 1, 2016.

Travel and Accommodation:
The symposium is being held two days before the 2016 annual meeting of the National Art Education Association in Chicago. The NIU Naperville Conference Center is located 29 miles from downtown Chicago and can be accessed by train as well as car.  However, the symposium will begin early in the morning and end late in the evening on March 15.  So, a block of rooms are available with a reduced conference rate at the Hampton Inn, 1120 E. Diehl Road, Naperville, located across the street from the Conference Center.  Other hotels and restaurants are located within a few blocks of the Conference Center.

CALL FOR PAPERS - Journal of Social Theory in Art Education – JSTAE
Journal Theme: Navigating divides: The changing landscapes of art education

DEADLINE: October 15, 2015
 
Navigating Divides
Art is a means to understand ourselves, others, our communities, and our world, which are inherently always in flux. In response to the uncertainty of change, social issues become oversimplified and polarized as divides. In the contemporary world of shifting ideas, curriculum frameworks, standards, and goals, art educators work to critically address the complexity of divides, real and perceived.
 
The range of topics that could be addressed is broad and might include:
• divides we notice in work environments (race, ethnicity, culture, gender, income, class, age, ability, sexuality and LGBTQIA, religion, national origin, etc.)
• divides within classroom cultures, including PK-12 art and postsecondary art education classrooms
• (perceived) divides between PK-12 teaching, museum education, and higher education practices.
• inhabited spaces between divides (complex identities, beliefs, alliances)
• artistic practices that navigate social, cultural, political, and other divides
• possibilities that arise from bridging divides
• unsuccessful attempts to work within, across, and through divides
• divides between different and/or competing art education sites (museums, public, private, religious, elementary, middle, secondary, postsecondary, community, home schooling, institutions, sites of incarceration, inclusion and special classrooms, etc.)
• re-framing the multicultural movement to think through how efforts to reduce divides may be utilized in new ways
•  historical issues about the changing role of arts education in different settings
• the changing terrain of the contemporary art world as it affects (or does not affect) how art and visual culture is taught in different settings
 
We welcome multiple interpretations of the theme Navigating Divides  for The Journal of Social Theory in Art Education, Volume 36:
The editors of JSTAE and members of the Caucus of Social Theory in Art Education (CSTAE)* invite individual and collaborative responses related to the theme Navigating Divides. We encourage submissions from authors, poets, artists, writers, researchers, art teachers, general educators, administrators, museum educators, and others with an interest in the theme. We seek contributors who will address this call from a broad range of perspectives, including NAEA members of all divisions and regions and non-NAEA members.
 
For this issue, we seek different types and lengths of articles. We solicit short articles (about 1,500 words) that tell personal stories of attempts to navigate divides and identify the lessons learned. We also solicit traditional journal articles (3,500-5,000 words) that utilize a variety of research methodologies, present personal narratives, or tell a range of stories about navigating divides.  We are especially interested in articles written by teachers.
 
The submission and review processes are fully online and can be accessed starting August 15, 2015 at http://jstae.org. Submissions are due by October 15, 2015.
 
The Journal of Social Theory in Art Education (JSTAE) is the official journal of the CSTAE. JSTAE serves as an alternative voice for the field of art education through the promotion of scholarly research that addresses social theory, social issues, action, and transformation as well as creative methods of research and writing.
 
Please direct any questions Melanie Buffington, JSTAE Editor 2016-2018, at jstaeeditor@gmail.com.
 
Melanie L. Buffington, Editor, mbuffington@vcu.edu
John Derby, Associate Editor, johnderby@ku.edu
Sharif Bey, Senior Editor, shbey@syr.edu

CALL FOR SUBMISSIONS - Journal of Art for Life (JAfL)
Simply put, ‘creative placemaking’ is the ways in which communities use the arts to help shape their social, physical, and economic characters – cities and towns literally change when you bring artists to the center of them.
-Rocco Landesman, Chairman, National Endowment for the Arts

The Journal of Art for Life (JAfL) is welcoming submissions to be considered for publication in an upcoming issue entitled: Creative Placemaking (Spring 2016). With the forthcoming retirement of Dr. Tom Anderson, JAfL would like to create a special issue dedicated to the far-reaching impact of his scholarship. Dr. Anderson has spent his career engaged in the practice of creative placemaking. His work with art criticism focuses on how we creatively craft spaces for aesthetic engagement, while his interest in the social foundations of art and education centers around creative movement within educational places. Likewise, his concern with social justice issues encourages us to carefully and creatively navigate the social places we inhabit, and his inspiring work with environmental sustainability supports an awareness of the physical places we live in. Most recently, his socially conscious selfie project playfully explores the development of a sense of place and community through the collective documentation of self in the environments that most move you.

We encourage submissions that exemplify (theoretically, practically or artistically) the concept of creative placemaking and an awareness of art’s important role in our lives. Articles that address how creative placemaking might push the boundaries of theory and practice in art museum, education, administrative and therapeutic environments are encouraged. The manuscripts should be between 4,000-5,000 words (although instructional resources or arts based representations may be fewer). Visuals and alternative forms of representation are always welcomed. Manuscripts must adhere strictly to guidelines set in the Publication Manual of the American Psychological Association, 6th edition. All submissions should include a copy of the manuscript prepared for blind review. Authors should also submit a short bio of 150 words or less; this bio should also include a digital photograph of the author, suggested key terms, author’s twitter handle (if available), and a list of twitter handles to share the article with upon publication. More detailed submission guidelines are available here. View PDF. Check out their new website journalofartforlife.org. Deadline for submissions is November 31, 2015.

CALL FOR ARTICLES, COMMENTARIES, & MEDIA REVIEWS
Studies in Art Education Special Theme Issue
Histories and Historical Research in Visual Arts Education
A committed cadre of art educators maintains historical research as a primary interest; a number of emerging scholars are doing historical research characterized by revisionist interpretations and innovative methods. Some have speculated that historical research emerges during periods of paradigm shift, raising questions about who does historical research, when and where, and most importantly, why?

Authors may want to consider some of the following questions as they draft submissions:
•  Why is historical research important in a field such as art education where practice is informed by theory?
•  Many histories of art education have used biography as a lens for understanding the past. Whose professional lives and contributions should be subjects for historical research in art education? Why are those people significant in relation to 21st-century art education?
•  What types of historical research studies are needed in the 21st century?
•  What questions should we be asking about the past?
•  When does something become history? Did history of art education stop with the 1965 Penn State Seminar, or with discipline-based art education, or visual culture art education? Are we at the end of the history of art education, or just beginning?
•  Where should art educators look for historical research questions and methods? How might interdisciplinary approaches inform historical research?
•  How might historical research contribute to professional learning for art educators? Should courses in art education histories be required during preservice or graduate programs? If so, why? What can we learn from critically examining histories of our field?

The Senior Editor of Studies in Art Education invites manuscripts that address this topic. All submissions should follow the established submission guidelines for the journal: http://www.arteducators.org/research/studies

Deadline for submission: January 1, 2016. Theme issue proposed for: Spring 2017.

CALL FOR PAPERS - The Journal of Art for Life
We are inviting art educators, therapists and administrators to submit manuscripts for the inaugural issue of a new journal, The Journal of Art for Life. The goal of the inaugural issue is to highlight current theory, research, and practice of art for advancing social justice issues and to enhance the mission of the journal:

The Journal of Art for Life is a national, refereed journal focused on art education, art therapy, and arts administration in authentic, real-world contexts toward the goal of social progress through the arts. The journal is based on the instrumentalist premise that art has the power and potential to reflect and enhance the conditions of human experience. Through scholarly articles, the journal is an instrument for communicating the avenues by which the various forms of art intertwine and impact society and social justice.

The journal accepts articles that are theoretical, research-based, and those that address the practical applications of art for life in educational, therapeutic, and other institutional contexts, including museums. We seek social criticism related to art and art education; inquiry into potential areas of exploration regarding art in society, especially focused on social justice and other crucial issues psychological perspectives, including therapeutic programs which emphasize arts interventions; and investigations into possible roles for arts institutions as cultural organizations that benefit people's lives. We also seek practical applications, strategies, and position papers about art and its relationship to the enhancement of life for individuals and the societies in which we live, in art education, art therapy and arts administration contexts. The submission deadlines are January 1 for the spring issue and July 1 for the fall issue. The main text of each manuscript, exclusive of figures, tables, references, or appendices, should be 4000 - 5000 words and should follow the Publication Manual of American Psychological Association (6th Edition).

SUBMISSION GUIDELINES
Content: The journal provides a forum for the exchange of information and ideas concerning the use of art to enhance the human experience. Manuscripts submitted should reflect this purpose. Manuscripts should concern concepts, practices, or research studies that have implications and applicability for art educators, therapist and administrators.

Length: Manuscripts, excluding all references, charts, figures, and tables, generally should be 4000 - 5000 words.

Preparation for Review: All submissions must be prepared using a computer word processing program. Manuscripts must adhere strictly to guidelines set in the Publication Manual of the American Psychological Association, 6th edition, 2009. Double-space all text, including quotations and references, and provide 1.5-inch margins all around. References must be complete and placed at the end of the manuscript. Please place tables, charts, figures, or illustrations after the references on separate pages.
Authors should not cite or reference their own name but instead use the word author, followed by the publication date. Alphabetize references to author under A and not under the letter of the author's last name. Do not include titles or the names of coauthors in the "author" citations or references.

Submission: Submissions should be sent to Marcia L. Rosal at Florida State University, Department of Art Education, PO Box 3061232, Tallahassee, FL 32306-1232.
Submissions must include the following:
• Cover page: Include the information listed below on a separate sheet.
• Title of the manuscript
• Date of submission
• Author's name, institutional affiliation, complete mailing address, business and home phone numbers, fax number, and e-mail address
• Biographical information about each author, which may not exceed 30 words per author

Abstract: On a separate sheet of paper at the beginning of the manuscript, describe the essence of the manuscript in 150-200 words. Do not include your name or any other identifying information in the abstract or the manuscript.

Manuscript: Authors should submit electronic copies. On a CD, provide two electronic copies one with author information, abstract, and cover page, and one prepared for review with author information removed from the cover page. Provide author name, manuscript title, and word processing program on the disk label.

2016 CALL FOR MANUSCRIPTS - Trends, The Journal of the Texas Art Education Association
Theme: Situate, Situation, Situating: Art Education
Looking beyond the technical to the artistry involved in art education helps us understand where we have been, where we are,and where we are going. As we develop purposefully and responsively as art/ist educators, the narratives we build are important in developing the very sense of who we are, as well as what, and why we do what we do. These narratives impact how we view each other and ourselves in the spaces of art education. Deadline: Original manuscripts must be received by January 1, 2016 as MS Word document attachments, electronically via e-­mail to: Heidi Powell at hcpowell@utexas.edu or Bill Nieberding at nieberdiwj@sfasu.edu. VIEW FULL DETAILS

CALL FOR SUBMISSIONS - CANADIAN REVIEW OF ART EDUCATION REVUE CANADIENNE D’ ÉDUCATION ARTISTIQUE
The Canadian Review of Art Education (CRAE) is a refereed journal published by the Canadian Society for Education through Art. We invite theoretical and research-based submissions that address issues relating to art education. We welcome submissions from all disciplines and fields of study. CRAE defines art education broadly given that it takes place in many different contexts informed by a range of perspectives in addition to K-12, higher education and community education. We encourage submissions from researchers, scholars, policymakers, educators, and students.

Manuscripts must be prepared using Microsoft Word (.doc, .docx format), Times Roman 12 point font, be double-spaced and have one inch margins on all sides. Manuscripts must include an abstract of no more than 100 words and should be a maximum of 6000 words long, including references. Manuscripts must include a separate title page, a running head, and a list of three to five keywords. The title page will also include the full name(s), the institutional affiliations of author(s), and the contact information, including email(s) and mailing address(es). All submissions must be masked for the review process. Successive pages should include page numbers and the running head but should not include authors’ names, affiliations, and identification notes. Authors must use endnotes, not footnotes. Black & white photographs (300 dpi required, JPEG or TIFF), drawings, and diagrams must be clear, fully labelled, with appropriate credits for copyright clearance, and appear at the end of the manuscript. Authors should prepare manuscripts using only the Publication Manual of the American Psychological Association (APA), 5th edition (2001). Authors may submit papers, book reviews, and commentaries written in English or French.

Submission Please submit by email with attachment (s) to the editor Anita Sinner, Concordia University, Art Education, Faculty of Fine Arts: anita.sinner@concordia.ca. For more information visit http://www.csea-scea.ca/.

CALL FOR SUBMISSIONS - Power and Education
Power and Education is an international peer-reviewed journal promoting critical studies of contemporary educational practice and challenging the complicit routines of mainstream educational research.

Articles for consideration should be sent by email attachment to Dr. Michael F. Watts (michael.watts@wwwords.eu) after a careful reading of the requirements shown below.

Articles accepted for publication become the copyright of the journal unless otherwise specifically agreed. All contributions should be original and should not be under consideration elsewhere. Authors should be aware that they are writing for an international audience and should use non-discriminatory language.

All submissions to the journal are peer-refereed so they are published in accordance with international academic standards for research publication.

The journal seeks to receive:
• academic articles (about 7,000 words)
• interchanges and responses to articles (up to 2,000 words)
• thematic reviews (no word limit)
• book reviews (up to 1,000 words)

Visit the journal’s website at www.wwwords.co.uk/power/ for information on the journal and how to contribute high-quality manuscript submissions. Articles for consideration should be sent by e-mail attachment to the journal’s Editorial Office (powerandeducation@mmu.ac.uk).

CALL FOR ARTS BASED SUBMISSIONS - Journal of Curriculum and Pedagogy
The Journal of Curriculum and Pedagogy is positioned at the intersection of curriculum theory, teaching studies, and arts-based research. Each issue of the journal features an abbreviated essay on arts based educational research (ABER). These short “essays” might include, but are not limited to visual artworks, documentations of performance artwork, ethno-drama, musical performances, poetry, narratives, or stills from videos complemented by a brief text that theorizes the art from the perspective of curriculum and pedagogy. The ABER section of the journal is separate from the published articles in each issue. Authors wishing to submit full-length manuscripts that are arts-based in nature should do so through the general call for manuscripts (please see above website). The submission process is comprised of three strands:

1) Arts based research accompanied by image(s). Please submit a short critical essay (up to 12 pages including references) that illuminates the intersection between the image(s) and curriculum and pedagogy or arts- based research. This essay should not be a mere description of the work, but rather it should engage a critical analysis among the arts, teaching and learning, and research methodologies.
2) Text based forms of arts-based research. Authors who work in literary arts or text-based forms of arts-based research may submit their work in this strand. Such work might include poetry, play scripts or fiction as such works pertain to themes within the ABER strand.
4) Student artwork (K through 12). Arts educators may submit images of work created by their students, or as documentation of performances of their students, for consideration. These images need not be accompanied by an essay but should include a brief 250-word “critical description” of the work and a 50-word biographical sketch of the student artist.

Authors who submit work for each of the three above mentioned submission strands must consider the following:
• 1-2 images (jpegs; minimum 300dpi for a 4”x6” image) with a signed release form or statement from the artist. (If the artist is a minor, the release form/statement must be signed by a parent or guardian. Contact the ABER editor for a release form.)
• a short 50 word biographical sketch (MSWord.doc or RichTextFormat.rtf) of the artist/researcher
• all text-based submissions must be a MSWord.doc or RichTextFormat.rtf, double-spaced, 10 or 12pt font.

ABER submissions should be submitted as follows: Please see the general submission guideline. Please mark your file ABER essay. For questions please contact the ABER Assistant Editor Morna McDermott at mmcdermott@towson.edu.

CALL FOR ARTICLES - International Journal of Education Through Art
The International Journal of Education through Art is seeking submissions. The journal is interdisciplinary in its reflection of teaching and learning contexts and also in its representation of artistic approaches and practices. It provides a platform for those who wish to question and evaluate the ways in which art education is practiced, disseminated and interpreted across a diverse range of educational contexts. Each issue consists of peer-reviewed articles and image-text features.

Particular emphasis is placed on articles that:
• Critically reflect on the relationship between education and art
• Propose original ways of rethinking the status of education and art education
• Address the role of teaching and learning in either formal or informal educational contexts and along side issues of age, gender and social background
• Adopt an open and inventive interpretation of research-based analysis
• Promote and experiment with visual/textual forms of representing art education activities, issues and research

Potential topics include:
• Art, craft and design education
• Formal and informal education contexts
• Meaning making, image and identity in art education
• Public, community and environmental art
• Pedagogy and emerging technologies
Policy and practice
Trans-cultural issues
• Visual communication and culture

Submissions can be made at any time online by registering at: http://ojs.library.ubc.ca/index.php/ijet/index

 

 

Art Educator Links


NAEA Resources Catalog

 


NAEA Subscriptions