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Call for Submissions

The Verizon Innovative App Challenge, a program of the Verizon Foundation in partnership with the Technology Student Association, will open for registration on August 4. With $20,000 for each national winning school, this competition has become extremely popular. Submissions have come from all disciplines. This contest has been increasingly attractive for those in the arts because it does NOT require technology experience – just creativity to come up with a novel app idea. Contact Lynda Hait ( or 703-860-9000) for more information.

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).

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.

Something Other: The relationship between psychoanalytic theory art, visual culture, and pedagogy
Within the last several decades, theorists, philosophers, pedagogues, academics, artists, and practitioners from diverse fields have embraced and appropriated Lacanian theories. Indeed, an indelible mark (or stain) has been made through theorizing art, visual culture, and pedagogy from a psychoanalytic perspective. How might we continue to interrogate images, objects, events, and the unknown in the current and future cultural field? What might Lacanian theory do for the force of art, education, and the broader visual culture in our contemporary era?

SYNNYT/ORIGINS, a Finnish on-line peer-reviewed journal, seeks papers for a special issue on psychoanalytic theory, art, visual culture, and pedagogy. Authors are invited to submit a manuscript addressing the relationship between Lacanian psychoanalytic theory and one (or more) of the following areas:
Art (including the “art world,” contemporary art practices, institutions, images, events, actions, interventions, etc.)
Pedagogy (including art education, classroom life, curriculum theory, higher education, critical pedagogy, etc.)
Visual culture (including images, artifacts, objects, and experiences from the contemporary world—film, digital media, games, visual communities/communication, etc.)

The main text of each manuscript, exclusive of figures, tables, references, or appendices, should be 3000–5000 words, in English, and should follow the Publication Manual of American Psychological Association (6th Edition). The manuscript must include the name of the author(s), institutional affiliation, and complete mailing and email address.

Please send completed drafts as email attachments to Kevin Tavin, Professor of International Art Education, Department of Art, Aalto University, Helsinki Finland.

The submission deadline is August 15, 2014.

SYNNYT/ORIGINS has a mission to create a contemporary archive of texts that are seminal to the discourse in the area of knowledge in art and mediating art. The texts, thus, introduce new themes, new ideas and controversial presentations to both academic research and discussions within practice.

SYNNYT/ORIGINS will bridge research to practical mediation of art, and working in art to research.

Arts Education Policy Review
Call for Submissions for Special Focus Issue of Arts Education Policy Review: Policy and Community Arts Programs
AEPR seeks articles addressing or related to any of the following topics:
• Analysis of policy in relation to teaching and learning of dance, music, theater and visual arts in community settings
• Policy and teacher preparation in relation to community arts programs
• Descriptions of innovative community arts programs that lead to policy reform.

Authors are reminded that Taylor and Francis offers many opportunities to use electronic resources to support print text in AEPR articles and encourages submissions that may explore these resources.


Arts Education Policy Review receives all manuscript submissions electronically via its ScholarOne Manuscripts site located at ScholarOne Manuscripts allows for rapid submission of original and revised manuscripts, and facilitates the review process and internal communication between authors, editors, and reviewers via a web-based platform. ScholarOne technical support can be accessed at If you have any other requests, please contact Colleen Conway, Editor-in-Chief, at

Visual Culture & Gender, 10th Anniversary
2015 will mark the 10th year of publication of the international journal, VCG - Visual Culture & Gender edited by Karen Keifer-Boyd and Deborah Smith-Shank. The editors are grateful to all our international authors, readers, and our excellent review team for making the journal one of the most prestigious online journals addressing issues of gender and visual culture. For our 10th year publication, we anticipate a dynamic, insightful, colorful, multimedia edition. We encourage submissions of articles and visual essays that consider gender and visual culture with multiple voices and foci.

Submission of Manuscripts
September 15 is the deadline for submissions. VCG will consider manuscripts that address gender issues in the context of visual culture and arts education. To be considered, manuscripts should be no more than 5000 words in length with an abstract of 150 words. Images are encouraged with manuscripts and should be sent in digital format (jpg, gif, or png) with copyright permission provided.
Visual research is encouraged but images must be accompanied by text. Original manuscripts should be prepared according to the APA (6th edition) style. Include in a cover letter that the manuscript is original, not previously published, and not under consideration elsewhere. Please place your name only in the accompanying cover letter and not in the manuscript to facilitate anonymous review. Send the manuscript electronically as an email attachment with .doc or .docx extension and your name to Karen Keifer-Boyd and Deborah Smith-Shank.

A special issue of The Clearing House, May/June 2016: Drawing from Within: The Arts & Animated Learning. Guest Editor: Deborah K. Snider, Assistant Professor of Art Education, Southern Utah University

Proposed Focus
The Clearing House: A Journal of Educational Strategies, Issues and Ideas for Middle and High School Teachers publishes material of interest to middle level and high school teachers and administrators, as well as postsecondary education faculty members and their students.

With this in mind, the Guest Editor invites you to propose a manuscript for a forthcoming issue on how the Arts animate learning and are essential in every person's education from Pre-school through college, although articles should connect strongly to middle and high school education. In preparing manuscripts, we encourage articles that contain any form of empirical data or that provide important theoretical and foundational grounding for the field of Arts Education. Research approaches could include qualitative, quantitative or mixed-methods. Consideration will also be given to proposals that describe existing models or programs that provide clear connections for the success of innovative Arts programs that provide new vision for educational reform.

Possible questions or topics might include (not an exhaustive list):
•  Are there schools that place the Arts at the center of the curriculum and can provide evidence that the Arts positively affect learning in other disciplines?
•  Are there STEAM schools and curricula (Science, Technology, Engineering, Arts, and Mathematics) that approach the Arts as equally essential as STEM?
•  Are there schools that make a firm commitment to teaching the whole child by engaging the whole brain, including creativity, intuition, etc.?
•  How do administrators (superintendents, principals, etc.) support Arts programs in visionary ways?
•  How do Arts specialists teach in/through the Arts and offer transferability of creative skills to students?
•  Are there schools and teachers that emphasize creativity and creative problem solving as an essential, foundational skill-set for all students?
•  What are the best practices for Arts Education in our schools?
•  How has recent brain research focused on the Arts and overall competencies?
•  How do Arts educators lead professional learning communities for their colleagues?
•  What initiatives have changed the hearts and minds of school administrators regarding inclusion of the Arts as an essential part of the curriculum?
•  How are the Arts essential in 21st Century Learning?
•  How do the Arts contribute to joyful learning and intrinsic rewards?

Proposals focused on these and other questions related to how the Arts animate learning, including but not limited to induction, professional learning communities, mentoring, and coaching. They are especially interested in proposals that address multiple perspectives (e.g. educators, administrators, students). 

Call for Proposals: May/June 2014
Deadline for Proposals (one page abstract): October 31, 2014
Notification of Acceptance: by February 28, 2015
Manuscripts Due: July 31, 2015
Final Manuscripts to Publisher: December 31, 2015
Expected Publication Date: May/June 2016

Submission Guidelines
Please submit a one-page proposal explaining your topic, the research and theoretical base on which you will draw, and your plans for the structure of your article. Proposals and manuscripts should follow guidelines for The Clearing House.

Send your proposal electronically (in MS Word format) by email to the Guest Editor, Deborah K. Snider (

In the subject line, please indicate “TCH Special Issue: Drawing from Within."  In the body of your message, please include your full contact information including name, institution, address, email, and preferred phone number. Proposals selected will be returned with developmental feedback. If you desire more extensive feedback, please submit your idea earlier than the deadline. Manuscripts submitted for consideration will undergo a competitive, peer-reviewed process and a rigorous blind review process for publication.

Feel free to send inquiries concerning the suitability of possible contributions to this special issue directly by email to the Guest Editor. 

Journal for Social Theory in Art Education
Journal Theme: Reframing fail(lure)
Journal of Social Theory in Art Education (JSTAE) is the official journal of The Caucus on Social Theory and Art Education (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.

Caucus on Social Theory and Art Education (CSTAE) is an affiliate of the National Art Education Association (NAEA).
Sharif Bey, Editor
Melanie L. Buffington, Associate Editor
Kryssi Staikidis
, Senior Editor

Reframing fail(lure)
Failure, in many cases, is associated with malfunction, a general lack of success or deficiency. But, are there methods, philosophies, or strategies that embrace failure and the possibilities it yields? How do we define failure, and how can failure position us as Artists/Teachers/Researchers? What is the value of reflecting on our shortcomings in the classroom and in the studio? Does our field provide opportunities and platforms for challenging commonly held views on failure? Can we use failure to foster resilience and to teach students, aspiring teachers and budding artists how to cope with ambiguity and tolerate the uncertainties of our endeavors in the classroom, at the computer, in the studio and in life?  What are the benefits or discoveries that we make when our initial attempts are deemed a failure?
A broader range of topics could emerge from this theme including:
• The concept of ‘failing schools’ under No Child Left Behind
Failure in art by thinking about the practices of artists
Thinking through the possibilities that arise from failure
What failure looks like in an art classroom in a K-12 school setting
Increased testing and failure in the core subject areas and its potential impact on how art is taught or valued
The lessons we (art educators) have learned through our own failures
Revisiting and reflecting on past school reform to envision new possibilities
We welcome multiple interpretations of the theme for The Journal of Social Theory in Art Education Volume 35: Reframing fail(lure)
We hope that this call for JSTAE Volume 35 will encourage submissions from any possible author, poet, artist, writer, researcher, teacher, whether in higher education, K-12, administration, policy, museum education, community-based art education, or general education. We hope that contributors will address this call from a broad range of perspectives. For this reason the editors of JSTAE and membership of the CSTAE hope to inspire individual or collaborative responses related to the theme: Reframing fail(lure).
For this issue, we are looking for different types of articles including shorter articles (about 1,500 words) that tell personal stories of failure and identify the lessons learned or what came of the failure.  Also, we are looking for more traditional journal articles of longer length (3,500-5,000 words) that utilize a variety of research methodologies, present personal narratives, or tell a range of stories about fail(lure).  In particular, we encourage articles written by teachers.
Please direct any questions or concerns to Sharif Bey, JSTAE Editor 2013-2015 at

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: For more information visit

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 ( 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 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 (

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

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:

Trends, The Journal of the Texas Art Education Association
Theme: Exploring Relevant Art Experiences for 21st Century Learners
Our future is shaped by our changing times. As we shift from the "Information Age" to the "Conceptual Age," there will be a need for more imaginative, resourceful, and empathetic thinking to sustain us (Pink, 2006, p.2). As facilitators for learning through exploration of big ideas, art educators are poised to meet 21st century challenges. How do art education professionals, including teachers, artists, administrators, professors, policy makers, community-based activists, and therapists ensure relevant art experiences for 21st century learners? How do art educators with diverse interests and experiences cultivate learning environments where art education is more than the development of a set of skills, but instead an avenue to better see and relate to the real world?

Trends invites innovative articles incorporating diverse perspectives for the development and implementation of art experiences that cultivate learning for sustaining an imaginative, resourceful, and empathetic life in the 21st century. Your perspectives, discussions, and quandaries as teachers, researchers, community workers, museum educators, policy-makers, and graduate students regarding the challenges of incorporating relevant art experiences are encouraged. Your voices will provide a rich exploration of relevant art experiences for 21st century learners.

Trends, The Journal of the Texas Art Education Association is a refereed professional journal published annually by the TAEA and is sent to all members and to selected state and national officials. The journal accepts articles written by authors residing outside of the state of Texas.

Deadline: Original manuscripts must be received by January 1, 2015 as MS Word document attachments, electronically via e-mail to Carrie Markello at To facilitate the anonymous peer review-process, author’s name and any identifying information should appear on a separate page. Manuscripts must be formatted according to APA (6th Edition) standards. Photographic images are encouraged; please prepare them in digital (300 dpi.jpg) format and include the photo and/or copyright release form.

For questions or more information, please feel free to contact Carrie Markello or refer to the Trends homepage.

Carrie Markello
Assistant Professor
University of Houston

Pink, D.H. (2006). A whole new mind: Why right-brainers will rule the future. NY: Riverhead Books.

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