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Call for Submissions

CALL FOR PAPERS - Universal Design & Systems Thinking
Call for Papers: Universal Design & Systems Thinking
Higher Education Division Forums during the NAEA National Convention - March 2015, New Orleans, LA
NAEA Higher Education Division is organizing TWO thematic research forums during the upcoming convention to advance a critical discussion about design issues and their possibilities and impact in visual arts education research and practice.

Arts Education Policy Review, a peer-reviewed journal published by Routledge/Taylor & Francis, is accepting applications for four editorial board positions – one reviewer each in the areas of Dance, Music, Theater and Visual arts.

Arts Education Policy Review presents discussion of major policy issues in arts education in the United States and throughout the world. Addressing education in music, visual arts, theatre, and dance, the journal presents a variety of views and emphasizes critical analysis. Its goal is to produce the most comprehensive and rigorous exchange of ideas available on arts education policy. Policy examinations from multiple viewpoints are a valuable resource not only for arts educators, but also for administrators, policy analysts, advocacy groups, parents, and audiences - all those involved in the arts and concerned about their role in education.

Arts Education Policy Review does not promote individuals, institutions, methods, or products. It does not aim to repeat commonplace ideas. Articles show originality, probe deeply, and take discussion beyond common wisdom and familiar rhetoric. Articles that merely restate the importance of arts education, call attention to the existence of issues long since addressed, or repeat standard solutions are not published.

Interested applicants should send a letter of interest and current CV that highlights policy presentations and publications by October, 1, 2014 to: Colleen Conway, Editor-in-Chief at Applicants will be notified of the status of their application by November 15, 2014 and the review board term begins in January of 2015.

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 review-ers 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

CALL FOR PROPOSALS - The Clearing House
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.

CALL FOR PAPERS - Journal of Cultural Research in Art Education
jCRAE invites submissions for a mini-themed issue on Remix Culture to be published Summer 2015. A variety of formats are welcome—including traditional academic essays, visual essays, or alternative formats—that fit the purposes of the journal to address issues of art, education, and cultural research. For a longer prospectus on the theme, or to submit, please visit Submissions on other topics are always welcome; remix is a “mini-theme.” Preferred deadline: November 1, 2014.

CALL FOR ART - 2015 Women’s Caucus Exhibition
The NAEA Women’s Caucus is continuing its rich tradition of exhibiting member’s works of art at the 2015 NAEA National Convention. Women’s Caucus members are called to submit works of art relevant to the theme of “Designed: Object, Subject, Environment.” Works of art are to be digitally submitted by November 1, 2014. Accepted works of art will be included in an exhibition catalogue disseminated at the 2015 NAEA Convention’s WC sessions in New Orleans, and artists of accepted works will be invited to speak at the Convention. Questions can be directed to Elizabeth Garber at or Catherine Chen at

CALL FOR PAPERS - Journal of Social Theory in Art Education
Vol. 35: Reframing Fail(lure); Deadline: November 15, 2014
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? Can we use failure to foster resilience and to teach students/teachers/artists how to cope with ambiguity and tolerate the uncertainties of our endeavors? What are the benefits or discoveries when our initial attempts are deemed a failure? We welcome multiple interpretations of Reframing Fail(lure). We are looking for shorter personal narratives that identify lessons learned and traditional journal articles that utilize a variety of research methodologies, present personal narratives, or tell a range of stories. We encourage articles written by teachers. Please direct any questions or concerns to Sharif Bey, JSTAE Editor at For details, see

Special issue on Bio/Art/Education
Although biological art is already an institutionally recognized part of contemporary art, its relationship with art education requires critical attention and inquiry. What are the implications of biological art for art education when life is used as a material in artistic practices and experimentation? What kind of new ethical questions does biological art raise? What happens to life, both human and non-human, in contemporary art and education? How does the interest toward bio-art reflect current social, political, and economical contexts of contemporary societies?

The goal of this special issue of Synnyt is to engage writers from various backgrounds to discuss the promises and problems of biological art. The submission deadline is November 15, 2014.

Contact Professor Helena Sederholm ( for more information on manuscript requirements.

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).

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.

CALL FOR MANUSCRIPTS - 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.

Editor: Carrie Markello, Assistant Professor, University of Houston, cmarkell@Central.UH.EDU

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

CALL FOR PAPERS - (1-2016) Civic Education and Art Education
In the modern world, to be conscious of their position within society and/or state, all citizens need to construct their personal values by questioning and evaluating orthodoxies. The ability to make choices is based on the ability to judge, to evaluate and to construct one´s own personal hierarchy of cultural values. Each citizen needs to confront civic virtues within the cultural tradition of the surrounding world.

Art education and citizenship education can and should co-operate in order to educate responsible citizens participating in societal life in responsible ways. Civic education pursues a variety of goals, including appropriate understanding of patriotism, the responsibilities of citizens in the promotion of effective government, human rights, obligations to promote sustainability while also promoting strong economies that benefit all citizens, and evolving practices for communication and immigration throughout the world. The arts pursue understanding of comparable issues, but using diverse communication modes, including symbolic and metaphorical representations of the human condition and empathetic narratives of the universal human condition. The issue will explore the use of the arts as a technique for promoting more effective civic education. We seek contributions from a variety of European cultures to identify and clarify shared perspectives as well as divergent views that would be enhanced by a greater understanding of differing approaches to these issues.

Some of the questions we are looking to address are:
a) Which specific roles do citizenship as well as art education play in developing cultural awareness and cultural identity in today´s world?
b) In which ways can art education enhance effective achievement of the goals of citizenship education?
c)  Are there specific methods of co-operation between art-citizenship education that are more effective than others (stating common goals? use of common methods? use of common values? etc.).
d) What sorts of art education are suitable for fulfilling the aims and goals of citizenship education?
e) How should cooperative citizenship education with art education vary by school level?

Suggested length: 5,000-8,000 words.

First submissions by authors to editors: 1st May 2015
Response to authors by editors: 30th June 2015
Final submission from authors: 15th September 2015
Journal publication online: February 2016

If you are interested in submitting an article, please contact one of the editors of this issue:
Erich Mistrík, Comenius University, Bratislava, Slovakia (erich[at],
Julie Van Camp, Prof. Emerita, California State University, Long Beach, USA (jvancamp5[at]

To submit your paper please go to new submissions and follow the instructions. All authors are kindly asked to follow the editorial guidelines of JSSE.

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

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 ( 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 (

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

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:

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