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Call for Submissions

VOKE: Journal of Visualized Research in Art Education
Submissions Due: April 22nd, 2014

Voke is accepting proposals for visualized research objects, and submissions of completed visualized research objects, to include in its second issue, to be released October, 2014. This issue explores the theme of: BANISHING THE EXEMPLAR. Providing models to follow is a practice often taken as granted at all levels of arts learning – from art lessons for young children built around the imitable practice of a particular artist, to the presentation of various ‘best practices’ for pre-service and in-service art educators to aspire to. Voke is seeking proposals for research that explores and questions the role the exemplar plays in arts practice and its instruction.

Must art education rely on the presentation of master works as a framing device? What alternative shapes might practice take? Can students be trusted to create without having seen a teacher-made model of the desired product? What is the impact of the proliferation of lesson-plans-as-exemplars in the education of pre-service teachers and in the practice of teachers in the field? Is the use of exemplars in arts pedagogy reflective of the artistic practice of contemporary fine artists? How are practicing artists’ relations to the work of other artists similar to or different from the relations student artists have with the work they encounter in an educational context? Could contemporary arts practices of parody, appropriation, satire and homage act as processes that ‘flip’ the exemplar? What are the possible ramifications of using exemplars as visual benchmarks for assessment, in place or, or in concert with, textual criteria (“This is an A project…” “This is a B project…”)?

VOKE is interested in new voices within art education, presenting their ideas in unorthodox ways. We hope that this call for our second issue will encourage submissions from artists, researchers, and educators working in K-12, higher ed, or outside of conventional school contexts.

Click for Proposal Submission Form

Proposals should include:
• A short abstract (~250 words) describing the proposed project’s area of research
• A detailed plan (~250 words) of the proposed form the visual research object will take
• Responses may also include images or links to prior visual work by the author, or sketches/prototypes of the proposed project – though the project proposed must not have been previously published elsewhere. A portfolio of prior visual work is not necessary, however, and we welcome non-artist researchers to propose collaborations with visual artists.

Preference will be given to proposals that have a clear vision for the ultimate shape of their project and how it will be presented on Voke. Broadly, pieces on Voke consist of two components:
• A visual research object ready to be viewed on the web. Voke is not a blog, we don’t simply insert your work into a template. You should determine what form of online presentation best suits your work.
• A written research document. APA cited and formatted. This text will serve as a literature review and as a textual complement to your visual piece.

Further questions can be directed to Jill Palumbo.

If accepted, your proposal will be assigned to two members of the editorial board, who will provide initial feedback on your proposal and ongoing support in the realization of the project and its integration into the site. Your final textual literature review, and a draft version of your object, will be due by July 1st, 2014, and your assigned board members will provide feedback on the piece. The final version of the project will be due September 9th, 2014.

If you have a completed, unpublished, visualized research project, or have completed, unpublished textual research you wish to articulate visually in Voke, your submissions are also welcomed!

Art Teacher Certification and Community-Based Arts Education
Guest Editor: Tyler Denmead, University of Illinois, Urbana-Champaign
Submissions Due: June 1, 2014
Visual Arts Research seeks papers for a special issue that discusses how community-based arts education and art teacher certification might together influence university art education programs. Interest in community-based arts education (CBAE) is growing as art education is being squeezed out of some schools. Yet the distance between schoolbased art teaching and CBAE, in theory and in practice, remains. Some community-based arts educators view school art as depoliticized and formalist. Some school-based educators view community art as lacking rigor and posing a threat to art teachers’ jobs. Art teacher certification programs have been slow to offer pathways for artists, teachers, citizens, and activists working outside schools. Nor have community arts educators found productive ways to influence school art practices and policy. These differences may become more pronounced as certification programs negotiate public skepticism of university-based teacher certification, contracting demand for art teachers, and the churning imposition of state mandates.

The formation of CBAE as an academic discipline is also contentious. Some CBAE practitioners use the arts to address social problems where people live and work. Some seek alternative social formations inspired by art, craft, and design. Still others democratize participation in art making and enlarge what practices count a legitimate. Using academic qualification to demarcate experts and amateurs while regulating their skills and practices is in tension with CBAE values and practices. But CBAE’s emergence as an academic discipline expands the purview of art education, and the future of art education may depend on exploring its mutual interests with art teacher certification. Considering this shared influence is the purpose of this special issue of VAR.

Suggested topics for the issue include, but are not limited to:
• Alternative and/or multi-sited pathways for training art educators in schools, prisons, museums, and after-school programs, including modifications to “Saturday Art School” or early-field experience
• Problematizing divisions between “community artist” and “school teacher” or “school” and “community” settings
• Cases for/against art education’s role in professionalizing CBAE
• Analysis of the “market” for art teachers and CBAE practitioners
• Negotiating CBAE & state mandates for art teacher certification
• Opportunities and threats, real and imagined, for CBAE in relation to public schooling, and vice versa%
• Contributions of social practice, community organizing, and social activism to school art teaching and CBAE

We invite papers on these and other related topics. To reflect our international readership and the global significance of art in community life, submissions from art educators outside North America are welcome. Submissions are encouraged from those who are and who are not employed by universities. Critical addressing of problems, not merely advocacy-oriented accounts of “success stories” and “best practices,” are desired.

Submission guidelines can be found at
Please send completed drafts as attachments to
Inquiries about this special issue should be directed to

Visual Arts Research, now in its 40th year, is published twice a year by the University of Illinois Press, through the Art Education Division at the University of Illinois, Urbana-Champaign.

For information about subscriptions to VAR, please see

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.

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

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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