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CALL FOR ARTICLES, COMMENTARIES, AND MEDIA REVIEWS
Special Issue of Studies in Art Education on Sustainability, the Arts, and Art Education
SUBMISSION DEADLINE: October 15, 2011
The concept of sustainability has come to prominence in recent years in response to increasing signs that the natural environment has incurred significant damage caused by human activities. However, the concept of sustainability has come to mean different things to different people. In its multi-dimensionality, sustainability has ecological, economic, cultural, and ethical aspects. Differences exist over what should be sustained, what the goal of sustainability should be, and what methods will be most effective. Questions can also be raised about how the ecological, economic, cultural, and ethical dimensions of sustainability relate to one another. Despite the frequency with which sustainability is discussed, there remain many uncertainties about its real meaning and practical implications.
Sustainability has implications for the arts and art education. It provides an interpretive lens for investigating educational and artistic practices. It implicitly highlights a particular set of goals and values. It motivates critical reflection about social and political practices, and spotlights human engagement with the cultural and natural worlds. It challenges the present generation to take future generations more seriously.
The Studies in Art Education Senior Editor invites manuscripts for this special issue that address the following topics, among others:
• How should sustainability be interpreted for and embodied in art education practice?
• How might the arts contribute to the emergence of a sustainable society?
• How do the arts help us to perceive, interpret, and understand the concept and experience of place?
• How do sustainability initiatives make use of the arts and visual culture? What opportunities have opened up for interdisciplinary collaborations?
• What is cultural sustainability in the context of art education?
• What ethical challenges in contemporary life does the concept of sustainability help to reveal and attempt to address, and how do these challenges engage the arts and art education?
• What role can or do the arts play in addressing environmental injustice as a dimension of sustainability?
• How can cultural, economic, and/or ecological sustainability be interwoven through arts practice and art education?
All submissions for this special issue should follow established submission guidelines found at http://www.arteducators.org/research/studies
Submit Commentaries to: Dr. Kevin Tavin at tavin.1@osu.edu
Submit media reviews to: Dr. Laurel Lampela at lampela@unm.edu
CALL FOR PAPERS
Open Call for Manuscripts for Journal of Cultural Research in Art Education
Deadline November 15, 2011
The Journal of Cultural Research (JCRAE) is an annual publication of the United States Society for Education Through Art (USSEA). JCRAE focuses on social/cultural research relevant for art education, including cultural foundations of art education, cross-cultural and multicultural research in art education, and cultural aspects of art in education. These areas should be interpreted in a broad sense and can include arts administration, art therapy, community arts organizations, and other disciplinary and interdisciplinary approaches that are relevant to art education. Theoretical research and research in which qualitative and/or quantitative methods as well as other formats and strategies are used all will be considered for publication. To be included in this issue, papers should be sent digitally to: Dipti Desai, Editor, at dd25@nyu.edu
CALL FOR SUBMISSIONS
Cultural Sensitivity in a Global World: A Handbook for Teachers. Culturally sensitive art education practices aim to develop individuals who have deep appreciation for the aesthetic beliefs and artistic expressions of members of their local sociocultural communities, yet at the same time exemplify openness, respect, and a sense of mutuality and caring responsibility for those from other communities around the world. The focus of this handbook is on best teaching practices, assessment procedures, and resources that support student learning through promoting cultural sensitivity and participation
in a globally interconnected world.
Teachers of kindergarten through postsecondary grade students and those who teach in out-of-school contexts in museums and other settings are encouraged to submit reports of individual or group projects, descriptions of instructional strategies, or model units and lesson plans designed to foster appreciation, initiate interactive communication, nurture empathy, and/or promote mutual respect among people from diverse socio-economic, gender, ethnic, national, and cultural groups. View
The deadline has been extended to November 15, 2011 for E-mailing one to two page double spaced
(11-12 pt) abstracts of proposals for chapters to be considered to be inclusion in this handbook. Send copies of abstracts to all three editors:
Marjorie Cohee Manifold, mmanifol@indiana.edu
Steve Willis, SteveWillis@missouristate.edu
Enid Zimmerman, zimmerm@indiana.edu
CALL FOR PAPERS
Call for Papers Journal of Social Theory in Art Education, JSTAE Volume 32 - Journal Theme: De(Fence). DEADLINE: NOVEMBER 15, 2011
Kryssi Staikidis, Editor; Sharif Bey, Associate Editor; Bob Sweeny, Senior Editor
The Journal of Social Theory in Art Education (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.
• In light of recent and dramatic changes in our local and global economies, policies and job markets, are we as artists/scholars/educators/arts advocates compelled to take a stance in defense of our fields, jobs, and personal politics?
• Are we standing alone or do we feel alone in our positions or vulnerabilities?
• Are we divided or fenced in/out from the possibility of sharing any collective efforts to realize a collective vision, and if so, what are the divides?
• On the other hand, what are the challenges or benefits of creating, studying visual culture or teaching art in this uncertain time?
• Can we create, innovate, reshape spaces, opportunities or works that engage people or bring us/them from the margins to the center?
• Is de(fencing) the act of collecting, collaborating, strengthening, supporting, envisioning, protecting, liberating?
We hope that this collaboratively developed call for Volume 32 of The Journal of Social Theory in Art Education will encourage submissions from authors, poets, artists, writers, researchers, teachers, whether in higher education, K-12, administration, policy, 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: De(Fence).
The complete call for papers for JSTAE Volume 32 and full directions for preparation of manuscripts are available at www.cstae.org (please click on the link Journal of Social Theory in Art Education under Publication Opportunities).
Please direct any questions or concerns to Kryssi Staikidis, JSTAE Editor 2011-2013 at kstaikidis@niu.edu.
The Journal of Social Theory in Art Education is the official journal of the Caucus on Social Theory & Art Education, CSTAE, an issues group of the National Art Education Association, NAEA. See volumes 30 and 31 of JSTAE online at www.jstae.bluedoublewide.com.
CALL FOR PAPERS
Art Education Journal, Art Education 2012
Submissions due December 9, 2011
The transformative power of the inner vision of a culture has long been the pedagogical focus of NAEA’s Committee on Multiethnic Concerns. This special issue of Art Education explores the question of current engagement through culturally responsive teaching. Cultural inner vision is distinguishable from the ethnographic practices that embolden post-colonial dialogues that may silence the inner visions about what the visual means to the people that endure and survive oppression.
• What does culturally responsive teaching look like in 21st-century art education?
• What successful practices in art education make a difference in increasing involvement of children of color in the arts and beyond?
• To what extent does contemporary art by people of color exist within art education preservice experiences?
• How is this assessed in the gateway to professional art education practice?
• How do the varying degrees of presence and non-presence of cultural inner vision impact curriculum design and delivery in community-based programs, museum programming, and K-12 educational programs?
• Which emergent voices may significantly inform cultural vision within the communities where we seek to establish art education programming?
• How might the role of research, as a tool to enhance classroom practices, contribute to our understanding of how to best engage our students?
This issue will be co-edited with Debra Saabsty. Send papers electronically to arteducationjournal@gmail.com.
CALL FOR SUBMISSIONS
Canadian Review of Art Education Call for Submissions
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. We encourage submissions from researchers, scholars, policymakers, educators, and students. Authors may submit papers, book reviews, and commentaries written in English or French.
Manuscripts must be prepared using Microsoft Word (.doc, .docx format), in 12 point font, be double-spaced and have one inch margins on all sides. Manuscripts must include an abstract of 100 words. Manuscripts must include a separate title page, a running head, and a list of three to five keywords. The title page will include the full name/s and the institutional affiliations of author/s, and identify the title of the ar ticle and page number. 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. Manuscripts should be a maximum of 6,000 words long. Black & white photographs, drawings, and diagrams must be clear, fully labelled, with appropriate credits for copyright clearance, and appear at the end of the manuscript. Author s should prepare manuscripts using the Publication Manual of the American Psychological Association, 5th edition, (2001). Submission. Authors should submit three hard copies and one email attachment to the editor Donal O'Donoghue at The University of British Columbia, Faculty of Education, 2125 Main Mall, Vancouver, British Columbia, Canada, V6T 1Z4. donal.odonoghue@ubc.ca. The email attachment copy must have a cover sheet containing the full name/s and the institutional affiliations of author/s, and and complete address including telephone number and email address.
CALL FOR SUBMISSIONS
Opportunities for Creative Teens The Scholastic Art & Writing Awards
The Alliance for Young Artists & Writers invites teenagers in grades 7–12 to participate in 2011 Scholastic Art & Writing Awards. Students may submit in more than 15 art categories including Animation, Architecture, Ceramics and Glass, Computer Art, Drawing, Fashion, Graphic Story, Painting, Photography, Sculpture, Film, Video Games, and Senior Art and Photography Portfolios. All artwork is reviewed by panels of arts professionals for originality, technical skill, and vision. Winners have opportunities for recognition, exhibition, publication and scholarships. Teachers who mentor top national award-winning students receive $1,000. The Awards are the largest, most prestigious, and longest running scholarship and recognition program for teenage artists and writers.
Deadlines vary by region. To learn how to participate in the Scholastic Art & Writing Awards, visit www.artandwriting.org or call 212-343-7729.
CALL FOR SUBMISSIONS
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 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.
CALL FOR PAPERS
In 2010 Tracie Costantino and Boyd White co-edited Essays on Aesthetic Education for the 21st Century (Sense Publishers). For 2012 we are planning on co-editing a text tentatively titled Aesthetics, empathy and education. We hope to attract submissions from authors across the educational curriculum. Papers can be theory-based or applied, or mixed. We expect our readership will include those in teacher education, liberal arts, and related fields. Potential contributors should submit an abstract of up to 150 words by July 1, 2011. Notification will be sent out around August 1st. Completed chapters should be between 5000 – 8000 words. Authors may include images but should expect these to be reproduced in black and white. All reproduction rights are the responsibility of the author. Deadline for completed papers, October 15, 2011. Anticipated publication date, late 2012 or early 2013, Peter Lang Publishing.
Abstract submissions, in Word format, may be emailed to either editor: boyd.white@mcgill.ca
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
SPECIAL ISSUE: COMMUNITY ART – VOLUME 8.3
Articles and image-text features are sought for a special issue, which will focus on the broad theme of ‘community art’, sometimes referred to as ‘art in the community’ or ‘socially engaged art’. What are the distinctive features of community art? How does it happen and what does it look like? Who is engaged in community art and where does it take place? What might be the benefits of community art? These are just some of the questions that may be addressed in this issue, there are many more. We are seeking critical articles and visual essays, or ‘image-text features’ that report on this area of art practice. Image-text features are particularly welcome for this issue. Guidelines for authors (articles and image-text features) can be found at: http://ojs.library.ubc.ca/index.php/ijeta/index
DEADLINE FOR SUBMISSIONS : 31 JANUARY 2012. Contributors should make it clear when submitting materials that they are intended for the themed issue ‘Community Art’. All enquiries should be addressed to the editor at editor1@insea.org
CONTACT US
National Art Education Association (NAEA)
1806 Robert Fulton Drive
Suite 300
Reston, VA 20191
P: 703.860.8000
F: 703.860.2960
E: info@arteducators.org