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CALL FOR ARTICLES, COMMENTARIES, AND MEDIA REVIEWS
A special joint publication of Studies in Art Education and Art Education Journal
Call for Articles, Commentaries, and Media Reviews on Theory and Practice in Art Education
There is an enthusiastic devotion to certain principles of lofty theory in the abstract…and there is a school practice taking little heed of the official pedagogic creed. Theory and practice do not grow together out of and into the teacher's personal experience.
—John Dewey, The Relation of Theory to Practice. (1904)
Numerous fields speak of the relationship between theory and practice. Much has been written regarding theory and practice in fields as diverse as Business (Locke & Golden-Biddle, 1997), Language Acquisition (Street, 1984) and Foreign Policy (George, 1993). Many of these fields that are concerned by such discrepancies are service-based, such as Nursing (Allmark, 1995) and Information Communication Technology. When the relationship between theory and practice is analyzed, it is commonly communicated using terms such as ‘gap,’ a ‘divide,’ or a ‘split.’
What is the relationship between theory and practice in the field of Art Education? This joint publication between Studies and Art Education will present current research that deals with theory in practice in its numerous varieties and conditions. Authors may wish to submit work that addresses the following questions:
General relationship between theory and practice
• What motivates perceptions of a gap between theory and practice in art education?
• In a practice related field, what is the role of theory?
• How might art education become a culture of inquiry?
• What are examples of dynamic relationships between theory & practice, inside and outside of art education?
• What problems of practice are under-researched, not researched at all, or under-theorized?
• What concerns have dominated art education research in recent times? How relevant are these concerns for classroom practice?
• What are key historical instances when art education theory and practice have intermeshed? What do these instances suggest for the present?
Dissemination of theory and practice
• What common issues of theory and practice have informed publications in Art Education and Studies in the past decade?
• Why has theory failed to impact the reactive based culture of education and what might be done differently?
• Theory often plays a minimal role in practice. How might that change? What are the impediments?
• How do specialized language and assumed prior knowledge pose obstacles between theory and practice?
Artistic theory and practice
• How does artistic theory and practice intersect with art education theory and practice?
• What role does theory play in artistic practice? What role does artistic practice play in art theory? What can we learn from this relationship that might inform art education classroom practice and theory?
• How do artforms such as performance art relate to theory development and practice-based
Terms That Might Generate Significant Issues
Thinking/Doing, Insiders & Outsiders, Language, Relevance/Irrelevance, Divisions/Commonalities, Spaces Of Practice/Spaces Of Theory, Myths, Rituals, Change, Resistances, Presences/Absences, Complications, Realistic/Unrealistic, Accessibility, Risk-taking
The Senior Editors of the Journal of Art Education and Studies in Art Education invite manuscripts that address this topic, “Theory and Practice in Art Education.” Authors should submit articles to either journal. All submissions for this special issue should follow the established submission guidelines for the appropriate journal.
Deadline submission: October 1, 2013
References
Allmark, P. (1995) A classical view of the theory-practice gap in nursing. Journal of Advanced Nursing.Volume 22(1). pp.18–23.
Dewey, J (1904). The Relation of Theory to Practice. University of Chicago.
George, A. (1993) Bridging the gap: Theory and practice in foreign policy. Washington, DC: Unites States Institutes of Peace.
Locke, K. & Golden-Biddle, K. (1997) Constructing Opportunities for Contribution: Structuring Intertextual Coherence and "Problematizing" in Organizational Studies. The Academy of Management Journal, 40(5). pp. 1023-1062
Street, B. (1984) Literacy in theory and practice. Cambridge, UK: University of Cambridge.
CALL FOR SUBMISSIONS
Special Issue of Art Education on Violence and Art Education
The topic of violence has been addressed by art educators in numerous ways: as a component of popular visual culture (Freedman, 2000); as a form of expression in child art (Wilson & Wilson, 1982; Duncum, 1986); and as a form of political resistance. Duncum (2006) outlines the numerous forms of media violence relevant to art educators describing forms of violence as comic, transgressive, retaliatory, and gratuitous.
In the wake of recent high-profile school shootings and the ongoing public debate over violent media, art educators are once again caught between calls for awareness/safety and free expression. What current discussions about violence are taking place in art classrooms, museums, community centers, and prisons? How are art educators responding to forms of violence that are expressed in the spaces of learning? Are forms of symbolic violence, expressed as art, being read in way that shut down dialogue?
This special issue of Art Education looks to open up a space for debate and discussion. Authors may wish to respond to one of the questions listed above, or to one of the topics listed below:
Art History and Violence; Dangerous Play; Bullying; Symbolic Violence; Violence in Media; Institutionalized Violence; Violence in/Through/to Language; Agency and Catharsis
Robert W. Sweeny, Editor of Art Education, invites manuscripts that address the topic of ‘Violence and Art Education.’ Authors should submit articles to arteducation@gmail.com, following the established submission guidelines outlined at www.arteducators.org/arteducation.
Deadline submission: June 15, 2013
References
Duncum, P. (1986). Children's unsolicited drawings of violence as a site of social contradiction. Studies in Art Education, 4(30), 249-256.
Duncum, P. (2006). Attractions to violence and the limits of education. The Journal of Aesthetic Education, 4(40), 21-38.
Freedman, K. (2000). Social perspectives on art education in the U S: Teaching Visual Culture in a Democracy. Studies in Art Education, 4(41), 314-329.
Wilson, M., & Wilson, B. (1982). Teaching children to draw: A guide for teachers and parents. Englewood Cliffs, NJ: Prentice-Hall.
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 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
Power and Education is an international peer-reviewed journal promoting critical studies of contemporary educational practice and challenging the complicit routines of mainstream educational research.
Articles for consideration should be sent by email attachment to Dr. Michael F. Watts (michael.watts@wwwords.eu) after a careful reading of the requirements shown below.
Articles accepted for publication become the copyright of the journal unless otherwise specifically agreed. All contributions should be original and should not be under consideration elsewhere. Authors should be aware that they are writing for an international audience and should use non-discriminatory language.
All submissions to the journal are peer-refereed so they are published in accordance with international academic standards for research publication.
The journal seeks to receive:
• academic articles (about 7,000 words)
• interchanges and responses to articles (up to 2,000 words)
• thematic reviews (no word limit)
• book reviews (up to 1,000 words)
Visit the journal’s website at www.wwwords.co.uk/power/ for information on the journal and how to contribute high-quality manuscript submissions. Articles for consideration should be sent by e-mail attachment to the journal’s Editorial Office (powerandeducation@mmu.ac.uk).
CALL FOR ARTS BASED SUBMISSIONS
Journal of Curriculum and Pedagogy
The Journal of Curriculum and Pedagogy is positioned at the intersection of curriculum theory, teaching studies, and arts-based research. Each issue of the journal features an abbreviated essay on arts based educational research (ABER). These short “essays” might include, but are not limited to visual artworks, documentations of performance artwork, ethno-drama, musical performances, poetry, narratives, or stills from videos complemented by a brief text that theorizes the art from the perspective of curriculum and pedagogy. The ABER section of the journal is separate from the published articles in each issue. Authors wishing to submit full-length manuscripts that are arts-based in nature should do so through the general call for manuscripts (please see above website). The submission process is comprised of three strands:
1) Arts based research accompanied by image(s). Please submit a short critical essay (up to 12 pages including references) that illuminates the intersection between the image(s) and curriculum and pedagogy or arts- based research. This essay should not be a mere description of the work, but rather it should engage a critical analysis among the arts, teaching and learning, and research methodologies.
2) Text based forms of arts-based research. Authors who work in literary arts or text-based forms of arts-based research may submit their work in this strand. Such work might include poetry, play scripts or fiction as such works pertain to themes within the ABER strand.
4) Student artwork (K through 12). Arts educators may submit images of work created by their students, or as documentation of performances of their students, for consideration. These images need not be accompanied by an essay but should include a brief 250-word “critical description” of the work and a 50-word biographical sketch of the student artist.
Authors who submit work for each of the three above mentioned submission strands must consider the following:
• 1-2 images (jpegs; minimum 300dpi for a 4”x6” image) with a signed release form or statement from the artist. (If the artist is a minor, the release form/statement must be signed by a parent or guardian. Contact the ABER editor for a release form.)
• a short 50 word biographical sketch (MSWord.doc or RichTextFormat.rtf) of the artist/researcher
• all text-based submissions must be a MSWord.doc or RichTextFormat.rtf, double-spaced, 10 or 12pt font.
ABER submissions should be submitted as follows: Please see the general submission guideline. Please mark your file ABER essay. For questions please contact the ABER Assistant Editor Morna McDermott at mmcdermott@towson.edu.
CALL FOR ARTICLES
International Journal of Education Through Art
The International Journal of Education through Art is seeking submissions. The journal is interdisciplinary in its reflection of teaching and learning contexts and also in its representation of artistic approaches and practices. It provides a platform for those who wish to question and evaluate the ways in which art education is practiced, disseminated and interpreted across a diverse range of educational contexts. Each issue consists of peer-reviewed articles and image-text features.
Particular emphasis is placed on articles that:
• Critically reflect on the relationship between education and art
• Propose original ways of rethinking the status of education and art education
• Address the role of teaching and learning in either formal or informal educational contexts and along side issues of age, gender and social background
• Adopt an open and inventive interpretation of research-based analysis
• Promote and experiment with visual/textual forms of representing art education activities, issues and research
Potential topics include:
• Art, craft and design education
• Formal and informal education contexts
• Meaning making, image and identity in art education
• Public, community and environmental art
• Pedagogy and emerging technologies
Policy and practice
Trans-cultural issues
• Visual communication and culture
Submissions can be made at any time online by registering at: http://ojs.library.ubc.ca/index.php/ijet/index
CONTACT US
National Art Education Association (NAEA)
1806 Robert Fulton Drive
Suite 300
Reston, Virginia 20191
USA
P: 703.860.8000
F: 703.860.2960
E: info@arteducators.org
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