Join the largest creative community established exclusively for visual arts educators, university professors, researchers and scholars, teaching artists, administrators, and art museum educators.Join NAEA Renew Membership
ListServ Sign Up
Collaborate. Learn. Engage in thoughtful dialogue.Go
Call for Submissions
Higher Education Division Forums during the National Art Education Association Conference
March 2016, Chicago
NAEA Higher Education Division is organizing TWO thematic research forums during the upcoming convention to advance a critical discussion about LEADERSHIP and its impact in visual arts education research and practice. Two suggested conference topics and issues that are of interest to Higher Education forum organizers include:
1) Art Educators in Academia as Public Intellectuals:
The definition of who and what is a public intellectual has evolved through time. Today, it is a contested term as new questions of privilege, race, and social media challenge traditional notions of the public intellectual. Typically, the public intellectual is considered a distinguished member of a university faculty or scholar who is widely recognized by the general public, but also respected for their opinions on a wide range of topics outside of their disciplinary expertise. Artists have and continue to play a role as a public intellectual. Further, art educators in, and outside, of academia participate as public intellectuals as well.
The Higher Education Division invites members to submit abstracts on the subject of art educators in academia as public intellectuals. Topics can include, but are not limited to, historical examinations of how art educators were public intellectuals, theorizations for what it means to be a public intellectual in the 21st century, practical examples and illustrations, and or a critique of the concept.
2) Leading toward Social Justice:
What is art education leadership in contexts of social injustice and cultural inequity? How do art educators serve as agents of organizational and community transformation? This forum is concerned with leading toward social justice in art education. The Higher Education Division invites proposals for the presentation of provocative ideas and innovative practices that situate artist/educators as leaders and change-makers. The session will follow a moderated dialogue format. Panelists will briefly introduce themselves and their work, followed by a discussion structured around questions from forum moderators and audience members. If you would like to participate in this event, please submit an abstract of your work as it relates to the theme of leading toward social justice. Include one to two key questions that ground or have been inspired by your work on art education leadership and social justice.
To apply to be a participant in one of the Forums, please use the following procedure:
1) Submit an abstract answering the following questions (no more than 300 words):
a) To which leadership issue does your topic relate best? (Public Intellectual or Social Justice)
b) What question, problem, hypothesis or project related to research in arts and design education do you wish to discuss?
c) What empirical data (quantitative/qualitative) or example/phenomenon do you want to use as illustration?
d) How will your proposed topic advance the NAEA research agenda? http://t.co/Eyn8HknRiK
2) Send completed proposal to appropriate Forum Leader no later than midnight PST NOVEMBER 1, 2015.
• Proposals on the topic of Art Educators in Academia as Public Intellectual should be sent to Juan Carlos Castro (JuanCarlos.Castro@concordia.ca)
• Proposals on the topic of Leading Toward Social Justice can be sent to Amelia Kraehe (Amelia.Kraehe@unt.edu)
Members of the Higher Education division leading the forum and a review board comprised of division members and the division leadership team will review the applications and advise on preparation to present and participate in the forum. Selected participants will be notified December 1, 2015. If selected, full papers for proceedings e-publication will be due March 1, 2016. There will also be a few preparation conference calls prior to the convention in March to shape up the format of each forum to ensure audience engagement.
Sara Wilson McKay, Higher Education Division Chair firstname.lastname@example.org, or members of the HE leadership team with any questions.
Jeff Broome, Division Director-Elect
Amelia “Amy” Kraehe, Western Region
Juan Carlos Castro, Eastern Region
Connie Stewart, Pacific Region
Karen Heid, Southeastern Region
CALL FOR PAPERS - Journal of Cultural Research in Art Education
Deadline: Extended to January 1, 2016
Mini-Theme Information: Media in a Post-Racial Society
Upon the 2008 election of Barack Obama as President of the United States, many people, perpetuated by mass media and news analysts, indicated our society had officially become “post-racial” (Kaplan, 2011). Many scholars (Foster, 2013; Higginbotham, 2013; Kaplan, 2011) responded in clear opposition to the notion, indicating the many ways in which race and racism still function as an unaltered form of social construction and reproduction, supporting white supremacy and contributing to a fixed white privilege and unequal racial structures. Mass media plays a significant role in maintaining and perpetuating these racial inequalities, while social media outlets have provided grassroots efforts to draw attention to ongoing issues of racism.
This mini-theme for the Journal of Cultural Research in Art Education calls for written manuscripts and digital submissions addressing the potential for art educators to act against the prevalence of racism in mass media, engage with social media activism and counter-storytelling and provoke media citizenship through public pedagogy. Some probing questions this volume will address include:
• How are art and visual culture educators responding to post-racial society?
• What theoretical approaches (e. g., critical race theory) can be applied as lenses through which to analyze mass media coverage?
• In what ways are social media outlets used to address issues of racism (e.g. capturing and releasing images and videos of police use of excessive force) and facilitate media literacy and citizenship addressing race in our society?
• How can art and new media forms effectively address race, gender, and other social identities and constructions portrayed in the media?
• What are some strategies and skills to facilitate critical and constructive media consumption and understanding to develop democratic media citizenship?
• How can educators address media and race issues in classrooms, museums, and other educational settings?
• What are some of critical responses of museums and community-based organizations regarding racial issues in the media?
• In what ways can social media and networking facilitate activism toward social justice?
• How can public pedagogy effectively address critical media awareness and citizenship?
Written submissions should be in Word (.doc) format; include a title page containing the author's name(s) and affiliation(s); a short abstract and key words; and figures, graphs, and images appropriately at the end of the manuscript. 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. Image-based submissions should be accompanied by explanatory text. For submission of alternative/digital formats, please consult with the Senior co-Editors for submission preference.
Written papers should be in APA style (6th edition) and submitted by email to:
Ryan Shin and Karen Hutzel, Senior co-Editors
Deadline for submission of manuscripts for the 2016 (Vol. 33) issue of the Journal of Cultural Research in Art Education is November 1, 2015.
Review and Publication Information
All manuscripts will undergo a blind review by 2 reviewers from the Review Board of jCRAE. Upon review, authors will receive a recommendation from the Senior co-Editors for either Acceptance; Minor Revisions; Major Revisions; or Rejection. Revisions are common and expected upon primary review of a manuscript submission. jCRAE is accessible as an online journal at www.jcrae.org. As a new (pilot) feature of the journal, we expect to pre-release accepted articles and digital pieces online throughout the year, as they become ready. Therefore, we encourage authors to submit early or contact us for the possibility of submitting after our deadline.
We look forward to receiving your submission!
Karen Hutzel and Ryan Shin, Senior co-Editors
Foster, J. D. (2013). White race discourse: preserving racial privilege in a post-racial society. Lanham, MD: Lexington Books.
Higginbotham, F. (2013). Ghosts of Jim Crow: Ending racism in post-racial America. New York: New York University Press.
Kaplan, H. R. (2011). The myth of post-racial America: Searching for equality in the age of materialism. Lanham, MD: Rowan & Littlefield Education.
CALL FOR SUBMISSIONS - Journal of Art for Life (JAfL)
“Simply put, ‘creative placemaking’ is the ways in which communities use the arts to help shape their social, physical, and economic characters – cities and towns literally change when you bring artists to the center of them.”
-Rocco Landesman, Chairman, National Endowment for the Arts
The Journal of Art for Life (JAfL) is welcoming submissions to be considered for publication in an upcoming issue entitled: Creative Placemaking (Spring 2016). With the forthcoming retirement of Dr. Tom Anderson, JAfL would like to create a special issue dedicated to the far-reaching impact of his scholarship. Dr. Anderson has spent his career engaged in the practice of creative placemaking. His work with art criticism focuses on how we creatively craft spaces for aesthetic engagement, while his interest in the social foundations of art and education centers around creative movement within educational places. Likewise, his concern with social justice issues encourages us to carefully and creatively navigate the social places we inhabit, and his inspiring work with environmental sustainability supports an awareness of the physical places we live in. Most recently, his socially conscious selfie project playfully explores the development of a sense of place and community through the collective documentation of self in the environments that most move you.
We encourage submissions that exemplify (theoretically, practically or artistically) the concept of creative placemaking and an awareness of art’s important role in our lives. Articles that address how creative placemaking might push the boundaries of theory and practice in art museum, education, administrative and therapeutic environments are encouraged. The manuscripts should be between 4,000-5,000 words (although instructional resources or arts based representations may be fewer). Visuals and alternative forms of representation are always welcomed. Manuscripts must adhere strictly to guidelines set in the Publication Manual of the American Psychological Association, 6th edition. All submissions should include a copy of the manuscript prepared for blind review. Authors should also submit a short bio of 150 words or less; this bio should also include a digital photograph of the author, suggested key terms, author’s twitter handle (if available), and a list of twitter handles to share the article with upon publication. More detailed submission guidelines are available here. View PDF. Check out their new website journalofartforlife.org. Deadline for submissions is November 31, 2015.
CALL FOR PROPOSALS
Call for Proposals: The Penn State Seminar @50: Transdisciplinary Inquiry, Practice, and Possibilities
The Pennsylvania State University, University Park, April 1–3, 2016
The 1965 Art Education Seminar held at Penn State is a landmark in the field. Participants and attendees included leaders who shaped the field into the next century. Organized by art education faculty members Ed Mattil (Penn State), David Ecker and Jerome Hausman (Ohio State), and moderated by Harlan Hoffa (Penn State), the seminar was funded by the United States Office of Education and planned in conjunction with leading art educators such as Elliot Eisner (University of Chicago), Kenneth Beittel (Penn State), and Manuel Barkan (Ohio State). Bringing together artists, art historians, critics, art educators, curriculum experts, psychologists, and sociologists, the seminar helped transform the focus of art education from psychologically grounded, developmental approaches to teaching and research to a more self-conscious stance as part of the humanities and interdisciplinary scholarship. Participants at the 1965 Seminar argued that curriculum in visual arts education should draw on contemporary art practice, and introduce art history and criticism to school children. They carried these ideas back to their institutions, exploring them with succeeding generations of graduate students who then implemented new paradigms. The April 2016 conference will revisit visions of art education established a half-century ago, consider emerging issues and directions in the field, and explore international issues. All accepted presentations, posters, panels, and invited talks will be included in the published conference proceedings. Conference presentations will encourage critical reflection, deliberation, and exploration in response to three broad questions:
• How has the field of art education changed as a result of the 1965 Penn State Seminar?
• What might constitute “informing disciplines” for 21st-century art education, fields that reflect contemporary culture, the politics of schooling, and global concerns?
• What might become new research methodologies for art education in uncertain educational, political, and international contexts?
In order to allow as many people to present as possible and to maximize critical conversation, we invite proposal submissions for roundtable papers and posters related to one of the questions above.
Roundtable paper and poster proposals will be accepted until December 11, 2015. Proposals should be e-mailed to PennState50@psu.edu. E-mails should include Penn State 50 in the subject line.
To submit a complete three-part proposal as an attached MSWord.docx or RichTextFormat.rtf file, include the following:
• Cover Page: Name, institutional affiliation, contact information (including phone and e-mail), and presentation title
• Proposal Abstract (on separate page): Title, summary of the paper or poster, the focus, and argument (500 words or less) and references (in APA style). The abstract should not include identifying information about the author/s or institutions/s.
• Professional Biography (150 words)
Notification of decisions about proposals will be sent by January 29, 2016. All authors of accepted submissions will be expected to register for the conference. For more information on the conference, including invited speakers, accommodations, registration, and agenda, visit http://sites.psu.edu/arteducationseminarfifty/. Please direct questions to PennState50@psu.edu.
Penn State is an equal opportunity, affirmative action employer, and is committed to providing employment opportunities to all qualified applicants without regard to race, color, religion, age, sex, sexual orientation, gender identity, national origin, disability or protected veteran status. U.Ed. ARC 16-61
CALL FOR ARTICLES, COMMENTARIES, & MEDIA REVIEWS
Studies in Art Education Special Theme Issue
Histories and Historical Research in Visual Arts Education
A committed cadre of art educators maintains historical research as a primary interest; a number of emerging scholars are doing historical research characterized by revisionist interpretations and innovative methods. Some have speculated that historical research emerges during periods of paradigm shift, raising questions about who does historical research, when and where, and most importantly, why?
Authors may want to consider some of the following questions as they draft submissions:
• Why is historical research important in a field such as art education where practice is informed by theory?
• Many histories of art education have used biography as a lens for understanding the past. Whose professional lives and contributions should be subjects for historical research in art education? Why are those people significant in relation to 21st-century art education?
• What types of historical research studies are needed in the 21st century?
• What questions should we be asking about the past?
• When does something become history? Did history of art education stop with the 1965 Penn State Seminar, or with discipline-based art education, or visual culture art education? Are we at the end of the history of art education, or just beginning?
• Where should art educators look for historical research questions and methods? How might interdisciplinary approaches inform historical research?
• How might historical research contribute to professional learning for art educators? Should courses in art education histories be required during preservice or graduate programs? If so, why? What can we learn from critically examining histories of our field?
The Senior Editor of Studies in Art Education invites manuscripts that address this topic. All submissions should follow the established submission guidelines for the journal: http://www.arteducators.org/research/studies
Deadline for submission: January 1, 2016. Theme issue proposed for: Spring 2017.
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.
2016 CALL FOR MANUSCRIPTS - Trends, The Journal of the Texas Art Education Association
Theme: Situate, Situation, Situating: Art Education
Looking beyond the technical to the artistry involved in art education helps us understand where we have been, where we are,and where we are going. As we develop purposefully and responsively as art/ist educators, the narratives we build are important in developing the very sense of who we are, as well as what, and why we do what we do. These narratives impact how we view each other and ourselves in the spaces of art education. Deadline: Original manuscripts must be received by January 15, 2016 as MS Word document attachments, electronically via e-mail to: Heidi Powell at email@example.com or Bill Nieberding at firstname.lastname@example.org. VIEW FULL DETAILS
CALL FOR CHAPTERS - Visitor-Centered Exhibitions and Edu-Curation in Art Museums
Sponsoring/Host Institution: Pat Villeneuve, PhD, (Florida State University) and Ann Rowson Love, PhD, (Florida State University) (Editors), Rowman & Littlefield
Deadline: One Page Abstract, February 2, 2016
Call for Chapters. It’s no longer one of the other! Visitor-Centered Exhibitions and Edu-Curation in Art Museums promotes balanced practices that are visitor-centered and educational while honoring the integrity and powerful storytelling of art objects. We are looking for authors who practice and promote visitor-centered exhibition development using collaborative, non-hierarchical curatorial and educational approaches.
Background. Since the 1990s, there has been a growing mandate, expressed in museum theory, literature, and policy, for a move from an object-centered practice to a visitor-centered one. Setting the stage for this transformation was Dutch museologist Van Mensch (1990). His work in methodological museology reconceptualized the functions of a museum from the traditional five (collect, preserve, exhibit, educate, and study) to three: preserve (which presumes collecting), study, and communicate. The most significant change came in the communication function that conflated education and exhibitions to the benefit of museum audiences. In 1992, the American Association of Museums underscored the educational mission of museums in a landmark policy piece entitled, Excellence and Equity: Education and the Public Dimension of Museums (Hirzy, 1992). Before the end of the same decade, US museologist Weil (1999) famously declared that museums must go from being about something to being for someone. At the same time, much of the dominant art museum education literature in the United States and the United Kingdom focused on the constructivist museum, particularly as articulated by Hein (1994, 1998) and Hooper-Greenhill (1994).
Despite some improvements in the field over the ensuing years, we continue to see the constrained position of education in art museums. With over 60 years of experience between us, we have reached the conclusion that museum exhibition practice needs to be changed to more fully achieve the educational mission of the art museum through visitor-centered exhibitions. To that end, we have coined the term edu-curation as our vision for a new, blended practice that makes best advantage of curatorial and educational expertise to benefit museum visitors.
Chapters. Successful chapters (+4,000 words) will showcase visitor-centered exhibitions, clearly articulate ideas guiding their practices, and represent multiple voices, including the visitor. Manuscripts will be grouped thematically, with possible editor comment, for publication. Priority will be given to submissions that have multiple authors (especially educator and curator pairings) and report evaluations of visitor-centered exhibitions. Special consideration will also be given to co-authors who collaborate on exhibition development in art museums.
Chapter orientations may include:
• Setting the stage for collaboration in exhibition development (When does collaboration begin? Who is at the table? How do collaborators contribute to goal- and outcome-setting?)
• Specific collaborative and visitor-centered models<
• Case studies of visitor-centered exhibition development
• Candid documentation of attempts at team curation or visitor-centered exhibitions, including discussions about conflicts and challenges during the process
• Roles of evaluation in visitor-centered exhibition development and resulting exhibitions
• Evaluations of visitor-centered exhibitions
• The nature of collaboration between educators and curators
• New roles for educators in visitor-centered exhibition development
• Community participation on exhibition development teams<
• How visitor-centered exhibitions contribute to the overall museum mission and vision
• Theoretical orientations of visitor-centered exhibition development
• Preparation of future museum professional specialists in visitor-centered exhibition practices
Deadline. Please send a one-page, single-spaced abstract of your proposed chapter to both email@example.com and firstname.lastname@example.org by Monday, February 1, 2016. Successful authors will be notified by February 15, with completed manuscripts due by Monday, May 2, 2016.
References. Hein, G. E. (1998). Learning in the museum. New York, NY: Routledge.
Hein, G. E. (1994). The constructivist museum. In E. Hooper-Greenhill (Ed.), The
educational role of the art museum (pp. 73-79). New York, NY: Routledge.
Hirzy, E. C. (1992). Excellence and equity: Education and the public dimension of
museums. Washington, DC: American Association of Museums.
Hooper-Greenhill, E. (1994). Museum learners as active postmodernists:
Contextualizing constructivism. In E. Hooper-Greenhill (Ed.), The educational role of the art museum (pp. 67-72). New York, NY: Routledge.
Van Mensch, P. (1990). Methodological museology, or towards a theory of museum
practice. In S. Pearce (Ed.), Objects of knowledge (pp. 141-157).
Weil, S. (1999). From being about something for being for somebody. The ongoing transformation of the American museum. Daedelus, 128(3), 229-258.
CALL FOR CHAPTERS - Virtual World Best Practices in Education: Horizons, March 9-10, 2016
Sponsoring/Host Institution: Virtual World Best Practices in Education organization
Four categories for submission:
The Academic category includes research and best practices application within educational settings that use virtual worlds, both traditional and corporate, who wish to share findings and implications for innovative practice. Submitting to the academic category includes required submission of a paper, which will undergo a blind peer review.
The Communities of Practice category is for those who support education or research, but who are not academics, educators, or directly connected to schools or educational organizations. . This category also undergoes a blind peer review composed of members of the community. Submission does not require a full paper.
The Creative category is for both academics and communities of practice, who wish to showcase their creative works in virtual worlds through artistic expression in order to promote their organization or achievements.
The Immersive Experiences category showcases locations whose main objective is interaction, immersion, and engagement for those who enter them, whether to play a game, solve an immersive problem, or engage participants in hands-on, interactive learning.
Immersive Submissions to the immersive experiences category are committee reviewed and require already existing and ready for use locations or platforms. If a proposal is selected for inclusion, it will be scheduled two weeks before conference, or one week after, depending on availability and timing.
For more information, visit website: http://vwbpe.org/presenters/call-for-proposals
CALL FOR SUBMISSIONS - CANADIAN REVIEW OF ART EDUCATION REVUE CANADIENNE D’ ÉDUCATION ARTISTIQUE
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: email@example.com. For more information visit http://www.csea-scea.ca/.
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 (firstname.lastname@example.org) 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 (email@example.com).
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 firstname.lastname@example.org.
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
• Visual communication and culture
Submissions can be made at any time online by registering at: http://ojs.library.ubc.ca/index.php/ijet/index