Call for Submissions

View a list of current opportunities below:

Call for Submissions: The Future of Art Curriculum

A Special Issue of Art Education, the Journal of the National Art Education Association

Nearly a half century ago, educational philosopher Elliot Eisner charged that art educators were generally too fixated on art of the past (Eisner, 1972). Since then, many art education practitioners and thought leaders have focused on “the now” by producing art curriculum based on contemporary art practices, present-day social issues, and new technologies and visualities. If the past and the present are useful frames for developing art curriculum, then what happens when we focus on “the next”? How might we think about art curriculum of the future?

Today’s forecasters paint a future in which the world is dramatically different from what we have known throughout human history. Looking ahead, we are told we can expect advances in automation, artificial intelligence, and the global flow of information, images, and culture. Accelerating climate changes are on the horizon, as well as the large-scale displacement of human populations as a consequence. Moreover, increasing wealth gaps within and between nations show no sign of waning. What does art curriculum look like when it is oriented toward this or any other imagined future? How do conceptions of the future inform what is taught and experienced in art classrooms or during art museum tours? What conversations, pedagogies, instructional resources, assessments, and research agendas are created when art curriculum is approached through a futuristic framework? And what are the qualities of such a framework?

This special issue of Art Education seeks submissions that explore, sketch, or test out art curriculum of the future. Sometimes playful and other times serious, curriculum futurities involve thinking critically and creatively about “possible, probable, and preferable futures” (Bell, 2017, p. xxx). Art curriculum futurities can draw inspiration from what came before to innovate and renovate curriculum frameworks for subsequent generations, looking back on the past, reflecting on the present, but also continuing forward.

Authors may wish to respond to one of the questions previously listed or to one of the topics listed below:

  • Reimagining the future through art
  • Futuristic literacies and artistic habits of mind
  • From “best practices” to “next practices”
  • Futuristic aesthetics and philosophies for art curriculum
  • Identity development for diverse artistic future
  • Reshaping curriculum futures in art museum education
  • Making spaces and technologies for art curriculum of the future
  • Futures-oriented collaborations and partnerships for art education
  • Curriculum futures for STEAM education
  • The sustainable and the unsustainable in art education
  • Design(ing) curriculum and design(ing) thinking in an uncertain world
  • The future of art educator professional development
  • Art curriculum for a just and equitable future

Bell, W. (2017). Foundations of futures studies: Volume 1: History, purposes, and knowledge. New York, NY: Routledge.

Eisner, E. W. (1972). Educating artistic vision. New York, NY: Macmillan.

Deadline for submission: June 30, 2019

Amelia M. Kraehe, PhD, Senior Editor of Art Education, the official journal of the National Art Education Association, invites manuscripts that address the theme, The Future of Art Curriculum. All submissions for this special issue should follow the established submission guidelines for the journal. Send questions to:

Submissions can be made through our publisher’s website.

Download complete details here

Canadian Review of Art Education Revue Canadienne D'Education Artistique - 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 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.

How to Submit: Please submit by email with attachment (s) to the editor Anita Sinner, Concordia University, Art Education, Faculty of Fine Arts: For more information visit

International Journal of Education Through Art - Call for Articles

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:

Journal of Cultural Research in Art Education - Call for Submissions

Sponsoring/Host Institution: USSEA

Deadline or End Date (month, day, year): Rolling
Description of the Opportunity (1,000 character max, including spaces): The Journal of Cultural Research in Art Education will consider for publication manuscripts on all aspects of social and cultural research relevant for art and visual culture 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 community arts, schools, arts administration, art museum education, art therapy, and other disciplinary and interdisciplinary approaches that are relevant to art and visual culture education. Theoretical research, research in which qualitative and/or quantitative methods are used, and visual formats will be considered.

Please visit for more information.

Journal of Curriculum and Pedagogy - Call for Arts-Based Research

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.
  3. 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

Studies in Art Education

Studies is a quarterly journal that reports quantitative, qualitative, historical, and philosophical research in art education, including explorations of theory and practice in the areas of art production, art criticism, aesthetics, art history, human development, curriculum and instruction, and assessment.

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