Calls for Submissions

View a list of current opportunities below:

Art in Early Childhood: Explorations of Practice and Research

A Special Issue of Art Education, the Journal of the National Art Education Association (NAEA)

The NAEA Early Childhood Art Educators (ECAE) Interest Group advocates for early childhood art education that supports the interests and needs of young children (ages 0–8). ECAE (2019) recognizes the ways that young children represent their thoughts, feelings, and perceptions through actual, virtual, and experimental media and processes. It acknowledges the importance of responsive educators who support the varied ways that young children create meaning (storytelling, sensory-kinesthetic exploration, play, artmaking, etc.).

While it is generally understood that early learning experiences play a pivotal role in children’s lives, not all learning experiences are of equal quality. For many young children, art education is incorporated into everyday classrooms where variations in programmatic goals, resources, conceptions of art and children, and the professional preparation of teachers impact their art education experiences.

This special issue of Art Education seeks submissions of research and practice that explore the varied landscapes of early childhood art education, including (but not limited to) manuscripts that address studio experiences, interactions with artists, and visits to art museums and galleries. What happens when young children are given the opportunity to respond to art through conversation, storytelling, play, dramatics, movement, music, and artmaking? How do young children formulate and express their ideas through artmaking? What strategies can teachers use to support and scaffold young children’s making? How do educators create meaningful art experiences when resources are limited? How do universities prepare future art teachers and scholars to attend to the unique needs of young children? What policies affect young children’s access to art experiences? How can art educators, parents, and caregivers better advocate for creative activity as a fundamental right and need of childhood?

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

  • Children’s art as a socio-cultural-material practice
  • Role of time (structured and unstructured) in art explorations
  • Collaborations (among children, educators, artists, parents, etc.)
  • Relationships between process and product
  • Children’s visual culture
  • Power of the environment
  • Culturally responsive practices in early art education
  • Documentation of children’s learning/making
  • Curation of young children’s art
  • Children’s participation and voice
  • Authentic assessment practices
  • Technology and early art experiences
  • Wonder, imagination, play, and joy in early art education

Reference Early Childhood Art Education Interest Group, National Art Education Association (2019). Mission statement. Retrieved from

Deadlines for Submissions: October 1, 2019 ECAE President Shana Cinquemani, guest co-editor of this special issue of Art Education, invites manuscripts on the topic, Art in Early Childhood: Explorations of Practice and Research. All submissions for this special issue should follow the established submission guidelines for the journal on the publisher Taylor & Francis’s website, Send questions to

Orientations, Dispositions, and Stances in Art Education Research and Scholarship: A Special Theme Issue of Studies in Art Education—Call for Articles, Commentaries, and Media Reviews

Interest in the study and practice of research has a long history in Studies in Art Education. The very first issue of Studies in 1959 was devoted to understanding research and its nature, practice, and implications for the field (Stankiewicz, 2015). While interest and curiosity about research in the field have increased and diversified since that first issue of Studies 60 years ago, research in art education has never been as visible as it is today. This special theme issue of Studies in Art Education, Orientations, Dispositions, and Stances in Art Education Research and Scholarship, invites a slightly different engagement with research practice and thought.

Structured around three concepts—orientations, dispositions, and stances—it invites contributors to think about what they are doing when they conceptualize, plan, and pursue inquiry and share research outcomes. The hope is that these three concepts will provoke and encourage thought and questions such as the following: What do researchers turn toward and turn away from when they engage in their research studies? What dispositions of inquiry do researchers adopt and advance in pursuit of their scholarship? What stances do researchers take toward phenomena of interest?

Read a full description of this opportunity Here

Submissions are due October 15, 2019. Should you wish to submit your manuscript sooner, in your submission, please identify that you are submitting it for consideration for this special issue. All submissions for this special issue should follow the established submission guidelines for the journal.

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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