An autoethnographic exploration of identity formation raises the question of how individuals inhabit, negotiate, accommodate and resist the social groups to which they belong, continually coming to terms with who and what they are. This paper discusses, through this researcher's autobiographical exploration, the ways in which pedagogical discourse…

Scientific reasoning and aesthetics are not mutually exclusive disciplines, as scientists' achievements are based not only on cognitive ability, but also on creativity, imagination, and embodied thought through various experiences. With the aim of investigating the role of aesthetic experience in the learning processes involved in the integration…

The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords 'Fine…

Social interest in art integration for curriculum enrichment and innovation, particularly at the turn of the century, has promoted extensive institutional partnerships between cultural organisations and public schools in many countries. Stimulated by social demands for innovative educational practices, these institutional partnerships have…

The arts encourage us to wake up, often by shocking us into a novel consciousness (Ayers, Greene, & Alexander-Tanner, 2012). Further, from the perspective of the artist, the basic human right to creative activity provides a vehicle for "talking back" (hooks, 1990, p. 337) in response to threats to social justice. Such is the case in…

This article reflects my experiences of learning art in the 1970s and 1980s and my teaching career in school art education in twenty-first century South Korea. This autobiographical reflection shows how I have struggled with my identity as an art teacher in the post-colonial context of Western influences on Korean society since World War II. There…

Over the past decades, many art advocates have argued for the intrinsic value of learning in the arts. Nevertheless, the arts continue to struggle to find a secure place within the school curriculum. Concerned about the arts' impact on classroom practice, this paper aims to cast light on diverse realities constructed by art teachers as insiders in…

In their work with various educators, artists, and learners around the world, the authors have been exploring what it takes to collaborate successfully across multiple technological platforms and cultural borders. In this article, the authors describe three international collaborations in arts learning that they facilitated and participated in via…

Traveling to other countries to see other cultures rejuvenates one's spirit and broadens one's perspective. In this article, the author, who is an elementary art teacher shares his experiences on his visit to South Korea in the spring of 2005. The purpose of the tour was to visit potters who fire their work in traditional wood fired, hill-climbing…

Today's art education in East Asia focuses on Western ethnocentric or European ethnocentric art education. These practices reflect the tremendous effect American and European culture has had upon the art education of East Asia, including Korea. Globalization and the information-oriented society in which we live have changed the world. Like many…