Ellen Winner is a psychologist and a professor at Boston College. She specializes in psychology of art. In this interview, she answers the following questions including: (1) What are you currently working on, researching? (2) Could you elaborate on the intrinsic value of art education? (3) How might you compare your work today to earlier advocates…

Olivia Gude has a long and distinguished career as both a public artist and an art educator. She is currently the Angela Gregory Paterakis Professor and Chair of Art Education at the School of the Art Institute of Chicago (SAIC), where she works with graduate and undergraduate students to prepare for working as artist educators in school and…

The grammar of creative practices is described by George Steiner as the "articulate organisation of perception, reflection and experience, the nerve structure of consciousness when it communicates with itself and with others." Steiner's description of creative grammar is consistent with Lev Vygotsky's comment that "art is the social within us, and…

In recent years, several corporate leaders have lobbied for schools to promote studies in science, mathematics, and technology to better prepare students for the kinds of jobs these business leaders anticipate will exist in the future. This spring, Mark Zuckerberg, CEO of Facebook, called for "higher standards and accountability in schools…

Dance education provides a language that allows students and teachers to express themselves in new ways and to think through ideas differently. All students deserve the opportunity to learn things in new ways, to internalize information and rephrase it, to understand their world and contribute to it. All students deserve the opportunity to…

This document provides Q&A with webinar presenter, Susan Riley. Riley's presentation looks at broad ideas of clarifying best practices in using arts integration (AI) and/or STEAM at any grade level. Questions cover topics such as: the creativity crisis in US schools, integrating art into math adult education (GED and ESL), theater arts in the…

Advocating for improvisational pedagogy in the arts, this article argues for the incalculable benefits of a teaching style that refuses to adhere strictly to orchestration planned in advance; it propounds a pedagogical practice that welcomes cadenzas and that situates itself in the here-and-now of classrooms taken as sites of adventure, discovery,…

This viewpoint reviews several historical positions on the relationship between technology and creativity, and their implications for the practice of art therapy in the techno-digital age. The author posits that the question remains unanswered as to whether the profession will accept and become fully proficient in the use of the computer as a true…

This essay argues for a fundamental change in the direction of art, its education and research that draws on Alain Badiou's notion of "inaesthetics" and negative affirmation as well as Deleuze's reorientation of "aesthetics." I draw on the inspiration of Vincent Lanier's critical spirit and Irwin Kaufmann's ideas on art, creativity, and research…

In this article, the author conceptualizes educational aesthetics in terms of two domains: educational aesthetics as arts education and educational aesthetics as a range of nonarts educational activities understood from artistic and aesthetic points of view. A lead is taken from Harry S. Broudy's midcentury essay "Some Duties of an Educational…

Over the past several decades, schools have become the "farm system" for corporate America and the holistic aspect of education has been overrun by concerns for America's place in the global market. This has led to a distortion of understanding about what is true and what is important about education and how it is delivered. At times over the last…

The discourse of aesthetics appears repeatedly throughout literature in art education and is employed frequently through K-12 classroom practice. This article discusses the use and uselessness of the discourse of aesthetics in art education. Discourse, as used in this article, refers to the specific term "aesthetics," and all the individual and…

States that creativity has a role to play in all secondary school subjects, not just art. Urges curriculum planners to support subjects which emphasize creativity. (BSR)

A new epistemology whereby a work of art as a creation is considered knowledge is needed. Advances in epistemology must be correlated with suggestions for practice. The call for creativity in art, and generally in education, may be underpinned by a concern for wisdom rather than traditional knowledge. (MT)

Most college and university mission statements identify creativity as an important institutional commitment, and most educators would agree that the ideal student is complex and creative. Yet how do students view creativity and what impact might those views have on their ability to accomplish what educators hope for them? In this article, the…