What ethical and political considerations does zine-making raise in teaching and learning across knowledge systems and artful expression? This question guides the critical dialogue about a research project on teaching sustainability through traditional proverbs from Malaysia and Kazakhstan within a zine-making workshop in a UK university. Merging…

When talking with New York City educators about the circumstances of teaching during the upheavals wrought by COVID-19, common terms get repeated: "brutal," "chaotic," "confusing," "traumatic," "disorienting," "sad," and "lonely." While art education often includes digital tools…

While artists and academics have produced a wide range of work trying to understand national and individual identity, very little has been written about the experiences of student artists as they work to make sense of their particular political, social, and artistic identities and put them to work in the world. This article takes up that question,…

Discusses how the work of artistic creation involves sustained physical and mental effort and the attitude of loving care. The artist is described as a good role model for students. (AM)

Visual literacy contains a vat of underlying understanding that fuses to the bones of students who actively pursue an art education. For everything visible, there is an invisible internal counterpart, and arts education provides vital depth that is currently being drained from Canadian culture. Visual literacy begins with the elements and…

Reviews the nature of middle schools and distinguishes them from junior high schools. Places special emphasis on the role of art in the middle school's curriculum in order to achieve knowledge, skill, and personal development goals. (JDH)

Urges teachers to resist common adolescent desires to copy or trace figures rather than draw them freehand. Cites evidence supporting the need for drawing instruction in the middle school. (JDH)

Focuses on how and why the systematic incorporation of the arts into the language-arts curriculum improves special needs children's learning and encourages them to become confident, creative, and enthusiastic learners. Discusses visual arts, creative drama, and movement and music. Suggests enriching remedial programs with the arts develops…

The author examines four reasons for integrating the arts into general education and thereby increasing teacher effectiveness. The reasons are (1) a greater repertoire of methods, techniques, and resources for teachers to use; (2) good feelings toward learning; (3) enhancing and reinforcing learning; and (4) curricular enrichment. (CT)

In this article, the author expresses concern that art educators and art teachers frequently lack sufficient and tangible understandings of the processes that distinguish artmaking activity. An open-ended situation directed by ongoing dialogue make for an elusive process that is difficult to get one's hands around; however, substantive knowledge…

This article is a response to recent revealing political attempts to set a political and social function for the Arts through the establishment of performance criteria. A long-standing feature of the historical development of government policy in the UK has been attempts to judge the effectiveness and efficiency of public activity (health,…

Teaching dance technique is insufficient to provide an education in dance. Dance programs could be improved by implementing a K-12 dance curriculum using criteria known as discipline-based arts education. A professional development course for K-6 classroom teachers which implements this approach is described. (IAH)

Britain's Arts Education for a Multicultural Society project was designed to raise the status and visibility of black artists. An external evaluation by one local education agency suggested that participants found the project enjoyable, and it raised their awareness of the nature of inequalities founded in racism. (SM)

Identifies the potential roles of art teachers, urban planners, and community groups in education programs that enable students to understand the built environment. Proposes a new branch of art education that stresses knowledge of the social and political context in which built environments are formed. Stresses the shaping of student…

The author describes several higher education classes he has taught in an attempt to test out approaches to nondirective, unstructured art education classes and the students' responses to such approaches. (KC)