After living in Cali, Colombia, and getting to know the culture and social life that takes shape around artistic practice, I started to wonder about the kinds of educational experiences that were developing outside of the formal curricula in visual arts educational institutions. I decided to address the artistic practice of a community of artists…

The rise of online arts education content delivery has created challenges for arts educators in Initial Teacher Preparation (ITP). Consequently, educators in various arts disciplines across Australia have been regularly meeting online to share, explore and experiment with ITP arts learning practices with the aim of establishing authentic learning…

Teaching artistry is indebted to Dr. Maxine Greene, who helped develop the field's collective wisdom during her 36-year term as Philosopher-in-Residence at Lincoln Center Institute for the Arts (in addition to serving on the editorial board of "Teaching Artist Journal"). As Professor Emeritus at Columbia University, Dr. Greene taught the…

In September 2008 the author created an encounter between herself and Rick Walker, the Director of Cartwheel Arts, a small community arts company in Rochdale, in the North West of England. As one of the three founding workers of what was then Cartwheel Community Arts in 1984, she hoped to create a conversation which recollected or traced some of…

When artists are inspired to travel in Europe to study art and history of the Western world, Italy is a good place to start. With its ancient architecture, rich cultural heritage, and superb works of art, Italy has been the quintessential center of Western art history for centuries. It was the good fortune of Alabama-based artist and teacher…

Mentorship is essential to teaching artists seriously committed to "learning to love this work more." For new(er) teaching artists, with little or no experience as teachers, the New Teaching Artist Mentorship Initiative is designed to inspire a life-long love affair with teaching and learning. This article describes the New Teaching…

Museum education. Aesthetic education. How are they similar? How do they differ? How do they relate to each other? What are their goals? As museum educators working with classroom and art teachers, they are often asked these questions, and they ask them themselves. "What do they DO?" is probably the most frequently asked question of all,…

As artists of many centuries have known, there is a psychology and spirituality behind every color, every shape, and every movement. In his pioneering work, Concerning the Spiritual in Art, Wassily Kandinsky explained his vision to free art from material reality to inner life. He called for a spiritual revolution that would allow artists to…

In this article, the author describes Liguria Study Center for the Arts and Humanities in Bogliasco, Italy, which offers a stately perch from which a few lucky scholars and artists can gaze at the Mediterranean and gather their thoughts making it so conducive to the study of arts and letters. The center provides scholars and artists midcareer and…

This introductory volume of the five-part series, "Disciplines in Art Education: Contexts of Understanding," provides a philosophical rationale for the idea of discipline-based art education. The idea models humanistic fundamentals by answering the basic human needs to communicate and share experiences with others (art making), find a place in…

The author argues for a concept of artist-audience communication that is similar to what Tolstoy had in mind, yet avoids the problems that Tolstoy runs into while reclaiming the insights in his view. The author begins by suggesting briefly that recognizing a quasi-Tolstoyan concept of artist-audience communication may have important implications…

Arguing that the visual arts serve as the focus for potential aesthetic experience in the discipline of art education, this paper describes the influence of the sensory elements of aesthetic experience in nature and other art forms on the work of three artists--Kandinsky, Van Gogh, and Picasso--and suggests that teachers can enrich students'…

The principal can be the vital link in a successful resident artist program. The most important of the principal's numerous contributions is support for the artist, the teacher, and the student. (Author/IRT)

Maintains that artists seldom take an educated interest in any artistic discipline apart from their own. Suggests that students need to be allowed to confront each other with regard to the aesthetic quality of a work and suggests an interdisciplinary form like performance art could be a good starting point. (KM)

This article draws attention to three important aesthetic ideas--ideas which have become, in the early twenty-first century, so widely endorsed in Western culture that they have become the stock platform of much theorizing and teaching about our experience of art and its relation to the rest of life. All of these ideas sprang from Beat thought in…