This study seeks to reveal the perceptions of pre-service visual arts teachers on social justice through art-based practices focused on social justice. Designing on visual phenomenology, this study was performed in the fall semester of the 2018-2019 academic year. Five different activities involving visual inquiries are presented to reveal the…

We investigated the impact of inquiry instruction within a well-established, yearlong, studio-focused high school student program based at a contemporary art museum in the southwestern United States. The pretest and posttest focused students' attention on the work of two different contemporary artists and used the same prompts to solicit student…

The process of finding inspiration for a class project is fascinating and intriguing. In this article, the author describes a class project inspired by the gyre, a widespread circulating rotation or vortex of ocean currents, known as the Great Pacific Garbage Patch. This particular gyre is the location of an enormous floating mass of garbage,…

This study was presented at the American Educational Research Association 2012 conference in Vancouver, Canada. The study explored how action research of arts-based teaching (ABT) impacted at-risk students in three urban public schools in southern California, USA. ABT was defined as using arts, music, drama, and dance in teaching other subjects. A…

When children look at works of art they tell stories, share experiences, imagine, and explore. This book provides teachers with the skills, and freedom, to design rich and open-ended art experiences for young children. The author looks at the work of a variety of artists and offers guidance for using these artworks as taking-off points for…

In a time when adolescents are continually inundated by provocative multimedia campaigns that coax them to buy more, think less, and do so in a passive environment that provides little to no opportunities for them to reflect on who they are in the world, the author of this article offers one way to engage adolescents and their teachers with a…

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating…