Since its inception, the phrase "Yes, And" has guided the pedagogy of The Second City, the Chicago-based improvisational theatre and training organization. "Yes, And" is a framework that asks participants to accept and expand on the offerings of their partners to maintain momentum and advance the scene. Rejecting an offering…

This article explores the idea that teachers, even when aiming to implement culturally and personally relevant pedagogies, are subject to passing on colonial agendas and practices that stultify learning in art classrooms. I argue that even in self-governing, majority non-European societies, well-intentioned teachers can unintentionally perpetuate…

Knowing that vulnerability and risk-taking are both necessary to the educational experience (Willcox, 2017), the author became curious to know what role vulnerability plays in the self-expressive artmaking process, and what could be learned from the uncomfortable feelings that emerge when an artist feels vulnerable. The author also wondered what…

Contemporary art educators design artmaking experiences around questions, ideas, and themes to help engage students in personally relevant meaning-making (Anderson & Milbrandt, 2005; Gude, 2004, 2013; Walker, 2001). Preservice art teachers are trained to plan lessons and curriculum to move beyond the so-called school art style (Efland, 1976;…

Despite vital professional development support through the National Art Education Association's Data Visualization Working Group and other scholars' engagement with the topic in the literature, pedagogical literature that connects contemporary data visualization methods to art teaching practices is limited. While acknowledging that many of us have…

Discussions of the aims and efficacy of teachers tend to focus on an extended present pre supposing a more or less common profile across subjects and recent times. Given the concern with contemporary schooling this is unsurprising, but it limits what might be learned about the character of good and bad teaching, about the particularities of…

This article considers the impact of prejudice, racism, and violence against Asian-Americans and Pacific Islanders (AAPI) during the COVID-19 global pandemic and traces the historical origins of anti-Asian racism and violence through the social and political climate reflected in popular culture and media. The authors then share anti-Asian racism…

An online student-led artistic community supported by creativity and everyday experiences provided the opportunity to enhance learning and confront the societal and emotional issues that infiltrated student existence. Through remote learning, the author channeled progressive education, which sought to advance creativity over technique…

"I don't see color; I only see children" is a statement I often hear when discussing antiracist teaching. This common statement identifies a teacher as colorblind and reflects their color-blind perspective: an assumption that race is not a factor in the classroom. With such a perspective, color-blind teachers imply that they are not…

Museum communication spaces in art education enable a setting for education work that activates and involves the visitors. With appreciation, respect, and awareness, safe spaces for open communication are created. The text negotiates the framework of what we talk about, who determines and defines the negotiated topics. It is important to be aware…

Despite new circumstances of teaching art on a cart, meaning the art teacher is moving from classroom to classroom to implement lessons from the position of guest, it was realized that the author could employ Teaching for Artistic Behavior (TAB) as a method to deliver a choice-based curriculum that supports social-emotional growth. As pioneers of…

In this research, I explore the potential of a material-led, embodied pedagogical approach to cultivate diverse modes of thinking, knowing and becoming within a pre-GCSE curriculum. Drawing from my experiences as both an artist and educator, I acknowledge the transformative power inherent in recognising the agency of all forms of matter, whether…

In this study, we investigated the demographic, educational setting, and pedagogical factors in inclusive visual arts and design classrooms for students with disabilities. We also explored how art teachers' backgrounds, training, and school environments influence their approaches to teaching students with disabilities. Using survey research, we…

Integrating contemporary artmaking practices, specifically approaches to matter (which includes materials, objects, bodies, spaces, etc.) within PK-12 art education, has potential to open pathways for artmaking, meaning, and identity formation. However, art education literature suggests that translation of contemporary artmaking practices into…

Educators, parents, and researchers uphold that intentional social emotional learning (SEL) can positively benefit student well-being, especially when the learning is integrated into all educational content areas. The problem under study was that though research has highlighted the connection between SEL and visual art education, how teachers…