Wellbeing education (WE) is increasingly offered among secondary schools internationally to promote the physical, social, emotional and mental health of young people. Current and emerging evidence proposes that scope exists for the enhancement of universal WE, and that arts-based approaches have significant potential for school programmes in…

The teaching profession can be challenging. It depends on each individual how they deal with challenges in the work environment, in communicating with colleagues and pupils, and how successful they are in solving various problems. In the study, we were interested in how four female visual arts teachers understand and become aware of the specifics…

This arts-based action research explores learning curves, best practices, and benefits of artmaking as culturally and linguistically diverse (CLD) standards are implemented in an art teacher preparation program. The experiences of preservice teachers are described as they apply teaching strategies in an after-school art classroom setting. Short…

Content literacy is necessary for students to be successful in meeting the National Core Arts Standards in the areas of creating, presenting, responding, and connecting. Art educators can with work special educators to support students with disabilities to develop disciplinary literacy using an adapted before-during-after (B-D-A) content literacy…

This chapter shares a suite of collaborative artmaking projects, designed to use Arts-based inquiry through an a/r/tographical lens to enable deep learning and the development of pedagogical content knowledge. These projects are underpinned by a desire to provide authentic and engaging learning experiences for Visual Arts pre-service teachers in a…

The demands of art projects in public schools may not fit with reality for many exceptional students because the project outcomes are often too specific (Henley, 1992). One strong motivator for students is looking at and discussing visual culture, involving all the images they see and all the visual experiences they have every day. This pedagogy…

"Design Standards for School Art Facilities" is an invaluable resource for any school or school district looking to build new facilities for the visual arts or renovate existing ones. Discover detailed information about spaces for the breadth of media used in the visual arts. Photographs illustrate all types of features including…

Visual art teachers have often been the producers and directors of their own curricula, turning to various resources and objectives (local, state, and national) to form their own sets of standards. Common Core State Standards (CCSS) have provided new opportunities to integrate the arts into content-based curricula. The author, a classroom art…

An artist-educator examines her experience through the lens of constructivism. The author realized she needed to develop a plan for the art program at her school that would permeate the community, school culture, and the lives of students. Students needed skills, instruction, and a reason to make and appreciate art. The author developed a plan…

This article investigates the process of devising strategy in an intercultural Baltic-Nordic setting. Sixty teacher education participants collaborated on an interdisciplinary artistic production based on Norwegian folk beliefs and wights through an intensive, week-long program called Nordplus. Using this as a case study, we explored how the…

Targeting students in grades K-8, Art in Action's program consists of 12 age-appropriate lessons per year led by parent and teacher volunteers. The curriculum is based on historically significant artists and their works of art. Through semi-structured discussions, students examine a variety of masterpieces, learning about the artist as well as…

In many early childhood classrooms, visual arts experiences occur around a communal arts table. A shared workspace allows for spontaneous conversation and exploration of the art-making process of peers and teachers. In this setting, conversation can play an important role in visual arts experiences as children explore new media, skills, and ideas.…

School associates (SA's), or cooperating teachers (CT's), have arguably been one of the most powerful influences on the teacher candidate's (TC) pre-service experience. For this reason, most studies about the practicum have focused on this relationship. However, while observing one visual art student's practicum as her Faculty Advisor (FA) for the…

This section is full of stories from teaching artists working to clarify what needs to change within their practices and moving toward solutions--whether it's supporting a classroom of learners in new and unexpected ways, reassessing one's approach in the classroom, shepherding an individual child toward success, or professionalizing an entire…

This arts-based research inquiry applies innovative approaches to fostering "creativity" in pre-service primary art teachers during their tertiary training. The main research question investigates how to foster "creativity" in pre-service primary art teachers so they can better mentor the children they teach. I argue that…