This is a comparative study of the indigenization of teacher education art and design curricular in Botswana and Zimbabwe. The study methodology involved a critical review of various policies, art curricular, operational documents and focus group discussions with art and design lecturers in associate teachers' colleges. Results revealed a general…

This inquiry explores the scholarly influence of Elliot Eisner by examining how ideas derived from his scholarship have spread. The study begins with Eisner's bio-sketch and a literature review on the history of ideas and the use of knowledge in education, followed by descriptions of this paper's research method and data sources. The analysis…

The Art Teachers Association of Ireland's (ATAI), #"stateoftheart" campaign worked to persuade Irish policymakers to develop a new curriculum for Leaving Certificate art, reforming the long-outdated 1972 curriculum. Students across the country designed over 3,000 postcards for the Minister for Education and an online petition was signed…

This article describes findings from two surveys to determine how the modes of learning, processes of making, and aesthetic products made by youth in extracurricular contexts compared or contrasted with learning and making in school-based art education programs. Survey respondents included over 400 adolescents and young adults (ages 14-21) who…

Our inquiry considers how minoritized youth counter brutal hegemony by re-imagining their identities through arts. In particular, it explores how minoritized youth draw on dark themes to (re)present their lives in creative production. Since K-12 educational contexts are often viewed as sites of convivial ambience where student depictions of…

In this article, the author details how art teachers can reframe post-internet art as a catalyst for teaching and learning toward the future in art education curriculum development. The ideas presented here could be adapted to K-12 and university-level teaching and learning in art education, particularly coursework that focuses on introducing…

This project-based thesis aimed to facilitate the creation of a collaborative culture quilt that celebrates the diverse cultural backgrounds, heritage, and traditions of students and teachers. The curriculum focused on various artists from different cultures, expanding students' understanding of art and culture both inside and outside the…

User interfaces that utilise human gestures as input are becoming increasingly prevalent in diverse computing applications. However, few designers possess the deep insight, awareness and experience regarding the nature and usage of gestures in user interfaces to the extent that they are able to exploit the technological affordances and innovate…

This article explores collaborative social justice art education, community building, and activism through teacher workshops that utilized contemporary art to generate curriculum and dialogue. It models one possibility for professional development that casts teachers as learners in a supportive yet critical environment. It draws on critical…

Social a/r/tography combines three dimensions of a/r/tography (artistic creation, education and research) incorporating a fourth collaborative, participatory community-based approach. This ongoing project began in two primary and secondary schools located in the slums of Tegucigalpa, Honduras, as cooperative action for curricular development in…

There has been perhaps no greater admission of the general failure of schooling in New Zealand than the Schools Plus programme, which essentially proposes that apprenticeship-type programmes should be made available to students as young as 13. Released close on the heels of the newly introduced national curriculum, it seems to be a form of…

Discusses and rejects documented criticisms of Discipline-Based Art Education (DBAE) as prescriptive, limiting, and alienating. Concludes that DBAE, while subject to adaptation in response to considered criticism, nevertheless preserves its strong subject orientation and its goal to contribute to students' appreciation of the arts in cultures and…

Describes the development of an evolving art content framework for the Nebraska Prairie Visions Institute in Discipline-Based Art Education (DBAE) for in-service teachers. Provides examples of some of the learning experiences and suggests how the outcomes might be significant for other in-service programs in DBAE. (DSK)

Observes that Discipline-Based Art Education (DBAE) is undergoing significant changes, including: expanded and inclusive curriculum content; art instruction integrated with other subject areas; teacher-originated curricula; and variable approaches to assessment. Suggests that changes are a response to criticisms of DBAE, and to general-education…

This article explores the contrasting arguments for the place of the arts in education made by the two distinguished arts educators--the American Elliot Eisner and British dance and physical education theorist Graham McFee. Both scholars begin with the premise that the arts should be central to a liberal education and then diverge. McFee argues,…