Art education is an important field where marginalization, differing privileges, and oppression can be addressed, but we can do more. In today's politicized educational climate, a teacher who wants to create an activism-oriented lesson needs to understand the terms surrounding equity, diversity, and inclusion (ED&I). However, many tensions…

Salazar is drawing from observational research and survey data in order to propose her Five Pedagogical Ideals. Salazar suggests that potent theories might be extracted from current practices, informing theories that are yet-to-be. In this article, Salazar has attempted to summarize a significant amount of theory and practice so that readers,…

What could video games bring to a K-12 visual arts curriculum? Overby and Jones were skeptical about incorporating gaming and virtual worlds into the classroom, but watching their own children engaging in the video game Minecraft changed their perception. As they started researching the game and how these kids were operating within the space, they…

The Getty Center for Education in the Arts' new advocacy for discipline-based art education is questioned. Much of the efforts of theorists in art education are trying to make art education more intellectually acceptable. Classroom art teachers, on the other hand, have concentrated on teaching the craft of doing. (Author/RM)

Theory and research are identified with science and are, therefore, rejected by many art teachers as destructive of creativity. The oriental notion of Shiva-Shakti is introduced: stillness and motion which fuse in a continuum. Likewise, theory and practice are interdependent and should be open to each other. (CS)

In order that art students develop into qualified art teachers, the administration at Montclair State College decided to expose them to the world of the art professional. As well, the art student became familiar with his future area of concern both as a teacher in the school and with society in America. (Author/RK)

Focuses on multicultural education/art and visual culture education addressing the issues of history, heritage, tradition, culture, personal cultural identity, multiculturalism, multicultural education, and social reconstruction approaches. Provides six position statements for multicultural art and visual culture education and a curriculum…

Discusses if there is a theoretical framework for a life-centered curriculum within art education history, problems that may occur when a life-centered curriculum is used, instructional approaches for a curriculum centered on life issues, and introducing art education students to using life issues in the curriculum. (CMK)

Reprints the 1966 article as a representative example of thinking about art education during the 1960s. Primarily answers criticisms raised by Victor D'Amico in his attack on the current state of art education, and art education research in particular. Defends this research against charges of irrelevancy and academic indulgence. (MJP)