COVID-19 has shown a point of vulnerability in the education system and has reminded us how important stories and experiences are, especially from the perspective of marginalized students. A much harsher reality has shaped their lives and experiences, and educators need to rethink their educational practices and theories in the context of the…

This article describes practices to cultivate preservice art teachers' critical racial consciousness rooted in critical race theory (CRT) and educational research. The examples in this article build on the unique position and responsibility of art educators to leverage visual culture's expansive power to generate dialectical classroom practice and…

In this article, learning about Native American culture is explored, but culturally sensitive practices also have implications for shaping learning experiences about other cultures. Fortunately, there are reputable and well-thought-out curriculum resources to counter misinformation about Native Americans (Caldwell-Wood & Mitten, 1991; Denver…

In recent years, an ongoing conversation has emerged about the need for museums to address how collecting practices reinforce and perpetuate racial oppression (Jennings et al., 2014; Lynch & Alberti, 2010; trivedi, 2015), ultimately creating unwelcoming environments for groups of color (Jennings et al., 2014; Sandell, 2002; trivedi 2015). Of…

The purpose of this article is to reflect on the events that occurred at Pulse nightclub and how a social justice camp collided to create opportunities for campers, preservice teachers, and faculty mentors to use creative activities to connect community members during a time of tragedy. The author begins with a brief introduction to critical…

This article is co-written by a student and professor about their reflections of art education course they participated in. The authors use three font colors in this article to chronicle certain memories related to the course content from the perspective of student (orange) and professor (teal). They also use black text to exemplify the blurred…

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…

A teacher's communication choices can spark student understanding. By harnessing and modeling the power that qualitative language provides when characterizing artworks, these choices support a student's evolving capabilities from simple description to a deeper embodiment of art criticism. This article is aimed at helping teachers understand how…

Explicates the socio-cultural developmental theories of Vygotsky and Feuerstein which advocate teacher mediated learning in order to stimulate and accelerate development. Implications for art education include the need for the teacher to become involved in the enculturation of the child into the thinking processes and conceptual organization of…

Issues of critical inquiry and social and environmental change have entered art education theory and are making their way into art classrooms. Unfortunately, rather than embracing how these ideas are carried out in the community of practicing artists and how they could be made relevant to students, many art teachers artificially force these ideas…

Viktor Lowenfeld's role in fashioning a predominant ideology and teaching method for art education in schools is an indispensable chapter in the history of art education. His contributions are discussed in this special issue. (RM)

Reviews Betty Edwards' self-instruction book, "Drawing on the Right Side of the Brain," and discusses the motivational techniques used in that work. Argues that these techniques, designed to build student self-confidence, explain the book's popularity and provide instructive examples for other art teachers. (MJP)

Author outlined a theory explaining why young people make drawings. (Author/RK)

Discusses how Franz Cizek, the first proponent of the hands-on approach to childrens' art education, influenced the direction of twentieth century art education. The author points out that, although Cizek's theories profoundly influenced other educators, he himself never actually applied them in his own classes. (AM)

Lowenfeld enjoined teachers never to permit children to copy art works because children's art was such a crucial part of the self. Yet by rejecting all copying, one can place too great a value on novelty and miss the essence of Lowenfeld's emphasis on the individual child's experience. (IS)