To successfully create inclusive environments that address the unique needs of each student, teacher candidates must adopt their students' perspectives. Radical imagination is essential for empathy, as it enables individuals to recognize diverse viewpoints (Greene, 1995). Arts-based methods provide a means for teacher candidates to practice…

Creativity is key in developing students' environmental competence so that they come up with working and sustainable solutions to address environmental issues in daily life. However, these remain under-investigated in both Environmental Education (EE) and Education for Sustainable Development (ESD) research. Here, we report an action research…

This paper describes the pedagogical roots of the work we do, both as teachers and as performers; and how our work reaches beyond the classroom and into community, eliciting narratives and weaving them through improvised dance and music collaborations, eventually onto the walls of an art museum. Our concept was to solicit stories that told of some…

Research on young English language learners has been gaining popularity in recent years, but to this day remains underdeveloped. The present study aimed to add to this body of research by exploring the effects of visual arts activities implemented via comprehension and compared to more commonly used flashcard activities implemented via…

The practices of artists and the field of artistic production is an iterative space--a rapidly evolving network of ideas and dialogic strategies, as well as collaborative and interdisciplinary practices. Artists function at the intersection of many disciplines as researchers, activists, and problem solvers. These practices provide an imperative to…

Students of all ages can learn to think like artists! "Studio Thinking: The Real Benefits of Visual Arts Education" changed the conversation about quality arts education. This new publication shows how the eight Studio Habits of Mind and four Studio Structures can be used successfully with younger students in a range of socioeconomic…

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…

Educators have reported that incorporating the arts into the classroom can support foreign language (FL) learning. However, there is very little empirical evidence from the classroom to support this claim. This exploratory, quasi-experimental arts intervention study was conducted with native English speakers aged 12-13 years old as part of their…

This study examined preservice teachers' agreement with critically compassionate financial literacy standards and the financial literacy standards developed by The Council for Economic Education for Grade 4. The preservice teachers, enrolled in elementary social studies methods courses at two institutions, responded to surveys about their…

How can artist residencies for preservice teachers plant seeds for future classrooms? Teacher educators and a teaching artist describe a two-tiered residency in an early childhood and special education program that transformed preservice teachers' attitudes toward visual art and arts integration. Findings are based on teaching artist and…

The arts as a pedagogic medium can be an important tool for language learning, and yet many teachers avoid it, often because of a lack of confidence. The main purpose of this study was to explore the possibility of generalist educators, as opposed to art specialists, using the arts successfully as a cross-curricular tool to accelerate English…

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…

People of different ages, skills, and interests enjoy Zentangle as a visual arts practice. It is adopted as a hobby with the intention of creating an abstract art form comprised of drawn images and using repetitive and structured patterns. Zentangle has an associative language and a method that is easy to learn. Participants of Zentangle report…

Visual arts education is a process that helps the reflection of inner worlds, socialization via group works and healthier motor skills development of normally developing or handicapped children like the mentally retarded. This study aims to determine the influence of visual art studies on the motor skills development of primary school first grade…