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Baines, Martell; Gregson, Margaret – Education Sciences, 2020
This article provides an auto-ethnographic narrative to offer insights into my experience as a practitioner-researcher working in widening participation (WP) in post-compulsory education (PCE). It relates how I came to join the Education and Training Foundation (ETF) Practitioner Research Programme (PRP). It provides insights into the role of WP…
Descriptors: Art Education, Access to Education, Postsecondary Education, Teacher Researchers
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Brodén, Daniel – Educational Theory, 2020
In this article Daniel Brodén explores the ambivalence in teaching about art and aesthetics in the humanities. By comparing and contrasting Gert J. J. Biesta's educational theory and Jacques Rancière's writing on aesthetics, he hopes to bring some of the particularities of aesthetic experiences into focus and to discuss a tension in educational…
Descriptors: Art Education, Aesthetic Education, Humanities, Personal Autonomy
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Cooper, Yichien; Zimmerman, Enid – Art Education, 2020
Concept mapping is a form of visual organization that can be used to categorize and represent knowledge about a particular subject or related subjects and foster development of these critical skills. A strategy initiated in the late 1990s (Novak, 1998), concept mapping employs concepts and propositions as central elements in structuring knowledge…
Descriptors: Concept Mapping, Art Education, Educational Research, Lesson Plans
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Kardum, Goran; Kušcevic, Dubravka; Brajcic, Marija – Education Sciences, 2020
The research presented here aims to determine how art education influences students' preferences for the 20th-century art movements. An educational experiment that spanned through one school year was conducted on 200 primary school students. It included three types of intervention: observing works of art from the 20th century, introducing works of…
Descriptors: Outcomes of Education, Art Education, Preferences, Art Appreciation
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Wright, Dana E. – International Journal of Qualitative Studies in Education (QSE), 2020
Current conceptualizations of youth impact the ways in which youth are understood and shape and limit the questions and policy solutions that educational theorists, practitioners and researchers can envision. This article asserts that critical arts pedagogies can create more expansive possibilities for research and practices aiming to support…
Descriptors: Participatory Research, Action Research, Critical Theory, Youth Programs
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Grant, Will – International Journal of Art & Design Education, 2020
Modern liberal rationales continue to inform a majority of teaching and learning in English art classrooms. In a postmodern Western society increasingly informed by neoliberal globalisation this approach begins to look either like an anachronism or an act of outmoded pedagogic resistance. What is certain is that the modern liberal tradition is…
Descriptors: Foreign Countries, Art Education, Secondary Education, Educational Trends
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MacDonald, Abbey; Wise, Kit; Tregloan, Kate; Fountain, Wendy; Wallis, Louise; Holmstrom, Neil – International Journal of Art & Design Education, 2020
A significant contention underpinning the commentary around STEM/STEAM is the evidence of discipline hierarchies, and inherent binary perspectives and/or biases that lend themselves to privileging one or more disciplines over another in an interdisciplinary education context. The current focus on increasing engagement with STEM in Australian…
Descriptors: STEM Education, Art Education, Foreign Countries, Barriers
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Mc Ternan, Finola – International Journal of Art & Design Education, 2020
Reflecting on how 'transition' can be interpreted in the context of an art and design college, this article will discuss how the access programme at the National College of Art and Design (NCAD), Dublin supports the art students' lifecycle in, through and out of college. The article will present an overview of NCAD's access programme and will…
Descriptors: Art Education, Design, College Students, Program Design
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Meriläinen, Mikko; Aurava, Riikka; Kultima, Annakaisa; Stenros, Jaakko – International Journal of Game-Based Learning, 2020
Game jams are intensive events focusing on creation. Their popularity and visibility have soared in recent years. The phenomenon has attracted the attention of scholars interested in education and learning, and the potential of game jams has been studied in various ways. Increasingly, game jams have come to be viewed as a site for learning. They…
Descriptors: Video Games, Design, Educational Games, STEM Education
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Janja Rihter; Milena Košak Babuder; Milena Valencic Zuljan – European Journal of Special Needs Education, 2024
Collaboration among different teacher profiles is one of the most important factors in meeting the needs of pupils with special needs. In a study of 138 teachers from different regions of Slovenia (57 special education teachers and 85 visual art teachers), we investigated how they collaborate when working with pupils with severe specific learning…
Descriptors: Teacher Collaboration, Special Education Teachers, Art Teachers, Faculty Development
Keith Kuckenbrod – ProQuest LLC, 2024
This study investigated teachers' perception of building-level authentic leadership and its effect on teachers' perception of change. A survey comprised of a pre-STEAM questionnaire, the Authentic Leadership Questionnaire (ALQ), and Stages of Concern Questionnaire (SoCQ) sent through Qualtrics was used to collected data and was analyzed using…
Descriptors: Leadership Styles, Teacher Attitudes, Elementary School Teachers, Secondary School Teachers
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Kosha Mehta – Journal of Learning Development in Higher Education, 2024
News and media reports indicate that the perceived value of university education is declining amongst students -- one of the indicators being an increase in apprenticeships. As educators, we need to identify the reasons for this and ask ourselves whether we provide holistic education to students. Based on this rationale, this forward-looking and…
Descriptors: Fundamental Concepts, Sustainability, Diversity, Resilience (Psychology)
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Rebecca E. Burnett; Maria Eichmans Cochran – Journal on Excellence in College Teaching, 2024
Chronology, widely used for teaching arts and humanities, marginalizes students' abilities to connect new knowledge to existing constructs. Building on the foundation provided by Etienne Wenger-Trayner and Beverly Wenger-Trayner (2020), we argue that using social learning in arts and humanities is more productive than chronology, with attention to…
Descriptors: Art Education, Humanities Instruction, Socialization, Power Structure
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Georgia Sowerby; Tabitha Millett – International Journal of Art & Design Education, 2024
In the studio, there are routines and rituals to be observed. One of those is making gesso. The quantities change each time and the ingredients vary, but the mechanical process remains the same: soak rabbit skin glue for 3 hours, double burner melt the glue, sieve in champagne chalk whiting, stir slowly, and tap the sides to remove air bubbles.…
Descriptors: Secondary School Curriculum, Secondary School Students, Secondary School Teachers, Art Education
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Kyungeun Lim; Sohyun An – Art Education, 2024
H ow can we integrate art and social studies to advance art teacher education for social justice? This question has guided our collaborative journey as teacher educators at the same institution. At a public university in the southern United States, the first author is an art teacher educator, and the second author is a social studies teacher…
Descriptors: School Segregation, Educational History, Visual Arts, Social Studies
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