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Publisher: RMIT Publishing   (Total: 400 journals)

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Showing 1 - 200 of 400 Journals sorted alphabetically
40 [degrees] South     Full-text available via subscription   (Followers: 2)
Aboriginal and Islander Health Worker J.     Full-text available via subscription   (Followers: 14)
Aboriginal Child at School     Full-text available via subscription   (Followers: 5)
About Performance     Full-text available via subscription   (Followers: 11)
Access     Full-text available via subscription   (Followers: 25)
ACCESS: Critical Perspectives on Communication, Cultural & Policy Studies     Full-text available via subscription   (Followers: 9)
Accounting, Accountability & Performance     Full-text available via subscription   (Followers: 16)
ACORN : The J. of Perioperative Nursing in Australia     Full-text available via subscription   (Followers: 17, SJR: 0.103, h-index: 4)
Adelaide Law Review     Full-text available via subscription   (Followers: 19)
Advocate: Newsletter of the National Tertiary Education Union     Full-text available via subscription   (Followers: 1)
Agenda: A J. of Policy Analysis and Reform     Full-text available via subscription   (Followers: 1)
Agora     Full-text available via subscription   (Followers: 3)
Agricultural Commodities     Full-text available via subscription   (SJR: 0.102, h-index: 8)
Agricultural Science     Full-text available via subscription   (Followers: 2)
AIMA Bulletin     Full-text available via subscription   (Followers: 4)
AJP : The Australian J. of Pharmacy     Full-text available via subscription   (Followers: 10, SJR: 0.102, h-index: 5)
Analysis     Full-text available via subscription   (Followers: 3)
Ancient History : Resources for Teachers     Full-text available via subscription   (Followers: 4)
Anglican Historical Society J.     Full-text available via subscription   (Followers: 3)
Annals of the Royal Australasian College of Dental Surgeons     Full-text available via subscription   (Followers: 4, SJR: 0.101, h-index: 11)
ANZSLA Commentator, The     Full-text available via subscription   (Followers: 3)
Appita J.: J. of the Technical Association of the Australian and New Zealand Pulp and Paper Industry     Full-text available via subscription   (Followers: 14, SJR: 0.18, h-index: 27)
AQ - Australian Quarterly     Full-text available via subscription  
Arena J.     Full-text available via subscription   (Followers: 1)
Around the Globe     Full-text available via subscription   (Followers: 1)
Art + Law     Full-text available via subscription   (Followers: 12)
Art Monthly Australia     Full-text available via subscription   (Followers: 10)
Artefact : the journal of the Archaeological and Anthropological Society of Victoria     Full-text available via subscription   (Followers: 3)
Artlink     Full-text available via subscription   (Followers: 5)
Asia Pacific J. of Clinical Nutrition     Full-text available via subscription   (Followers: 10, SJR: 0.672, h-index: 51)
Asia Pacific J. of Health Management     Full-text available via subscription   (Followers: 3)
Aurora J.     Full-text available via subscription  
Australasian Biotechnology     Full-text available via subscription   (Followers: 1, SJR: 0.1, h-index: 8)
Australasian Catholic Record, The     Full-text available via subscription   (Followers: 5)
Australasian Drama Studies     Full-text available via subscription   (SJR: 0.101, h-index: 2)
Australasian Epidemiologist     Full-text available via subscription  
Australasian Historical Archaeology     Full-text available via subscription   (Followers: 7)
Australasian J. of Early Childhood     Full-text available via subscription   (Followers: 4, SJR: 0.174, h-index: 1)
Australasian J. of Gifted Education     Full-text available via subscription   (Followers: 5, SJR: 0.115, h-index: 3)
Australasian J. of Human Security, The     Full-text available via subscription   (Followers: 1)
Australasian J. of Irish Studies, The     Full-text available via subscription   (Followers: 8)
Australasian J. of Regional Studies, The     Full-text available via subscription   (Followers: 1)
Australasian Law Management J.     Full-text available via subscription   (Followers: 7)
Australasian Leisure Management     Full-text available via subscription   (Followers: 1)
Australasian Musculoskeletal Medicine     Full-text available via subscription   (Followers: 3)
Australasian Music Research     Full-text available via subscription   (Followers: 4)
Australasian Parks and Leisure     Full-text available via subscription   (Followers: 2)
Australasian Plant Conservation: J. of the Australian Network for Plant Conservation     Full-text available via subscription   (Followers: 4)
Australasian Policing     Full-text available via subscription   (Followers: 5)
Australasian Public Libraries and Information Services     Full-text available via subscription   (Followers: 32)
Australasian Review of African Studies, The     Full-text available via subscription   (Followers: 2)
Australian Aboriginal Studies     Full-text available via subscription   (Followers: 10, SJR: 0.109, h-index: 6)
Australian Advanced Aesthetics     Full-text available via subscription   (Followers: 4)
Australian Ageing Agenda     Full-text available via subscription   (Followers: 6)
Australian and Aotearoa New Zealand Psychodrama Association J.     Full-text available via subscription  
Australian and New Zealand Continence J.     Full-text available via subscription   (Followers: 3)
Australian and New Zealand Sports Law J.     Full-text available via subscription   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 7)
Australian Bookseller & Publisher     Full-text available via subscription   (Followers: 1)
Australian Bulletin of Labour     Full-text available via subscription   (Followers: 2)
Australian Canegrower     Full-text available via subscription   (Followers: 2)
Australian Coeliac     Full-text available via subscription   (Followers: 1)
Australian Cottongrower, The     Full-text available via subscription   (Followers: 1)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 8, SJR: 0.143, h-index: 4)
Australian Family Physician     Full-text available via subscription   (Followers: 3, SJR: 0.364, h-index: 31)
Australian Field Ornithology     Full-text available via subscription   (Followers: 4, SJR: 0.141, h-index: 6)
Australian Forest Grower     Full-text available via subscription   (Followers: 4)
Australian Forestry     Full-text available via subscription   (Followers: 2, SJR: 0.252, h-index: 24)
Australian Grain     Full-text available via subscription   (Followers: 2)
Australian Holstein J.     Full-text available via subscription   (Followers: 1)
Australian Humanist, The     Full-text available via subscription   (Followers: 3)
Australian Indigenous Law Review     Full-text available via subscription   (Followers: 19)
Australian Intl. Law J.     Full-text available via subscription   (Followers: 23)
Australian J. of Acupuncture and Chinese Medicine     Full-text available via subscription   (Followers: 3, SJR: 0.106, h-index: 3)
Australian J. of Adult Learning     Full-text available via subscription   (Followers: 15, SJR: 0.159, h-index: 7)
Australian J. of Advanced Nursing     Full-text available via subscription   (Followers: 12, SJR: 0.225, h-index: 26)
Australian J. of Asian Law     Full-text available via subscription   (Followers: 4)
Australian J. of Cancer Nursing     Full-text available via subscription   (Followers: 8)
Australian J. of Civil Engineering     Full-text available via subscription   (Followers: 5, SJR: 0.17, h-index: 3)
Australian J. of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian J. of Emergency Management     Full-text available via subscription   (Followers: 10, SJR: 0.401, h-index: 18)
Australian J. of French Studies     Full-text available via subscription   (Followers: 7, SJR: 0.1, h-index: 5)
Australian J. of Herbal Medicine     Full-text available via subscription   (Followers: 3, SJR: 0.109, h-index: 7)
Australian J. of Language and Literacy, The     Full-text available via subscription   (Followers: 2, SJR: 0.399, h-index: 9)
Australian J. of Legal History     Full-text available via subscription   (Followers: 14)
Australian J. of Mechanical Engineering     Full-text available via subscription   (Followers: 3, SJR: 0.129, h-index: 4)
Australian J. of Medical Science     Full-text available via subscription   (Followers: 1, SJR: 0.122, h-index: 5)
Australian J. of Multi-Disciplinary Engineering     Full-text available via subscription   (Followers: 2)
Australian J. of Music Education     Full-text available via subscription   (Followers: 3)
Australian J. of Music Therapy     Full-text available via subscription   (Followers: 8)
Australian J. of Parapsychology     Full-text available via subscription   (Followers: 2)
Australian J. of Social Issues     Full-text available via subscription   (Followers: 5, SJR: 0.178, h-index: 20)
Australian J. of Structural Engineering     Full-text available via subscription   (Followers: 6, SJR: 0.296, h-index: 8)
Australian J. of Water Resources     Full-text available via subscription   (Followers: 6, SJR: 0.226, h-index: 9)
Australian J. on Volunteering     Full-text available via subscription   (Followers: 2)
Australian J.ism Review     Full-text available via subscription   (Followers: 8)
Australian Life Scientist     Full-text available via subscription   (Followers: 2, SJR: 0.1, h-index: 2)
Australian Literary Studies     Full-text available via subscription   (Followers: 5, SJR: 0.1, h-index: 6)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 6)
Australian Nursing J. : ANJ     Full-text available via subscription   (Followers: 6)
Australian Orthoptic J.     Full-text available via subscription  
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 4)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian Senior Mathematics J.     Full-text available via subscription   (Followers: 1)
Australian Sugarcane     Full-text available via subscription  
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Tax Forum     Full-text available via subscription   (Followers: 3)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Australian Voice     Full-text available via subscription   (Followers: 6)
Bar News: The J. of the NSW Bar Association     Full-text available via subscription   (Followers: 5)
Bioethics Research Notes     Full-text available via subscription   (Followers: 13)
BOCSAR NSW Alcohol Studies Bulletins     Full-text available via subscription   (Followers: 4)
Bookseller + Publisher Magazine     Full-text available via subscription   (Followers: 5)
Breastfeeding Review     Full-text available via subscription   (Followers: 17, SJR: 0.31, h-index: 19)
British Review of New Zealand Studies     Full-text available via subscription   (Followers: 4)
Brolga: An Australian J. about Dance     Full-text available via subscription   (Followers: 1)
Cancer Forum     Full-text available via subscription   (SJR: 0.143, h-index: 10)
Cardiovascular Medicine in General Practice     Full-text available via subscription   (Followers: 7)
Chain Reaction     Full-text available via subscription  
Childrenz Issues: J. of the Children's Issues Centre     Full-text available via subscription  
Chiropractic J. of Australia     Full-text available via subscription   (SJR: 0.107, h-index: 3)
Chisholm Health Ethics Bulletin     Full-text available via subscription   (Followers: 1)
Church Heritage     Full-text available via subscription   (Followers: 4)
Commercial Law Quarterly: The J. of the Commercial Law Association of Australia     Full-text available via subscription   (Followers: 4)
Communicable Diseases Intelligence Quarterly Report     Full-text available via subscription   (Followers: 2, SJR: 0.567, h-index: 27)
Communication, Politics & Culture     Open Access   (Followers: 13)
Communities, Children and Families Australia     Full-text available via subscription   (Followers: 2)
Connect     Full-text available via subscription   (Followers: 2)
Contemporary PNG Studies     Full-text available via subscription  
Context: J. of Music Research     Full-text available via subscription   (Followers: 8)
Corporate Governance Law Review, The     Full-text available via subscription   (Followers: 7)
Creative Approaches to Research     Full-text available via subscription   (Followers: 13)
Critical Care and Resuscitation     Full-text available via subscription   (Followers: 18, SJR: 1.737, h-index: 24)
Cultural Studies Review     Full-text available via subscription   (Followers: 15)
Culture Scope     Full-text available via subscription   (Followers: 4)
Current Issues in Criminal Justice     Full-text available via subscription   (Followers: 10)
Dance Forum     Full-text available via subscription   (Followers: 2)
DANZ Quarterly: New Zealand Dance     Full-text available via subscription   (Followers: 3)
Day Surgery Australia     Full-text available via subscription   (Followers: 2)
Deakin Law Review     Full-text available via subscription   (Followers: 14)
Developing Practice : The Child, Youth and Family Work J.     Full-text available via subscription   (Followers: 19)
Early Days: J. of the Royal Western Australian Historical Society     Full-text available via subscription  
Early Education     Full-text available via subscription   (Followers: 8)
EarthSong J.: Perspectives in Ecology, Spirituality and Education     Full-text available via subscription   (Followers: 1)
East Asian Archives of Psychiatry     Full-text available via subscription   (Followers: 2, SJR: 0.331, h-index: 7)
Educare News: The National Newspaper for All Non-government Schools     Full-text available via subscription  
Educating Young Children: Learning and Teaching in the Early Childhood Years     Full-text available via subscription   (Followers: 17)
Education in Rural Australia     Full-text available via subscription   (Followers: 1)
Education, Research and Perspectives     Full-text available via subscription   (Followers: 10)
Educational Research J.     Full-text available via subscription   (Followers: 17)
Electronic J. of Radical Organisation Theory     Full-text available via subscription   (Followers: 3)
Employment Relations Record     Full-text available via subscription   (Followers: 2)
English in Aotearoa     Full-text available via subscription   (Followers: 1)
English in Australia     Full-text available via subscription   (Followers: 2, SJR: 0.19, h-index: 6)
Essays in French Literature and Culture     Full-text available via subscription   (Followers: 7)
Ethos: Official Publication of the Law Society of the Australian Capital Territory     Full-text available via subscription   (Followers: 5)
Eureka Street     Full-text available via subscription   (Followers: 5)
Extempore     Full-text available via subscription  
Family Matters     Full-text available via subscription   (Followers: 10, SJR: 0.259, h-index: 8)
Federal Law Review     Full-text available via subscription   (Followers: 21)
Fijian Studies: A J. of Contemporary Fiji     Full-text available via subscription   (Followers: 1)
Focus on Health Professional Education : A Multi-disciplinary J.     Full-text available via subscription   (Followers: 7)
Food New Zealand     Full-text available via subscription   (Followers: 4)
Fourth World J.     Full-text available via subscription   (Followers: 1)
Frontline     Full-text available via subscription   (Followers: 18)
Future Times     Full-text available via subscription   (Followers: 2)
Gambling Research: J. of the National Association for Gambling Studies (Australia)     Full-text available via subscription   (Followers: 5)
Gay and Lesbian Law J.     Full-text available via subscription   (Followers: 2)
Gender Impact Assessment     Full-text available via subscription   (Followers: 1)
Geographical Education     Full-text available via subscription   (Followers: 2)
Geriatric Medicine in General Practice     Full-text available via subscription   (Followers: 8)
Gestalt J. of Australia and New Zealand     Full-text available via subscription   (Followers: 2)
Globe, The     Full-text available via subscription   (Followers: 3)
Government News     Full-text available via subscription   (Followers: 2)
Great Circle: J. of the Australian Association for Maritime History, The     Full-text available via subscription   (Followers: 7)
Grief Matters : The Australian J. of Grief and Bereavement     Full-text available via subscription   (Followers: 10)
He Puna Korero: J. of Maori and Pacific Development     Full-text available via subscription   (Followers: 4)
Headmark     Full-text available via subscription   (Followers: 2)
Health Inform     Full-text available via subscription  
Health Issues     Full-text available via subscription   (Followers: 2)
Health Promotion J. of Australia : Official J. of Australian Association of Health Promotion Professionals     Full-text available via subscription   (Followers: 8, SJR: 0.606, h-index: 19)
Health Voices     Full-text available via subscription  
Heritage Matters : The Magazine for New Zealanders Restoring, Preserving and Enjoying Our Heritage     Full-text available via subscription   (Followers: 2)
High Court Quarterly Review, The     Full-text available via subscription   (Followers: 3)
History of Economics Review     Full-text available via subscription   (Followers: 9)
HIV Australia     Full-text available via subscription   (Followers: 3)
HLA News     Full-text available via subscription   (Followers: 3)
Hong Kong J. of Emergency Medicine     Full-text available via subscription   (Followers: 4, SJR: 0.173, h-index: 7)
Idiom     Full-text available via subscription   (Followers: 1)
Impact     Full-text available via subscription   (Followers: 1)
InCite     Full-text available via subscription   (Followers: 17)
Indigenous Law Bulletin     Full-text available via subscription   (Followers: 17)
InPsych : The Bulletin of the Australian Psychological Society Ltd     Full-text available via subscription   (Followers: 2)
Inside Film: If     Full-text available via subscription   (Followers: 7)
Institute of Public Affairs Review: A Quarterly Review of Politics and Public Affairs, The     Full-text available via subscription   (Followers: 11)
Instyle     Full-text available via subscription  
Intellectual Disability Australasia     Full-text available via subscription   (Followers: 7)
Interaction     Full-text available via subscription   (Followers: 3)
Intl. Employment Relations Review     Full-text available via subscription   (Followers: 2)
Intl. J. of Disability Management Research     Full-text available via subscription   (Followers: 2)

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Journal Cover Australian Art Education
  [7 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 1032-1942
   Published by RMIT Publishing Homepage  [400 journals]
  • Volume 38 Issue 2 - Editorial
    • Abstract: Kerby, Martin C
      PubDate: Wed, 10 Jan 2018 21:41:37 GMT
       
  • Volume 38 Issue 2 - Contributors' biographies
    • PubDate: Wed, 10 Jan 2018 21:41:37 GMT
       
  • Volume 38 Issue 2 - Light fuse and stand well back: A reflection on the
           role of the creative arts in the Australian academy
    • Abstract: Meyrick, Julian
      This article is drawn from a lecture recently presented at Griffith University which examines the Australian higher education sector and its rapid transition from a traditional view of education to one which is increasingly affected by government funding and subsequent intervention. The amalgamation of the creative arts from small conservatorium-style academies to the broader university system has not been met with a concomitant desire to fully appreciate and value their unique contribution to the academy. The author argues that creative arts research requires understanding and to date little consideration has been given as to how it can be accommodated within existing university structures. Universities therefore need to provide the creative arts time to resolve issues around their intellectual contribution and to value the meaning they ultimately give to our lives.

      PubDate: Wed, 10 Jan 2018 21:41:37 GMT
       
  • Volume 38 Issue 2 - Developing creative ecologies in schools: Assessing
           creativity in schools
    • Abstract: de Bruin, Leon; Harris, Anne M
      Creativity has a significant role to play in how educational praxis evolves to meet the demands of future workforces and their lifelong learning. There now exists an abundance of discourse activity pertaining to creativity in education that stress nurturing it as an essential yet complex and multifaceted aspect of education. The need to recalibrate creativity in education beyond simplistic notions of accommodating creative industries and domain-centred thinking is stimulated by more holistic and ecologically responsible and responsive organisational and pedagogical practices. This article details findings from a three-year international study of creativity in Australian, Singaporean, American and Canadian secondary schools. A Whole School Creativity Audit that considers school policies, teacher pedagogies, the nurturing of student and teacher practices and processes for creativity, school environments and local/global creative partnerships is posited. Whole-school engagement in cultivating united, interconnected understandings and practicalities, and interdisciplinarity that fosters 'wise creativity' as a holistic ecological approach in schools is identified as a crucial component of a modern education.

      PubDate: Wed, 10 Jan 2018 21:41:37 GMT
       
  • Volume 38 Issue 2 - The museum diorama: Caught between art and history
    • Abstract: Kerby, Martin; MacDonald, Abbey; McDonald, Janet; Baguley, Margaret
      Perhaps more than any other type of museum display, dioramas, particularly those in military museums, are expected to be all things to all people. To justify their role as an explanatory tool they must be 'accurate' representations of history, yet to survive in the modern museum environment they must also be artefacts or artworks in their own right, flexible enough to adjust to changing tastes and perceptions. Diorama artists are constrained, however, by three seemingly incompatible approaches: representing a single moment in a complex event, compressing timelines in order to show multiple 'moments', and the creation of a hypothetical, generic representation of 'battle'. The issue of scale is also problematic, for the more a diorama shows of a battle, the less it is able to communicate the individual human experience of conflict. To engage with individual trauma in this manner is nevertheless problematic given that the great battles of history are traditionally linked to national achievement, yet the modern conception of war is increasingly one that characterises it as a destroyer of civilisations rather than a stepping stone in the creation of the nation state. This article explores how The Royal Armouries (Leeds, UK), The Royal Green Jackets (Rifles) Museum (Winchester, UK) and the Australian War Memorial (Canberra, Australia), have grappled with these issues, ones which position dioramas uneasily between art and history.

      PubDate: Wed, 10 Jan 2018 21:41:37 GMT
       
  • Volume 38 Issue 2 - Transforming maternal regionalism through the
           mother-artist model (MAM)
    • Abstract: Clark, Linda; Batorowicz, Beata; Baguley, Margaret
      As a regional contemporary artist, and also a mother, I have often had to subsume one role over the other depending on the context. My recent tertiary studies have allowed me to explore the critical synergies between the two roles and in the process to propose, develop and refine my Mother-Artist Model (MAM). By blurring art and life, the model draws on mothering attributes of adaptability and resilience and makes visible the complex stories of the mother-child relationship. This paper explores the development of this process and the potential within the MAM to be used as an adaptive creative practice strategy for other women artists to overcome the challenges of maternal periphery through collective sharing and dialogue.

      PubDate: Wed, 10 Jan 2018 21:41:37 GMT
       
  • Volume 38 Issue 2 - Good teachers grow: Disrupting negative depictions of
           teachers through relational a/r/tographic inquiry
    • Abstract: MacDonald, Abbey; Cruickshank, Vaughan
      This article explores the potential impact of expressions of gratitude to and for our teachers on teacher retention and resilience. It is widely acknowledged in educational circles that upwards of forty percent of Australian teachers leave the profession within the first five years. With teachers struggling under the pressures of increased social and political scrutiny and associated increases in societal and workplace expectations, teacher burnout and attrition remains a substantial issue in Australia. Despite the scholarly research that has identified the high levels of teacher attrition, the difficulties of the teaching profession go largely unacknowledged by a public who see media commentary around teacher work and lives dominated by references to short hours and long holidays. In addition, this narrative is often dismissive of the positive influence of good teaching and dedicated teachers.

      Using the case study of a recently retired career teacher known to the researchers, this article identifies the potential impact on teacher resilience and retention of a disruption of the negative public discourses around the work and lives of teachers. In doing so, we illustrate the need to balance dominant negative discourses with ones that acknowledge and celebrate the positive impact of teachers in the lives of their colleagues, students and the wider community. The authors employ an a/r/tographic inquiry that uses relational art inquiry tools to highlight the attributes of resilient teachers, and how teacher resilience and in turn retention might be cultivated through expressions of community gratitude. In doing so, we argue that when teachers feel valued and are cognisant of the gratitude felt by students, staff and parents, their professional resilience is bolstered and the likelihood of attrition reduced.

      PubDate: Wed, 10 Jan 2018 21:41:37 GMT
       
  • Volume 38 Issue 2 - Critical images, critical voices: The artwork of
           vernon ah kee
    • Abstract: Castro, Jason; Batorowicz, Beata
      This paper explores the 'critical image' in contemporary art and its role in Australian art education through the lens of two tertiary artists and arts educators. Critical images are contextualised as dialogically based, interrupting prevailing discourses which create opportunities for new dialogues located in social, historical or cultural debates (Castro, 2017). As these debates are evident in the work itself, this paper asserts that critical images provoke viewer autonomy in critical thinking, and therefore 'educate' audiences. The critical image is explored in this paper through the art of Australian artist Vernon Ah Kee.

      PubDate: Wed, 10 Jan 2018 21:41:37 GMT
       
  • Volume 38 Issue 2 - To tread lightly: Teaching aboriginal and torres
           strait islander art and representation in a regional university
    • Abstract: Heckenberg, Robyn
      My heritage is Wiradjuri, a Central New South Wales nation with a powerful connection to Lake Cargelligo and a number of inland rivers. Our old ties with the river have facilitated strong ties with tribes up and down the rivers which have extended as far as South Australia. In addition, Wiradjuri has strong familial associations with Yorta Yorta, Gamillaroi and historically significant ties to neighbouring nations, such as the Wonnarua with whom we collaborated during the 1826 uprising against the British (Miller, 1995). Our broad associations also included ceremonial and marriage arrangements with peoples much further afield, such as Aboriginal people who shared Mount Bogong in the Victorian Alps. Cultural ties and reciprocity arrangements extended as far as Southern Queensland and during the Bunya Pine ceremonial cycle, there were huge gatherings of people, including Wiradjuri, who travelled significant distances to share food. This is the present location of the College of Indigenous Studies, Education and Research (CISER) at the University of Southern Queensland (USQ). It is at this university that I now plan and implement innovative art theory that provides a narrative of Indigenous art in the contexts of human rights, land rights, intellectual property rights, politics and international networks. In this way cultural exchange continues between myself as Wiradjuri and Aboriginal communities in Southern Queensland in an unbroken chain which honours both past and present associations.

      PubDate: Wed, 10 Jan 2018 21:41:37 GMT
       
  • Volume 38 Issue 2 - Generation art: An educational program to engage
           audiences with art
    • Abstract: Mitchell, Donna Mathewson
      This article outlines an innovative education program piloted at Bathurst Regional Art Gallery in 2016. Generation Art involved a series of after school workshops for Year 10 students focused on cultural engagement and learning in the art gallery. The program culminated in the creation of digital stories re-visioning the art gallery and its collection from a youth perspective. These resources have been shared publicly on the gallery website and in a public screening. Action research was undertaken to document and evaluate the program and the underpinning partnership model. In this article, the program and research is outlined to illustrate its significance in engaging youth audiences with art and art galleries.

      PubDate: Wed, 10 Jan 2018 21:41:37 GMT
       
  • Volume 38 Issue 2 - The parliament house embroidery: A creative
           collaboration
    • Abstract: Baguley, Margaret; Kerby, Martin C
      The Parliament House Embroidery (PHE) was the result of an eight year collaboration between the South Australian artist Kay Lawrence and each Australian state and territory embroidery guild. Conceived as an artistic commemoration of Australia's Bicentenary and the opening of the new Parliament House in Canberra on 9 May 1988, the PHE is notable as both a key commissioned work and the only gift accepted by the Parliament House Construction Authority's Art Advisory Committee. Drawing from a case study this paper explores issues related to interpretation, leadership, and authorship that arose during this extended collaboration. As the PHE celebrates its thirtieth anniversary in 2018, this is a timely investigation of the process that led to the creation of this artwork.

      PubDate: Wed, 10 Jan 2018 21:41:37 GMT
       
  • Volume 38 Issue 1 - Steam education: Fostering creativity in and beyond
           secondary schools
    • Abstract: Harris, Anne; de Bruin, Leon
      Current educational policy is dominated by a discourse of transferability, scalability and innovation, within a climate politicised by 'creative industries' and STEM (Science, Technology, Engineering and Mathematics) education in Australia. STEM has been promoted as an authentic and engaging approach to education, particularly as Australia tries to boost its performance in international testing. However, STEM has consistently been challenged by STEAM, where 'arts and design' represent the 'A'. STEAM advocates for creativity and expression to be included as a core part of any interdisciplinary approach. There is no defensible reason why the 'A' of arts should not be included in domain interconnectedness and the development of critical and creative thinking skills' preparation of students for the global economy. Assessing the 'state of play' involving STEM and STEAM in Australia, this paper considers the widespread adoption of STEM in education, and its missed opportunity for integrating arts skills and capacities into the creativity agenda. Harris (2016) has argued in favour of a more 'ecological' whole-school approach to fostering creativity that promotes not only creative approaches to STEM subjects, but importantly arts subjects as well, including environmental, partnership and professional development components. The Harris Creativity Index is reviewed, and salient creative skills and capacities posited which allows teachers to implement pedagogical procedures that can improve creativity within schools through more whole-school transdisciplinary STEAM approaches.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 38 Issue 1 - Visual art pedagogy and practice on the anangu
           pitjantjatjara yankunytjatjara (APY) lands
    • Abstract: MacGill, Belinda
      The focus of this paper is on teaching and learning within a Communities of Practice (CoP) model of art education in Early Childhood, Schools and Adult learning centres across the Anangu Pitjantjatjara Yankunytjatjara Lands (APY Lands) located in the remote desert country on the border of Western Australia, South Australia and the Northern Territory. The Anangu, Aboriginal people from the APY Lands, have an approach to pedagogy which is informed by Kulini, a deep listening, spiritual, embodied knowledge system (Osborne, 2014). Western teaching practices built on Socratic teaching methods culminating in Direct Instruction (DI) nevertheless ignore the value of this system. In contrast, Anangu pedagogy which weaves western knowledge through an Indigenous ethics of care offers considerable potential for the development of a culturally responsive pedagogy (SooHoo and Nevin, 2013). This pedagogy needs to be co-constructed by Anangu and Piranpa (Non-Aboriginal people), a collaborative approach which positions both groups as learners and teachers within a Communities of Practice (CoP) model (Lave and Wenger, 1991).

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 38 Issue 1 - Arts research: Innovative practices - a 'snapshot'
           from new Zealand
    • Abstract: Smith, Jill
      Arts Research: Innovative Practices, a postgraduate course introduced at The University of Auckland in 2012, is attractive to students from across the arts disciplines and educational sectors wishing to engage in arts-based educational research. The course entices students to critically explore emerging visions and theoretical concepts that broaden research practices in the arts through approaches such as narrative, autobiography, performative ethnography, reader's theatre, poetic inquiry, and a/r/tography. Emphasis is placed on the 'visual' as a powerful research tool. In this paper, an example of a Master of Education (MEd) thesis by Meng-Jiun Penny Lin (2015) offers a 'snapshot' of insights into how research in more than one arts discipline can be creatively conceptualised, conducted and reported in innovative ways. This cross-disciplinary postgraduate study provides an inventive model for others embarking on arts research.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 38 Issue 1 - Editorial
    • Abstract: Kerby, Martin C
      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 38 Issue 1 - Contributors' biographies
    • PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 38 Issue 1 - A war imagined: Gallipoli and the art of children's
           picture books
    • Abstract: Kerby, Martin C; Baguley, Margaret; MacDonald, Abbey; Lynch, Zoe
      The artists and authors who produce children's picture books dealing with the First World War, and Gallipoli in particular, find themselves burdened by the expectation that they will balance a respect for this foundation myth with a 'pity of war' approach more in line with modern attitudes to conflict. Whatever their personal ideology, to meet these expectations many of them embrace the thematic imperatives of those who have already painted and written about Australians at war: the increasingly sentimentalised construct of the Australian soldier as a victim of trauma, the providing of a moral lesson with many of the characteristics of a displaced Christianity and the traditional use of Australian war literature as an exercise in nation building.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 38 Issue 1 - Fairweather: The man and his art
    • Abstract: Beattie, Debra
      This article is written as a reflection on the production of a number of narrative versions of the life and times of Ian Fairweather (1891-1974). These are primarily sourced from the ABC TV broadcast post-production script, which won the NSW Premier's Literary Award for Non-Fiction in 2010, and the database on the painter's life which was launched as a scholarly website titled The Ian Fairweather Project in 2007. Fairweather lived a long and remarkable life, filled with adventure, mystery and intrigue. In his last twenty years, living as an eccentric recluse he painted masterpieces in a handmade grass and bamboo hut on Bribie Island off the Queensland coast. His life's journey from Scotland, his significant artistic output which is represented in all state galleries in Australia in addition to overseas institutions such as the Tate Gallery in London, and his embrace of Eastern philosophy can all stir contemplations about values and attitudes to both life and to art.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 38 Issue 1 - Exploring pre-service teacher self-efficacy across
           three Australian universities
    • Abstract: Lemon, Narelle; Garvis, Susanne
      This paper shares a study exploring the connection between primary pre-service teachers' feelings of confidence, preparedness and self-efficacy to teach in the curriculum areas of Mathematics, English, Technology and the Arts (Dance, Drama, Media Arts, Music and Visual Arts). The data collected from 339 pre-service teachers located in three different Australian universities demonstrates the variance across different curriculum areas and how institutional focus can influence pre-service teacher self-efficacy and confidence levels. This in turn can impact future teachers' engagement with the Arts.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 38 Issue 1 - Art and learning at the imperial war museum (IWM),
           London
    • Abstract: Walton, Alexandra F
      This article argues that visual art has an integral role to play in the educational mission of war museums that goes beyond merely illustrating historical narratives. The significant fine art collection of the IWM (Imperial War Museums), which contains over 20,000 items, is explored with a specific focus on how art curators from IWM London engage with these works to inform the Museum's narratives. More than any other part of the IWM collection, art has the ability to address abstract concepts and analytical themes related to the history of war. The article draws on interviews with IWM art curators, and examines the often contested role that the art collection plays in the broader efforts of a museum currently celebrating its centenary year.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 38 Issue 1 - Re-enchanting education: Challenging the 'hidden'
           curriculum
    • Abstract: Russell, Ann; Batorowicz, Beata; Baguley, Margaret
      Employing the Grimm Brothers' Hansel and Gretel tale as a metaphorical device, this paper explores how arts education can disrupt the hidden curriculum in schools (Rosenberg and Thurber, 2007). This paper provides a symbolic representation of the education context by likening the secondary school art studio to the Gingerbread House, featured in the fairy tale story, and in turn the art teacher to a feminist re-envisioning of a witch. In this contemporary version, the 'art teacher-witch' creates recipes for challenging and confronting increasing government involvement in the education sector through contemporary art practice.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 38 Issue 1 - Studio models in a changing higher education landscape
    • Abstract: Wallis, Louise; Williams, Anthony; Ostwald, Michael J
      This paper explores the way in which different studio models have emerged in architectural education, as well as providing an overview of studio models in recent use (2007-2011), which is timely in a context that values 'efficiency dividends'. Four models are explored in order to represent the considerable diversity in how the studio is defined and understood in the Australian and New Zealand context. The paper highlights the significant influence and impact of Higher Education Institutions (HEIs) policies and management have had on schools and their studio models.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 38 Issue 1 - Australian tertiary artists, we need to talk: The
           birth of nitro
    • Abstract: Wilson, Jenny
      In June 2016, the Australian Council of Deans and Directors of Creative Arts (DDCA) began NiTRO, an online publication designed as a platform for tertiary creative artists and educators to make connections across the visual and performing arts, and also in design and creative writing. In a broader sense it supports the DDCA's mission to advocate for the importance of the creative arts in tertiary education, research and society. Since its first edition, NiTRO has attracted a diverse and growing domestic and international readership both inside and outside academia. This article traces its creation, focus, outcomes and future direction as expressed through the voices of its contributors.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 38 Issue 1 - Wellbeing and arts education: Opportunities for
           increasing advocacy
    • Abstract: McDonald, Janet; Aprill, Arnold; Mills, Deborah
      The importance of wellbeing for social and community health is often predicated on a 'medical model'. This paper explores existing research which proposes a return to Aristotle's eudaimonic understanding of wellbeing. An Eudaimonic approach values pleasure, enjoyment and beauty. However, the absence of wellbeing from policy documents related to arts education is of concern, particularly as the arts have been shown to increase empathy, tolerance and imagination. This paper therefore advocates for the transformational quality of experimentation, evident in the arts, which increases the wellbeing of students in a range of ways including the ability to recognise and explore nuance.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 38 Issue 1 - Impact of the creative arts indigenous parental
           engagement (CAIPE) program
    • Abstract: Vaughan, Tanya; Caldwell, Brian J
      Creative Arts Indigenous Parental Engagement (CAIPE) was funded by the Commonwealth Department of Employment, Education and Workplace Relations (DEEWR) as a Parental and Community Engagement (PaCE) project. It is a community driven program for parents and carers of Aboriginal and Torres Strait Islander children and young people up to the age of 19 years (Department of Education, 2013). It facilitated the production of culturally relevant visual arts (mural and artworks) and resources (books) which drew on the cultural capital of parents, students and community members. The impact of the CAIPE was measured in eight schools, with a total of over one thousand students, including 155 Aboriginal and/or Torres Strait Islander students. The three program elements of CAIPE; In-School Workshop, Early Literacy Storytelling and Creative Community were implemented by The Song Room in urban, regional and remote schools in Queensland, Australia. A mixed methods approach using statistical analysis of data and case studies identified statistically significant increases at the regional schools in attendance, English grades and literacy outcomes as measured by the National Assessment Program - Literacy and Numeracy (NAPLAN). Semi-structured interviews with students, parents, teachers and school leaders identified key learnings in program design.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 37 Issue 1 - John Dewey and Reggio Emilia: Worlds apart - one
           vision
    • Abstract: Lindsay, Gai
      The Reggio Emilia educational project is internationally renowned for an early childhood pedagogy that centralises visual arts as a graphic language within multi-disciplinary projects. Loris Malaguzzi, the first director of the Italian project, is credited for introducing ateliers (art studios), as well as an atelierista (visual arts specialist) within each preschool. This paper suggests that Malaguzzi's conception of the atelier as a place for art focused, hands-on collaborative research with children may have been inspired by John Dewey's (1900) discussions about art laboratories as a unifying force for democratic and transformative education. Contemporary educators are invited to reflect on their own visual arts practice in light of the shared vision of these two educational philosophers.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 37 Issue 1 - From the classrooms of Stanford to the Alleys of
           Amsterdam: Elliot Eisner as pedagogue
    • Abstract: Barone, Tom
      This paper was originally published as the first chapter of 'Aesthetics, Politics, and Educational Inquiry: Essays and Examples' by Tom Barone (New York: Peter Lang) in 1996. This book remains a seminal text in the development and growth of arts-based research and art education, and this chapter is a delightful wander through the streets of Amsterdam with Elliot Eisner, Tom's one time mentor, lifelong friend and esteemed colleague. It tells of experience and introspection, of teaching and learning and of the personal and professional perspectives of two highly influential scholars. It is reprinted here with permission in its original form.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 37 Issue 1 - Editorial
    • PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 37 Issue 1 - Beyond the school gate: A study of arts engagement and
           employment in post-secondary school years
    • Abstract: Alter, Frances
      Creative industries are key drivers of modern economies; however, analysis has traditionally advanced a market-failure model of arts and culture (Potts, 2012). A negative socio-economic paradigm can have an adverse effect on post-secondary school students' career choices and continued engagement in the arts. This article reports on the findings from the first stage of a longitudinal study that tracks the life trajectories of a group of young people who at some time in their school years were winners and finalists in a university funded art prize. The participants, now in the early stages of their tertiary studies and careers, were surveyed in order to learn whether they had continued to engage in visual arts practice, continued on to further training in the arts or work in creative occupations. Participants in this study offered insights into their motivations to pursue arts-based careers as well as their understanding of the challenges that face those who desire a career in the Arts.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 37 Issue 1 - Considering a methodology to provoke respectful
           conversations about creativity with arts educators
    • Abstract: Selkrig, Mark; Bottrell, Christine
      While the space remains fragile for arts learning in school settings, the need for creativity and creative learning is emphasised in curriculum documents. Alongside this tension, what creative learning and teaching means continues to be unclear for many educators. In this paper we report on an innovative methodology developed and implemented for a project to explore connected understandings of creativity and creative learning amongst arts educators. The methodology, while succinct and efficient, also provided abundant, meaningful data. It also offered various ways for participants to engage in collegial discussions that provoked deep questions and thoughtful conversations about creativity and arts learning.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 37 Issue 1 - Transformative learning: Ecologies of practice in art
           and design education
    • Abstract: Snepvangers, Kim; Bannon, Robyn
      This research paper focuses on the quality of engagement of Preservice Art and Design Educators (PADE) with knowledge and transformative learning in tertiary art and design curriculum and field-based experience. The research scaffolds participant knowledge as an oral narrative from research interview data supported by a strong practical focus on learning from experiences gained in the field. This research project aimed to come to an understanding of how the specific potential of professional industry experience in the final year worked to generate teacher case-based knowledge. Case studies were selected as an appropriate methodology to report on research interview data conducted with graduates given their recent experience with changing variables of being, firstly, a student and subsequent engagement with a profession. The case selected for analysis explored the teaching and learning practices undertaken during a professional experience semester-long internship in a western Sydney school. Through a close study and evaluation of a pre-service art and design teacher's experience of teaching a Stage 5 Visual Arts unit of work, the discussion reveals assumptions and perceptions about learning. This kind of evaluative and reflective practice-led research has the capacity to deepen understanding of personal teaching practices and inform tertiary teacher education. The importance of teachers' case-based wisdom of practice and interconnectedness of learning within localised, specialist contexts in visual arts is highlighted as a marker of quality engagement with knowledge. Ecology is applied as an organising construct for the research, emphasising a personal approach to interconnection for planning curriculum projects whilst learning in the domain of art and design. Publishing impact and quality data concerning the transformative potential of art and design education is significant within neo-liberal educational agendas in Australia.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 37 Issue 2 - Interpreting the Anzac legacy: Reflexive accounts of
           artistic practice
    • Abstract: Kerby, Martin; Baguley, Margaret; Tuppurainen-Mason, Eloise
      This paper will explore the journey of two visual Artists and a Project Manager working with a secondary school on two government funded projects commemorating the Anzac legacy. The process of conceptual development, creation and negotiation will be investigated within the context of the career stages of each participant. The complexities of working with the school community whilst also maintaining the integrity of the participants' respective vision will further contextualise this discussion.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 37 Issue 2 - Developing employability and professional identity
           through visual narratives
    • Abstract: Bennett, Dawn
      Enhancing employability for higher education arts graduates requires collaborative action on three fronts: specificity in the measurement and reporting of graduate outcomes; advocacy to re-align stakeholder conceptions of graduate work and employability; and learner engagement in career-related thinking and action. This paper reports a career-related engagement in which students and educators created visual narratives with text-based captions in answer to the question, "What is a musician'" Similarities and differences in student-educator thinking highlight the potential for students to generate broad career previews through in-class engagement. Visual methodologies emerge as a powerful strategy for the promotion of career-oriented thinking and reflection.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 37 Issue 2 - Editorial
    • Abstract: Baguley, Margaret; Kerby, Martin
      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 37 Issue 2 - Intercultural arts-based research inquiry: First marks
           of the reformer's brush
    • Abstract: Wade-Leeuwen, Bronwen
      The conflict education situation in Australian government schools presents an image of a traditional system detached from contemporary global trends in arts education. Recent significant reforms in Australian education, particularly with the introduction of the first national Australian curriculum (ACARA, 2014), align strongly with a global focus on developing twenty-first century critical and creative skills. Today, most arts educators strive to foster these skills in their classrooms; yet evidence shows they often lack the confidence and knowledge to foster that creativity and imagination. Additionally, primary arts instruction in these schools is mandated to four hours a week; yet professional development in teacher education seldom provides the necessary specialised knowledge, skills and experience to teach the arts effectively.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 37 Issue 2 - Home is where the art is: Using design-based research
           to support arts engagement in Australian home education
    • Abstract: Burke, Katie
      Home education is increasingly recognised in Australia as a legitimate educational option. Given the significance of the Arts as an integral component of a quality holistic education, developing insight into how this rapidly growing educational sector is engaging with the Arts is a timely issue. This paper explores a doctoral project which is focusing on understanding and supporting arts practices in Australia's home education community. Motivated by a desire for research to have a beneficial impact, the researcher is working with home educators to develop an arts website and communication space that responds to the needs of home educators and is underpinned by the principles of quality arts education.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 37 Issue 2 - Student art exhibitions - a tool for building cohesion
           and cultural sustainability
    • Abstract: Smith, Anne
      Student art exhibitions provide a voice for the ideas of young people and a critical space for dialogue. They also have the potential to connect communities and provide complex yet accessible opportunities for learning. Over the course of the past decade, Independent Schools Victoria has displayed in excess of 2500 student artworks. It is a not for profit membership organisation representing non-government schools of different faiths, cultures and philosophies in the state of Victoria, Australia. This paper will provide an overview of the organisation's history of exhibition activity and proven record of building engagement, cohesion and cultural sustainability that has ultimately benefitted a wide variety of stakeholders.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 37 Issue 2 - Bending the twig: Indigenous perspectives in tertiary
           art and design
    • Abstract: Snepvangers, Kim
      This research traverses the "cultural interface" (Nakata, 2004) from the perspective of a non-Indigenous art educator in order to propose a re-thinking of Indigenous Perspectives in the context of tertiary art and design education. It focuses on extending the capacity of educators to engage with contested areas of knowledge and ultimately to work with Indigenous and non-Indigenous students in creative fields of practice. The research has been framed around textual and visual metaphors, in particular the metaphor of "Bending the Twig", an educational practice which emerged in interviews conducted in 2013 and 2014 with Indigenous Elder, Artist and Educator, Vic Chapman. As the first Indigenous Principal in a Primary School in New South Wales Chapman's educational practices, particularly his 'bending of the twig' are particularly interesting (Savage, 2015). Three encounters selected from educational moments in Vic Chapman's professional life show how he creatively and flexibly negotiates contested space and enculturates Indigenous Knowledge and perspectives with both Indigenous and non-Indigenous people.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 36 Issue 1 - How is the domain of the visual arts represented in
           years 7-10 in state curriculum frameworks in Victoria, Queensland and New
           South Wales'
    • Abstract: Thomas, Kerry
      While there is current obsession with claims about natural entitlement Arts education, little research about Visual Arts as a domain has been reported recently. This paper seeks to redress this issue in a modest way. It takes three current curriculum frameworks in the Arts/Visual Arts in Years 7-10 from Victoria, Queensland and New South Wales (NSW) and subjects them to a semantic analysis. Findings reveal there is considerable variation in what constitutes the domain. This ranges from a means to achieve creative expression mediated by formalism in the Arts to the domain being represented as a relational network. These differences are brought to the struggle for the identity of Visual Arts in the Australian Curriculum.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 36 Issue 1 - Editorial
    • Abstract: Cutcher, Alexandra
      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 36 Issue 1 - Drawing conclusions: What purpose do children's
           drawings serve'
    • Abstract: Adoniou, Misty
      Drawing and writing have been a part of primary classrooms for decades, but have they been used in mutually informing and beneficial ways or, has drawing been misunderstood and under utilised in the primary school classroom' As well as serving its own important learning purposes, drawing can enhance learning in other curriculum areas. This article focuses in particular upon the ways in which drawing can support the development of writing skills and present a framework for analysing purpose in children's drawings.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 36 Issue 1 - Drawing on experience: The challenges that generalist
           teachers face in delivering visual arts effectively in primary school
    • Abstract: Cutcher, Alexandra
      This paper examines contemporary challenges in providing relevant and quality Visual Arts education in the Primary school setting in Australia. To that end, implications and issues surrounding an effective Visual Arts education delivered by generalist teachers are discussed. Based upon the growing field of research, it is also argued that a robust Arts education is crucial for 21st century learners, never before more vital than in the current economic, technological and social milieux. It is suggested that in the current climate of high-stakes testing and standardisation, an education in the Arts and through the Arts can reform education in ways that attend to the needs of our children as well as to the prevailing political demands regarding creativity and innovation.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 36 Issue 1 - The experience of teaching tertiary visual arts
           education in a purely online learning environment
    • Abstract: Alter, Frances
      One of the major new developments in higher education is the growth of virtual universities and eLearning. While this development has definite practical benefits, such as, freedom from constraints of time and geography, there are also disparities that arise between real world and virtual technology-led teaching. Tertiary Visual Arts educators face significant challenges in this new learning environment because removing face-to-face interaction has implications for creating spaces where pre-service teachers can develop their Visual Arts practice and knowledge of pedagogies. This paper describes the experiences of a tertiary Visual Arts education academic and presents findings from a small scale study that investigated the attitudes of a group of tertiary students, enrolled in a primary undergraduate unit, towards e-learning.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 36 Issue 1 - Investigating the personal experiences and
           self-efficacy of Western Australian primary pre-service teachers in the
           visual arts
    • Abstract: Morris, Julia E; Lummis, Geoff W
      The Visual Arts are essential to interpreting culture and introduction to the Visual Arts often occurs within primary school. A mixed methods study was undertaken at a Western Australian university across the Arts subjects: dance, drama, media Arts, music and Visual Arts. This paper reports the quantitative findings of the Visual Arts section of the investigation, examining students' prior Visual Arts experiences and their self-efficacy to deliver the Visual Arts on graduating their degree. The research underscores the importance of positive Visual Arts experiences to build self-efficacy and intrinsic motivation among pre-service primary teachers.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 36 Issue 2 - Editorial
    • Abstract: Cutcher, Alexandra
      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 36 Issue 2 - Linking research and pedagogy in teacher education:
           Empowering pre-service Asian art teachers to promote a stronger presence
           in secondary schools
    • Abstract: Smith, Jill
      This paper is contextualised within a specialist pre-service secondary art teacher education course in New Zealand. It reports on how research findings have motivated a pedagogical response to the absence of an Asian dimension in art programs in secondary schools, despite the increasing presence of students of Asian ethnicities. The findings prompted the development of a pedagogical framework of sequential steps, using five theoretically-informed strategies. The aim is to empower Asian pre-service art teachers to engage in their own culture(s) so that they can promote a stronger Asian presence, given the emphasis on bicultural approaches in art education. Their voices, and the visual examples of their work, illustrate how the cumulative effects of the five-step framework are helping to empower them to assert their presence and identities during pre-service course preparation and in the 'real world' of the classroom.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 36 Issue 2 - Echoes of a C/a/r/tography: Mapping the practicum
           experiences of pre-service visual arts teachers in the 'visual echoes
           project'
    • Abstract: Rousell, David; Cutcher, Alexandra
      This paper describes a collaborative arts-based research project entitled 'Visual Echoes' that explored the practicum experiences of pre-service Visual Arts teachers. Developing from the methodology of a/r/tography, this inquiry employed visual mapping as an approach to performing (rather than representing) the interrelationships between art, teaching and research. The preservice teachers drew upon their individual and collective practicum experiences to generate visual reflections, which were then translated into two large-scale paintings through a series of collaborative art practices. The interventions of the instructors allowed for a participatory process to be improvised, generating a multi-layered and authentically collaborative learning experience for all involved, together with the resolved and unresolved visual documentations. This artistic process complemented the spontaneous creation of social networks of interaction and discourse, which were both hidden and revealed in the material formations of the artefacts. In this paper, an analysis of the research process and evidence is framed through the methodology of a/r/ tography, contemporary art practices associated with cartography, and the conceptualisations of affect and the map found in the work of Deleuze and Guattari. We integrate these three theoretical and practical sources within our own methodology of c/a/r/tography, as developed over the course of the 'Visual Echoes' project. This approach has enabled us to map onto the transversal movements of affect and subjectivity as they have become increasingly entangled within a palimpsest of artefacts, images and texts.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 36 Issue 2 - Complementary collaborations: Teachers and researchers
           co-developing best practices in art education
    • Abstract: Knight, Linda
      Australia is currently experiencing a huge cultural shift as it moves from a State-based curriculum, to a national education system. The Australian State-based bodies that currently manage teacher registration, teacher education course accreditation, curriculum frameworks and syllabi are often complex organisations that hold conflicting ideologies about education and teaching. The development of a centralised system, complete with a single accreditation body and a national curriculum can be seen as a reaction to this complexity. At the time of writing, the Australian Curriculum is being rolled out in staggered phases across the states and territories of Australia. Phase one has been implemented, introducing English, Mathematics, History and Science. Subsequent phases (Humanities and Social Sciences, the Arts, Technologies, Health and Physical Education, Languages, and year 9-10 work studies) are intended to follow.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 36 Issue 2 - Visual learning and pre-service teachers in the
           post-literate age
    • Abstract: Grushka, Kathryn; Donnelly, Debra; Goodlad, Nicole
      In the global knowledge economy, learners are increasingly encountering digital new media in and out of the classroom. Issues now arise about how education intersects with visual new media technologies, multimodal learning and visual popular culture. This paper reports the findings of a survey of pre-service teachers, from both primary and secondary areas, that explored their visual knowledge, skills and beliefs. These survey findings are examined through the Model of Studio Pedagogy for Visual World Learning (Grushka and Donnelly, in press), a framework that emerged from an interdisciplinary visual inquiry course and drew attention to the current limited research regarding pre-service teachers' knowledge and use of the image in digital learning environments. The paper raises the issues and challenges for visual arts-based inquiry as a relevant pedagogy in pre-service teacher training and explores the avenues for engaging with visual inquiry in integrated learning contexts.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 36 Issue 2 - Belonging, being and becoming in the arts through
           A/R/tography: (Re)Imagining early childhood teacher education
    • Abstract: Burke, Geraldine; Peterken, Corinna; Hall, Clare; Bennett, Rosemary
      This paper investigates a/r/tographic teaching and learning encounters with early childhood preservice teachers undertaking an early childhood creative arts education unit of study. Through images and text we tell the story of how we came together as a virtual and embodied creative community. Using the flower as a provocation to undertake visual arts explorations that extended into drama, dance, music and arts-based performances, the students encountered issues in early childhood arts education through metaphor and metonym. Through the lens of artist/s, researcher/s and teacher/s this discussion reflects on the ways this approach enabled being, becoming and belonging in early childhood creative arts education.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 36 Issue 2 - The formation of the Australian arts education
           practice and research special interest group (AEPR SIG)
    • Abstract: Baguley, Margaret; Barton, Georgina; MacDonald, Abbey
      The Arts Education Practice and Research (AEPR SIG) is a special interest group in the Australian Association for Research in Education (AARE). AARE is a national organisation for researchers and educators and plays a critical role in supporting and strengthening major research partnerships and networks for the Australian educational research community. The AEPR SIG is a relatively new group within AARE and reflects the commitment of teacher educators working in the arts to strengthen their voice at the national/international level. This paper provides an overview, through narratives from the three co-convenors, of the AEPR SIG's purpose, their collaborative approach, and the overall impact it has made since its establishment in 2011 and thus benchmarks its development to date.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 35 Issue 1/2 - A case study in personalising learning: Relational
           agency in a visual arts studio
    • Abstract: Keeffe, Mary; Lovejoy, Valerie; Spencer-Jones, Deborah; Prain, Vaughan
      The arguments to move to a more student-centred approach to learning are convincing (Pykett, 2009; Paludan, 2006). One concern raised about the implementation of personalised learning is that the relationships required to enhance learning are contrary to those in the traditional, teacher-centred curriculum. This paper proposes that relational agency within a personalised learning context enhances creativity, engagement, and effort in Visual Arts Studio classes. The findings in this case study, from a Junior Secondary College in central Victoria, Australia, clarify the nature of the relational agency in a Visual Arts Studio and lead to the claim that negotiated interactions between participants build each student's self-determination and confidence in their own abilities.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 35 Issue 1/2 - Children's rights as cultural citizens: Examining
           young children's access to art museums and galleries in Aotearoa New
           Zealand
    • Abstract: Terreni, Lisa
      Children, like adults, have the right to enjoy cultural citizenship by having access to a range of opportunities for leisure, education, arts, and cultural experiences. This is supported by the United Nations Convention on the Rights of the Child, which argues that children need to be able to participate in the cultural and artistic life of their communities. This article examines issues of access that impact on museum visiting and explores whether children who attend early childhood centres in New Zealand have easy and equitable access to art museums and galleries. Real and potential barriers that exist for these young art museum visitors are identified.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 35 Issue 1/2 - The teacher as an art maker: What do pre-service
           teachers identify as the issues'
    • Abstract: Imms, Wesley; Ruanglertbutr, Purnima
      Pre-service visual art teachers in one university identified nine issues within available literature that addressed their concerns about their future artistic practice. These can be summarised into three common themes; a perceived conflict of identities, whereby neither the artist nor teacher identity sits comfortably in their respective worlds; questions concerning art education pedagogy and whether artistic or educational priorities drive good art education; and fears about systemic disadvantages that purportedly exist within schools to the detriment of art teaching and making. This paper presents a summary of these students' immersion in the literature, in the process exploring the nature of fears they have concerning their capacity to combine teaching and art making in one career. The paper identifies a need for practitioner/teacher issues to be included in teacher training programs, and for schools to better support graduating teachers' artistic practices.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 35 Issue 1/2 - Perzines: A visual and narrative learning space
    • Abstract: Grushka, Kathryn; Goodlad, Nicole
      Inhabiting the territory between being a pre-service teacher and becoming a new teacher is difficult. This paper describes a potentially useful methodology for pre-service teacher education in a course titled: New Learning, Visual Narrative and Wellbeing. The approach aims to highlight the potential of working with the concept of perzines as an arts-based method and transdisciplinary book art form. The narrative voices of two visual art educators describe the perzine pedagogies that facilitated pre-service teachers' critical reflective capacities. Through deconstructing examples of student work the authors discuss how the visual narrative methods nurtured emotive learner/teacher memories and experiences about identity(s).

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 35 Issue 1/2 - A rural and regional research forum for visual arts
           teachers: A focus on teaching, practice, and place
    • Abstract: Mitchell, Donna Mathewson
      This paper reports on a research forum for secondary visual arts teachers working in rural and regional areas of New South Wales. Teachers attended from a range of schools, and the focus was on understanding, articulating, and researching teaching practice. The program drew on the skills and knowledge of university academics, arts practitioners, and visual arts teachers and involved research presentations, art making, and focus group discussion with the aim of repositioning and developing knowledge in the nexus of these experiences. The outcomes included data about teaching practice in rural and regional areas; the development of professional relationships; and capacity building for research collaboration.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 35 Issue 1/2 - The best of all worlds: Immersive interfaces for art
           education in virtual and real world teaching and learning environments
    • Abstract: Grenfell, Janette
      A narrative interpretative research methodology was used to investigate collaboration between higher education students and an art educator with the aim of establishing a community of learners. Located, Cloud based and graphically built 3D virtual, socially networked, e-learning environments were used to encourage synchronous and asynchronous student participation in authentic learning and collaborative art practice. Discussion focuses on art educator observations, student visual journal entries, their virtual exhibition of artworks on Deakin Art Education Island in Second Life and student evaluations of the unit Navigating the Visual World. It was concluded that immersion in an e-technology rich blended learning environment resulted in the establishment of an effective e-learning community of art.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 35 Issue 1/2 - What ACARA "forgot": Opening up the space for a
           conceptual framework for visual arts in the Australian curriculum
    • Abstract: Maras, Karen
      The Australian Curriculum, Assessment and Reporting Authority promised that a national Arts curriculum would enhance learning entitlements in Dance, Drama, Media Arts, Music and Visual Arts for Australian students. Visual Arts educators have argued that the content proposed in the draft curriculum lacks conceptual coherence. Using an evaluation model by Clark and Zimmerman (1983), I examine the alignment of concepts and theoretical orientations in draft proposals for Visual Arts. The evaluation, together with empirical support drawn from selected research on conceptual development in Visual Arts, provides a rationale for justifying Visual Arts as a domain of study. I contend that a conceptual framework aligned with appropriate theoretical orientations should be adopted to improve the quality of the proposed curriculum.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 35 Issue 1/2 - Youth's remix culture off and on line
    • Abstract: Duncum, Paul
      The paper focuses on the intersection between remix culture, youth culture, and educational challenges. Remix culture is defined as one that facilitates the production of derivative works. As such, it is not new, and examples are offered from the author's childhood and previous studies of prolific drawers, but today, enabled by digital, networked technology, youth are engaging in creative activities that are changing the nature of learning in society in the direction of affinity-based, socially networked peer participation. Examples are offered from socially transgressive videos by youth on YouTube. Implications for art education follow.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 35 Issue 1/2 - Editorial
    • Abstract: Mason, Rachel
      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 34 Issue 2 - Group creativity in the popular visual culture of
           Asian ethnic groups: A model for art education
    • Abstract: Lau, Chung Yim
      There are many theories about the nature of creativity. This paper compares a micro (individual-based) approach to creativity with a macro (group-based) approach in the context of popular visual culture, reporting on the creativity of Asian ethnic dojinshi groups in Hong Kong and Taiwan. These groups of amateur creators share an interest in working collaboratively to produce artwork. The study not only finds that these groups express creativity autonomously, but also reveals the unique creativity and spirit of cultural exposure in groups. Its research findings suggest that a collaborative approach to making art could provide a model for art education and that educators should reconsider group dynamics in the visual culture context.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 34 Issue 2 - Supporting visual art teaching in primary schools
    • Abstract: Bowell, Ian
      In New Zealand, a reduction of support for primary school teachers in arts education is threatening teacher confidence in teaching visual art. This article examines a two-year pilot project in New Zealand aiming to provide a community support network to newly qualified primary school teachers to develop their confidence in teaching visual art. Using expertise within the community, the project uses practical visual art workshops and mentoring to support newly qualified teachers. At the halfway point in the project data reveals an emerging picture of a group of newly qualified primary school teachers being supported by visual art education expertise as they develop confidence in teaching visual art.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 34 Issue 2 - Imagination in early childhood education
    • Abstract: Ganis, Venus; Paterson, Susan
      Imagination is the fundamental facility through which people make meaning. In childhood the process of learning to build relevant knowledge systems requires the formalization of order from symbolic codes derived from intuitive, spontaneous and chaotic information. The process of ordering information requires imaginative play for thinking to be realized as factual and fanciful. Education has developed strategies to facilitate imaginative thinking. This follows a developmental process: imagined images are drawn as symbols which later enable the child to tell stories through the visual language; imaginative play uses the embodied experience to make metaphoric connections between fantasy and factual meaning. The psychological process of mental visualization called imagination is essential for the development of literacy. This paper will examine the role of imagination in visual literacy development.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 34 Issue 2 - Lessons for art education from Australia's boys
           education lighthouse schools (BELS) programme
    • Abstract: Imms, Wesley
      Since 2004, over AUD$30m has been spent on programmes aimed at improving the educational outcomes of boys in Australian schools. Of these, the $8m Boys Education Lighthouse School programme (BELS) produced findings that should be of particular interest (and concern) to art educators. This discussion will use some findings from BELS to explore the role art education can play in boys' development of their masculine identities, and the research potential of our subject in this growing discourse.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 34 Issue 2 - The perceptions of Turkish students living in
           different cultural environments about Turkish culture in their pictorial
           representation
    • Abstract: Eristi, Suzan Duygu Bedir
      Activities aiming at creating cultural awareness are quite important in the education environments. Especially art education has a vital importance in this mission. Art education is a process in which students can discover, interpret and define their cultural identity. For this reason, it is possible to mention the art education as a rich resource which is used effectively in order to enable students to explain their cultures and to gain cultural awareness in terms of cultural values and cultural identity. This research aims at defining and comparing perceptions of Turkish culture with regard to pictorial representation by Turkish students who are living within Turkish and Norwegian cultures and in different cultural surroundings. The data of the study were gathered from 18 students from Cagdas Primary School in Eskisehir, Turkey, and 15 students from Fjel Multi-Cultural Primary School in Drammen, Norway, in 2008. The research was carried on the basis of art-based inquiry pattern which is one of the qualitative research methods. The data of the research was restricted to pictorial representations and written documents about pictorial representation. The findings were analyzed and interpreted in terms of descriptive analysis. As a result of the research; it is found out that students living in Turkey reflect more detailed cultural and sub-cultural elements in their pictorial representations and written documents while students living in Norway refer mostly to some specific elements of Turkish culture and have a limited perception of Turkish culture.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 34 Issue 2 - Understanding others: Asian students' perspectives on
           visual arts education in New Zealand
    • Abstract: Smith, Jill
      This paper reports on a research project conducted with Asian pre-service students who trained to be secondary school visual arts teachers between 2001 and 2010. The research was framed within the context of student and art teacher demographics in New Zealand secondary schools, national curriculum, and earlier research findings (Smith, 2007). In this study I sought participants' perspectives on their visual arts experiences at secondary schools, tertiary art institutions, pre-service teacher education, and secondary school teaching. The findings provide insights that are important for art teachers, teacher educators, curriculum developers and policy makers in nations with culturally diverse students, including those of Asian ethnicity.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 34 Issue 2 - Understanding others insights through art education
    • Abstract: Collet, Penelope
      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 34 Issue 1 - The doctoral journey in art education: Reflections on
           doctoral studies by Australian and New Zealand art educators [Book Review]
           
    • Abstract: Grushka, Kathryn
      Review(s) of: The doctoral journey in art education: Reflections on doctoral studies by Australian and New Zealand art educators, edited by David Forrest and Elizabeth Grierson, published by Australian Scholarly Publishing.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 34 Issue 1 - A comparison of primary generalist preservice
           teachers' background and confidence in visual arts education across five
           countries
    • Abstract: Russell-Bowie, Deirdre
      This study focuses on primary preservice students' perceptions of their background and confidence in visual arts education. It involved 939 preservice non-specialist primary teachers from Australia, Namibia, South Africa, USA and Ireland. The study identified the students' perceptions of their background and confidence in relation to visual arts and visual arts education then examined if there was a cross-national difference between students from these countries and their perceptions of their own background and confidence in relation to visual arts. Results indicated that 16% of the students felt they had a good visual arts background and 56% of the sampled students indicated that they felt confident in visual arts education. Significant differences between responses from the different countries were noted.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 34 Issue 1 - Preservice teachers' real-world experiences for
           teaching art
    • Abstract: Hudson, Peter; Lewis, Karen; Hudson, Suzanne
      Primary preservice teachers need to develop competencies for teaching art education, yet how can preservice teachers develop their art teaching during their real-world experiences' This study aimed to understand third-year preservice teachers' art teaching experiences with primary students held at a university site, and final-year preservice teachers' perceptions of their mentoring for learning to teach art in the primary school setting. Findings indicated that mentoring the teaching of art in schools can be haphazard while art teaching to primary students at the university campus guarantees the experience. Purposeful university-school partnerships need to be established to ensure quality art teaching experiences are available.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 34 Issue 1 - Understanding problem-solving patterns in a
           problem-based art learning environment in the Hong Kong three-band
           secondary school context
    • Abstract: Lau, Chung-Yim; Lai, Ming-Hoi
      With the Hong Kong three-band school allocation system that divides secondary education into high, medium, and low academic categories according to students' academic performance, understanding how students solve problems is a complex issue. This study examines a variety of problem-solving patterns in the learning of visual arts, based on qualitative data collected in Visual Arts lessons in local secondary schools. The study proposes that there is an intimate relationship between problem-solving patterns and the different learning attitudes of the three-bands of students. Students exhibit a diverse range of skills in research, organization, analysis, communication, and critical thinking. These findings contribute to our knowledge of problem-based learning from a micro perspective.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 34 Issue 1 - Enhancing creativity
    • Abstract: Corcoran, Kerrie
      This article discusses research that examined issues involved in teaching for creativity in an Australian senior secondary school visual art classroom. This doctoral research uncovered creative related processes that aid in the enhancement of a child's creativity through problem solving within the social interaction of the class group. The article also highlights the importance of two other key factors, the domain relevant skills and task motivation being present for the enhancement of creativity. The findings demonstrate that for creativity to occur teachers have to be willing to relinquish control in their classrooms and be more open to risk taking. The findings also underline how the teacher's pedagogy is linked to all influences and the strategies for without the teacher's personal commitment and modelling of creative thinking the strategies will not be successfully implemented.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 34 Issue 1 - Exploring visual arts pedagogies that support critical
           and creative thinking
    • Abstract: Alter, Frances
      The complex natures of the visual arts appear to provide an excellent platform to actively engage students in critical and creative thinking - both higher-order cognitive skills. This article presents information about a series of four qualitative ethnographic case studies that were conducted in primary and secondary schools in northern New South Wales, Australia. Developing the four cases allowed the researcher to assemble a set of descriptive portraits that reflected teacher practitioners' theories and the value they ascribed to critical and creative thinking. In addition, they reflected the way these theories and beliefs impacted on education practices and students in the visual arts classroom.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 34 Issue 1 - Using educational imagination in reconsidering
           curriculum development
    • Abstract: Collet, Penelope
      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 33 Issue 2 - 5: Five reasons to take young children to the art
           gallery and five things to do when you are there
    • Abstract: Bell, David
      Art gallery and museum settings have become popular settings for learning outside the classroom. This paper describes several of the benefits they can offer for learning about art - 'aesthetic learning'. It explains the accessibility of gallery programmes for early childhood in particular, and suggests some practical strategies for engaging children in learning about art works in these settings.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 33 Issue 2 - Art and ICT: Considering new possibilities for visual
           art education in early childhood settings
    • Abstract: Terreni, Lisa
      Resources and art media to which children have access for the creation of art works are fundamental to good visual art programmes for children in many early childhood contexts. Broadening visual art education for children to include the use of visual media - digital photography video, computer generated imagery - allows exciting possibilities for children to use information and communication technologies (ICT) for enhancing their visual art learning experiences. This paper explores ways in which early childhood teachers in New Zealand can implement visual art programmes that encourage the use ICT for enhancing children's learning. The suggestions in the paper will have application to early childhood education internationally.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 33 Issue 2 - Drawing together as inclusive practice in early years
           learning
    • Abstract: Knight, Linda
      Contemporary critiques on early years education highlight a call for the need to implement teaching and learning strategies that are less managing, that emerge from equity and inclusivity agendas, and that recognise diversity and plurality in early years learning contexts. Such critiques raise a need to reconsider the ways we engage as adults with children, and to rethink how we might review these relational subjectivities in respect to teaching and learning. This paper focuses on some aspects of a pilot research study into collaborative drawing in order to discuss ideas about socially inclusive early childhood pedagogies.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 33 Issue 2 - Media play: New (and old) pedagogies with young
           children
    • Abstract: McArdle, Felicity; Prowse, Shaleen
      Modern technologies mean that the principles of quality arts education are the same (as they ever were) and different. Discussion in this paper is based on a small research project that used art as pedagogy art as research method and, for the young children participants, celebrated art for art's sake. The project was designed with two aims. Firstly we were interested in how young children engage with media as a strand of the arts. This also informed some of our thinking around the debates over Information and Communication Technology (ICT) as a process for the production of a media text. Secondly we were interested in the extent to which digital media could enable young children to make their learning visible.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 33 Issue 2 - Photography: An expressive language for learning
    • Abstract: Kriegler, Lili-Ann
      This article is about the use of photography as an expressive language for learning in an early childhood setting. It commences with some general comments which provide the rationale for the use of photography and then goes on to outline and illustrate how photography was used as a component in two projects, The Line Dance Project (2005) and You Can See It In Their Eyes (2010). Both of the projects were undertaken with four-year-old children as part of the Fintona Early Learning Centre curriculum which is inspired by the Reggio Emilia philosophy and is also part of the International Baccalaureate Organisation (IBO) delivering the Primary Years Program (PYP).

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 33 Issue 2 - The hundred languages of children and a hundred
           Hundred more: A symbiotic relationship between the visual arts and
           learning in Reggio Emilia
    • Abstract: Millikan, Jan
      This article explores the contribution of Visual Arts and creativity to early education through an educational project in the small city of Reggio Emilia in Northern Italy The project provides a provocation and challenge to recognise the importance of the inclusion of the Visual Arts.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 33 Issue 2 - No way. The hundred is there
    • Abstract: Malguzzi, Loris; Gandini, Lella
      The child is made of one hundred...

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 33 Issue 2 - Art and early childhood education
    • PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 33 Issue 1 - Montage as visual art research: Identities, images and
           meanings
    • Abstract: Grushka, Kathryn
      Visual methodologies in qualitative research acknowledge that images carry personal, cultural and social significance and are embedded in all our lives. Montage, in the Held of visual art education is presented as a tool that allows for multiple visual narrative perspectives, or voices through artmaking. It is a powerful inference tool that can work to reveal research findings and foreground the centrality of visual narratives in an education. The performative action of montage construction communicates the researchers phenomenological insights and is presented as an authentic way to communicate matters of subjectivity in visual art research. This paper presents how montage, is used in a mixed qualitative research method to reveal the significance of embodied imaging activities of students that occur in classroom studio learning environments. It locates the use of montage as both a tool In conceptual categorisation and a tool used to capture and reveal the embodied aesthetic world of the student. Montage is used to represent how the students explore their Identities through unmaking and how their visual narratives reveal communicative understandings about self beliefs and values. The process of working with montage, as a tool for meta- Inference and the construction of meaning in qualitative research works to both enact and reveal the power of images to support the exploration of youth Identities.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 33 Issue 1 - Historical research: Perspectives on political history
           as a key factor in shaping art education in New Zealand
    • Abstract: Smith, Jill; Warden, Cathy
      New Zealand is a young country with a comparatively recent history. Jill is an experienced tertiary teacher educator and researcher in the field of secondary school an and an history Postgraduate student, Cathy is a specialist an teacher in the primary sector and has recently taken her first steps in research. Although their teaching backgrounds differ both have shown in their respective studies that New Zealand's political history Is a key factor in shaping primary and secondary school an education. In this paper Jill and Cathy explain their interest in historical research, how they use historical methodology and their conclusions about the relationship between politics and an education.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 33 Issue 1 - Interpreting engagement at ArtPlay
    • Abstract: Brown, Robert; Chilianis, Melanie
      ArtPlay is the first permanent home for children's art and play in Australia. It was established in 2003 by the City of Melbourne as a part of the artistic creative and cultural development of Melbourne city. Open to children aged 2-12 years the facility provides artist-led programs involving diverse art forms and serves a broad community including, parents and teachers. Leading educational and social researchers have identified the present as a significant time in which to articulate the importance of the arts to active and creative engagement in the social and cultural life of the community. Community-based institutions such as ArtPlay are emerging in response to this need though there has yet to be a significant and sustained research into the processes and outcomes of such organisations This paper reports on a four-year Australian Research Council funded project (2007-2010) specifically designed to identify, map and evidence the practices of ArtPlay in relation to engagement, learning and cultural citizenship. It reports on one key area of the study engagement, and reviews how this concept is interpreted in practice with reference to a visual arts school program undertaken at ArtPlay involving children aged 10-12 years.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 33 Issue 1 - Conversations for appreciating art: Looking, talking
           and understanding
    • Abstract: Bell, David
      This paper explores strategies and principles to inform constructive conversations about art. The focus in art learning has traditionally been on practice - making art works, often in discrete projects isolated from other learning experiences in, or outside of the visual arts. More recently however theoretical frameworks and curriculum guidelines have expanded the domains of aesthetic activity to embrace the broader range of learning experiences about the arts that contribute to encounters that we might very loosely frame as arts, or aesthetic appreciation. A general aim for this inclusion of an historical and contextual, critical or aesthetic experiences in arts learning might be summarized as an intention to sensitize students to richer more rewarding engagements In art - an introduction to the 'good life' (Broudy 1978). These dimensions of art learning are explicit requirements of the New Zealand Curriculum (Ministry of Education, 2007), yet many teachers feel ill equipped to teach them (McGee et al, 2003). This paper argues that conversational strategies already familiar to generalist and specialist teachers can provide sound pathways for guiding rich engagements with art works.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 33 Issue 1 - Age-related shifts in the theoretical constraints
           underlying children's critical reasoning in art
    • Abstract: Maras, Karen
      This paper outlines research focusing on the developmental significance of children's critical judgements of paintings in an Rather than describe development in terms of visual competence, the study examines how advances in children's critical reasoning link to age-related shifts in beliefs about what artworks do, regardless of stylistic conventions. Analysis of curatorial performances of 6, 9 and 12 year olds revealed characteristic patterns in critical reasoning representing shifts in a continuum of critical development. Findings show children gradually learn to ascribe pictures intentional meaning with age as proficiency in pictorial reasoning increases. Understanding changes In the kinds of theoretical bases underlying children's critical judgements enables educators to know when, and on what terms, to intervene in children's learning In art.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 33 Issue 1 - Explanation and the arts as practices
    • Abstract: Francini, Althea
      Understanding visuality, or how we make meaning from visual experience, is crucial to explanation in art and education. Currently aesthetics and visual culture provide some knowledge of visuality but both approaches are limited and largely oppose one another Both positions maintain from earlier explanations of cognition that separate, theoretically and practically the senses, cognitive processes and context Visual culture emphasises the role of culture but diminishes subjectivity or felt qualitative experience in making meaning. Aesthetic approaches to visuality emphasise subjective experience but diminish the roles of reasoning and cultural context. Contemporary knowledge provides understanding of how mind really works as a qualitative, cognitive and social unity Understanding this shift enables rethinking the current terms of explanation in the visual arts.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 33 Issue 1 - Education priorities
    • PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 32 Issue 2 - Reflecting on methodology and the supervision
           partnership
    • Abstract: Lord, Anne; Ashton, Linda
      The usually once In a lifetime experience of completing a PhD is simultaneously an exciting yet risky one. While there are rules, policies and training which can inform the journey and best practice guidelines, there is no recipe which guarantees successful completion. There is no single 'how to do research' book or website which fully captures the complexity of the genre This paper relates to one journey and highlights a particular qualitative research methodology It provides insight into the topic of Art and Ephemera and research questions which were framed by a poststructuralist theoretical perspective It is a celebratory forum where two experienced art educators reflect on their higher degree research supervision partnership. The storytellers are candidate Anne Lord and supervisor Linda Ashton. The reflections about methodology are interspersed with selected references from the literature about the supervision process. The writing style this paper is that of reconstructed conversations, echoing our scholarly voices and shared place of work and research at James Cook University in Northern Australia.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 32 Issue 2 - Observations from a multiage art classroom
    • Abstract: Broome, Jeffrey L
      Multiage education, characterized by the intentional grouping of students from multiple grade levels, is receiving growing attention in Australia. Despite this growth, the subject has rarely been examined in art education. This study characterizes qualities of multiage art instruction through the collection of observations and interviews with a selected primary multiage art specialist-teacher The results detail suggested organizational changes that may be necessary when structuring multiage art curricula, as well as the effective use of thematic Instruction and cooperative learning in the multiage art classroom. The article concludes with implications for organizing multiage art education at other school sites. Multiage classrooms are broadly characterized by a purposeful grouping of students from two or more grade levels with the intention of creating an educational community of learners (Coyne, 2000; Kasten and Clarke, 1993). The goals of multiage education include the accentuation of a collaborative, rather than competitive, atmosphere (Elkind, 1993) and the freedom for students to learn at a pace that is not strictly defined by their grade level (Hoffman, 2003). While literature on multiage education has existed for roughly five decades (Ball, 2006) and often includes observations from educational generalists (Chase and Doan, 1994; Connell, 1987; Coyne, 2000; Fu et al., 1999; McCarthey et al., 1996; Miletta, 1996), the topic has rarely been addressed through the lens of art specialists and art educators, with a few exceptions appearing only over the past 15 years (Broome, 2009; Held, 2004; Serig, 1995). As a way to rectify the scant attention given to mixed-age groupings in this context, I formulated a two-part research project on the subject of multiage art instruction, with the first phase gathering broad foundational data through questionnaires sent to select primary art specialist-teachers instructing multiage classes in Florida (Broome, 2009). This article examines the results of phase two, involving observations and interviews conducted with a selected multiage art specialist-teacher that yielded insight into her practices during real-life instruction. The overall purpose was to characterize qualities of multiage art education at the selected school site and to provide the study with qualitative depth. Based on the findings, I discuss the implications for organizing multiage art education at other potential school sites.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 32 Issue 2 - An examination of adolescents' self-efficacy,
           engagement and achievement in representational drawing
    • Abstract: Hickman, Richard; Lord, Sarah
      The period of adolescence is of special interest in art education because it is at this age students often appear to start to doubt their abilities in art. At this time, they can become less confident in their art making abilities and need special support from their teachers to continue to be involved with art as a subject (Hobbs and Rush, 1997). Drawing is often considered a foundation skill that holds an integral position within a student's art education. From observing the mixed-ability group (12-13 years old) involved in this study, it was noted that many students questioned their drawing ability, particularly when they were struggling and their confidence levels were being challenged. Common observations included those students who were' good at drawing' and had confidence in their ability to those who appeared to have little confidence regardless of their ability. Self-Efficacy theory, which is defined as people's judgements of their capabilities in order to complete a given task (Bandura, 1997), may help to explain why students with similar drawing experiences perceive their own drawing ability differently. One challenge to art teachers is to raise learners' levels of self-efficacy with the aim of improving learners' levels of engagement and achievement in drawing.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 32 Issue 2 - Design pedagogy: A research methodology to investigate
           the articulation of experiential knowledge through structured reflection
           in creative projects
    • Abstract: Ellmers, Grant; Brown, Ian; Bennett, Susan
      Explored in an ongoing PhD study is the notion that reflective practice has the potential to scaffold enhanced cognitive engagement and articulation of tacit knowledge through visual arts and design education. The study seeks to make connections between the reflective process, the articulation of tacit knowledge inherent in the creative process and artefact, and the transfer of that knowledge to future problems. This paper focuses in particular on the research methodology developed for the study A case study strategy of inquiry has been employed, which draws on a mixed methods research approach, and is framed by cognitive psychology theory An intervention in the form of a structured critical reflective learning framework has been developed and applied. To analyse the participant artefacts emerging from the learning framework, taxonomy identifying levels of cognition evident in the artefacts has been developed. The rationale for this methodology is discussed, along with how the approach was implemented. Preliminary findings from the case study are reported in this paper Initial observations from the data would suggest that structured critical reflection can play an important scaffolding role to encourage enhanced cognitive engagement and support the articulation and transfer of tacit knowledge by the tertiary student This would indicate that the methods used are highly suitable for a study of this type.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 32 Issue 2 - Multicultural primary school students' ways of
           revealing their perception of culture in written representations and
           pictures (the example of multicultural Fjell primary school in Norway)
    • Abstract: Belet, SDilek; Eristi, SDuygu
      Culture is a concept that explains what we know, how we act and what we believe While cultural identities emerge based on the tendencies to have and sustain certain behaviours, beliefs and rules belonging to certain communities. Today's intercultural interaction includes connection between cultures and behaviours through cultural perception. Individuals' increasing interest in other cultures besides their own is quite an important impetus behind cultural interactions. It must be noted that students, as from the elementary school, get to know their own cultures and other cultures and they are taught to acquire necessary skills to be able to constructively communicate with people from different cultures, while bracing themselves for the real challenges of today's globalised world. The main purpose of this research is to reveal primary school students' ways of expressing their perception of culture in their written and pictorial representations. For this main purpose it was asked students on cultural understanding and awareness in the society they live in. Later students' perception of culture was determined based on written representations and pictures. The data of the research, which was projected based on the qualitative research method, were collected in the form of written representations, pictures and written thoughts on the elements depicted in pictures, and the findings obtained were analysed and interpreted based on the descriptive analyses method.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 32 Issue 2 - Artist-teacher practitioner research with indigenous
           Australian communities on sites of conflict and contestation
    • Abstract: Nalder, Glenda; Ganis, Venus
      Australia's coastline, flora and fauna have been the object of fascination for, and the subject of, representation by European cartographers, botanists and artists since the Seventeenth Century To Aboriginal and Torres Strait Islander Australians, the Earth is mother, and survival contingent upon intimate knowledge of, and reverence for, the lands, waters and skies, mapped and recorded through symbol, story, dance and song. While many non-Indigenous artists working in the landscape adopt an approach that is culturally and historically aware, the formalisation of art-practice as research within academic institutions requires artists to address ethical concerns in the conduct of their research. This paper proposes a methodology and strategies to ensure the preservation of First Peoples' cultural authority in knowledge sharing.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 32 Issue 2 - Exploring the ways in which youth engage with visual
           material culture in their everyday lives: A framework for inquiry
    • Abstract: Hickman, Richard; Ali Eglinton, Kristen
      While a major strand of development that has both grown out of and grown into art education involves examining the relationship between visual material culture (hereafter termed 'VMC' for brevity) and young people's lives, there seems to be a dearth of empirical work concerned with the ways in which young people engage with VMC on a day to day basis (see Eglinton, 2008 for a review). Moreover, the research methodology and methods employed look increasingly out of pace with contemporary thought, particularly with regard to art education. Confounding matters, it seems that the limited research and pedagogical perspectives that are available to guide practice are not necessarily aligned with current conceptualisations of youth engagement with VMC as a global/local, dynamic, active, interrelated process - involving youth, VMC, and context or place (see, for example, Bennett and Kahn- Harris, 2004). Instead, much existing research and practice tends to position youth as passive rather than active producers of culture, there is an emphasis on critique and ideology underpinning VMC, rather than on youth cultural practices, and theoretically and analytically VMC, young people, and the local places they live in and through are often conceived as distinct rather than interrelated entities. Indeed, in light of these limitations educators and researchers are left searching for fresh and dynamic methodological perspectives which will support the examination of youth engagement with VMC.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 32 Issue 2 - Editorial
    • Abstract: Brown, Ian
      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 32 Issue 1 - Book review: Understanding art a concise history
    • Abstract: Pente, Patti
      Understanding art: A concise history, by Lois Fichner-Rathus, Belmont, CA: Thomson Wadsworth, 328 pp, ISBN-13:978-0-495-10168-0, ISBN-10:0-495-10168-0.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 32 Issue 1 - Optimising the rural experience of art and education
    • Abstract: Collet, Penelope
      A cooperation between a university campus and an art gallery in the same regional centre Is documented In this paper to demonstrate how new approaches can invigorate and strengthen past practices A fiftieth anniversary exhibition of an art collection in an education faculty was celebrated In 2008. The exhibition heightened public and student awareness to the Importance of the collection in terms of the value and significance of the art works and also in the sense that it provided a "window into the university" revealing what was available there for research, teaching and learning. It Is envisaged that this will result In further Invigoration of teacher education programs.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
  • Volume 32 Issue 1 - Contemporary art practice, art museums and the public
           domain
    • Abstract: McDonald, Gay; Snepvangers, Kim
      The findings of this paper suggest that a productive and potentially sustainable space for audience 'Interactivity' can be constructed In the Interstices between the art museum and the university art and design context The paper interrogates two key case studies: the first centred on the 2008 Biennale of Sydney: Revolutions - Forms that Turn and the second a symposium organised to coincide with a major student art exhibition within the university arena. The educational possibilities of each project are highlighted through an analysis of relationships and key practitioners involved In staging such events Re-presenting new spaces for exchange the paper reveals some generative opportunities to connect audiences and artworks within the sphere of museum practice.

      PubDate: Thu, 7 Dec 2017 13:27:14 GMT
       
 
 
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