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EDUCATION (1466 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 2)
(Pensamiento), (palabra) y obra     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 59)
Academic Psychiatry     Full-text available via subscription   (Followers: 22)
Academic Questions     Hybrid Journal   (Followers: 7)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 58)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 50)
Accounting & Finance     Hybrid Journal   (Followers: 46)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 17)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 4)
Across the Disciplines     Open Access   (Followers: 8)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 57)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 39)
Action Research     Hybrid Journal   (Followers: 40)
Active Learning in Higher Education     Hybrid Journal   (Followers: 298)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 12)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 149)
Adult Education Quarterly     Hybrid Journal   (Followers: 142)
Advanced Education     Open Access   (Followers: 6)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 22)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 6)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 5)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 1)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al-Jabar : Jurnal Pendidikan Matematika     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 19)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 13)
American Educational Research Journal     Hybrid Journal   (Followers: 144)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 29)
American Journal of Education     Full-text available via subscription   (Followers: 170)
American Journal of Educational Research     Open Access   (Followers: 56)
American Journal of Health Education     Hybrid Journal   (Followers: 29)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 2)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 14)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 19)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 33)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 10)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 19)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 11)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 19)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 11)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 5)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 126)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 15)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 36)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 16)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 7)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 20)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 13)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 31)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 409)
Australian Journal of Teacher Education     Open Access   (Followers: 22)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 3)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 195)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 4)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 5)
Berkeley Review of Education     Open Access   (Followers: 4)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 41)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 172)
British Journal of Educational Studies     Hybrid Journal   (Followers: 169)
British Journal of Educational Technology     Hybrid Journal   (Followers: 123)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 48)
British Journal of Special Education     Hybrid Journal   (Followers: 43)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 12)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 18)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access   (Followers: 1)
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 94)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 8)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 13)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 6)
Canadian Journal of Higher Education     Open Access   (Followers: 23)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 14)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 9)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 19)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 15)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 2)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 27)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 16)
Children's Literature in Education     Hybrid Journal   (Followers: 8)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 7)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 2)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Cogent Education     Open Access   (Followers: 1)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 12)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 19)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 8)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 18)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 28)
Comparative Education Review     Full-text available via subscription   (Followers: 33)
Comparative Professional Pedagogy     Open Access   (Followers: 3)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)

        1 2 3 4 5 6 7 8 | Last

Journal Cover Australian Art Education
  [6 followers]  Follow
   Full-text available via subscription Subscription journal
   ISSN (Print) 1032-1942
   Published by RMIT Publishing Homepage  [403 journals]
  • Volume 35 Issue 01n02 - 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, 19 Dec 2013 10:12:37 GMT
  • Volume 35 Issue 01n02 - Children's rights as cultural citizens: Examining
           young children's access to art museums and galleries in Aotearoa New
    • 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, 19 Dec 2013 10:12:37 GMT
  • Volume 35 Issue 01n02 - 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, 19 Dec 2013 10:12:37 GMT
  • Volume 35 Issue 01n02 - 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, 19 Dec 2013 10:12:37 GMT
  • Volume 35 Issue 01n02 - 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, 19 Dec 2013 10:12:37 GMT
  • Volume 35 Issue 01n02 - 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, 19 Dec 2013 10:12:37 GMT
  • Volume 35 Issue 01n02 - 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, 19 Dec 2013 10:12:37 GMT
  • Volume 35 Issue 01n02 - 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, 19 Dec 2013 10:12:37 GMT
  • Volume 35 Issue 01n02 - Editorial
    • Abstract: Mason, Rachel
      PubDate: Thu, 19 Dec 2013 10:12:37 GMT
  • Volume 31 Issue 1 - Editorial - Educating for Critical Awareness
    • Abstract: Brown, Ian
      PubDate: Sat, 6 Oct 2012 14:12:44 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, 12 Jan 2012 09:36:38 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, 12 Jan 2012 09:36:38 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, 12 Jan 2012 09:36:38 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, 12 Jan 2012 09:36:38 GMT
  • Volume 34 Issue 2 - The perceptions of Turkish students living in
           different cultural environments about Turkish culture in their pictorial
    • 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, 12 Jan 2012 09:36:38 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, 12 Jan 2012 09:36:38 GMT
  • Volume 34 Issue 2 - Understanding others insights through art education
    • Abstract: Collet, Penelope
      PubDate: Thu, 12 Jan 2012 09:36:38 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, 12 Jan 2012 09:32:28 GMT
  • Volume 34 Issue 1 - A comparison of primary generalist preservice
           teachers' background and confidence in visual arts education across five
    • 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, 12 Jan 2012 09:32:28 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, 12 Jan 2012 09:32:28 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, 12 Jan 2012 09:32:28 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, 12 Jan 2012 09:32:28 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, 12 Jan 2012 09:32:28 GMT
  • Volume 34 Issue 1 - Using educational imagination in reconsidering
           curriculum development
    • Abstract: Collet, Penelope
      PubDate: Thu, 12 Jan 2012 09:32:28 GMT
  • Volume 32 Issue 2 - Editorial
    • Abstract: Brown, Ian
      PubDate: Mon, 14 Nov 2011 11:35:47 GMT
  • Volume 32 Issue 2 - Reflecting on methodology and the supervision
    • 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: Mon, 14 Nov 2011 11:35:47 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: Mon, 14 Nov 2011 11:35:47 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: Mon, 14 Nov 2011 11:35:47 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: Mon, 14 Nov 2011 11:35:47 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: Mon, 14 Nov 2011 11:35:47 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: Mon, 14 Nov 2011 11:35:47 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: Mon, 14 Nov 2011 11:35:47 GMT
  • Volume 32 Issue 1 - Editorial - getting the balance right
    • Abstract: Brown, Ian
      PubDate: Mon, 14 Nov 2011 11:33:44 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: Mon, 14 Nov 2011 11:33:44 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: Mon, 14 Nov 2011 11:33:44 GMT
  • Volume 32 Issue 1 - Contemporary art practice, art museums and the public
    • 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: Mon, 14 Nov 2011 11:33:44 GMT
  • Volume 32 Issue 1 - What lies beyond the Bauhaus': The political
           'logics' of college art pedagogy
    • Abstract: Baldaccino, John
      Artists and designers broadly agree that because of the Bauhaus, art's learning environment foments a radical view of the world. Instigating non-conformism, where art and design education is broadly student-centred. However an historical analysis of the Bauhaus must also trace the political aesthetic that constructed the logic of Its pedagogy and the discourse by which Modernism's academy embedded its radical pedagogy in a political philosophy that followed a coherent productivist aesthetic Notwithstanding contemporary art's move beyond Modernism, productivism still informs current art and design pedagogies. This creates tension between a pedagogy that holds teleological ambitions and an objectless hybrid art practice. This paper calls for a revision of contemporary art pedagogy and the assumptions it claims to make beyond the Bauhaus model. It also claims that a proper debate on how contemporary art practice connects with a pedagogy which, by and large remains stuck to a productivist aesthetic, Is still missing.

      PubDate: Mon, 14 Nov 2011 11:33:44 GMT
  • Volume 32 Issue 1 - Teaching and learning in Australian art galleries:
           Four approaches
    • Abstract: Bedford, Elizabeth
      Whilst it is readily acknowledged that art galleries provide valuable opportunities to enrich students' learning, some educators feel rather reluctant to use these institutions as part of their teaching: their primary concern being how they should teach in such informal surroundings. Based on the practices of four experienced art educators working in leading Australian art galleries, this paper discusses a number of strategies teachers can adopt to enhance not only their professional development but their students' learning. The analysis finds that despite teaching in a gallery being complicated by the extent, to which perception Is dependent on culture, field trips are a valuable learning resource and in using various teaching strategies can accommodate different subjects, needs, abilities, backgrounds and Interests.

      PubDate: Mon, 14 Nov 2011 11:33:44 GMT
  • Volume 32 Issue 1 - A study of cooperative art education in elementary art
    • Abstract: Bobick, Bryna
      The purpose of this study is to Investigate how elementary art teachers conduct cooperative art experiences in their classrooms and why they consider these experiences important. Qualitative methodology was used to conduct a study of cooperative art activities being taught in pre K-5th grade schools in Georgia, U.S.A. A survey of 135 elementary art teachers was conducted. The survey focused on cooperative art experiences, teachers' attitudes towards the experiences, and how cooperative experiences were included in art education curriculum. Interviews were conducted with nine elementary art teachers and two pre-service art teachers who included cooperative art experiences in their curricula.

      PubDate: Mon, 14 Nov 2011 11:33:44 GMT
  • Volume 32 Issue 1 - 2008 Leon Jackman memorial lecture child art is not
           dead... (yet)
    • Abstract: Flood, Adele
      "Child art is dead". Brent Wilson announced this to the gathering of over 500 art educators at the 32nd insea World Congress in Osaka. I am sure there were many in the auditorium who shared my belief that child art is alive and strong in the many tens of thousands of children we collectively teach and have taught. In response, I suggest that children have always made and will continue to make images that were meaningful for them: creating their images from a conglomeration of influences that surround them.

      PubDate: Mon, 14 Nov 2011 11:33:44 GMT
  • Volume 33 Issue 1 - Montage as visual art research: Identities, images and
    • 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: Mon, 24 Oct 2011 15:34:27 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: Mon, 24 Oct 2011 15:34:27 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: Mon, 24 Oct 2011 15:34:27 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: Mon, 24 Oct 2011 15:34:27 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: Mon, 24 Oct 2011 15:34:27 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: Mon, 24 Oct 2011 15:34:27 GMT
  • Volume 33 Issue 1 - Education priorities
    • PubDate: Mon, 24 Oct 2011 15:34:27 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, 20 Oct 2011 09:20:36 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, 20 Oct 2011 09:20:36 GMT
  • Volume 33 Issue 2 - Drawing together as inclusive practice in early years
    • 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, 20 Oct 2011 09:20:36 GMT
  • Volume 33 Issue 2 - Media play: New (and old) pedagogies with young
    • 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, 20 Oct 2011 09:20:36 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, 20 Oct 2011 09:20:36 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, 20 Oct 2011 09:20:36 GMT
  • Volume 33 Issue 2 - No way. The hundred is there
    • Abstract: Malguzzi, Loris; Gandini, Lella
      PubDate: Thu, 20 Oct 2011 09:20:36 GMT
  • Volume 33 Issue 2 - Art and early childhood education
    • PubDate: Thu, 20 Oct 2011 09:20:36 GMT
  • Volume 31 Issue 1 - Investigating Myths and Perceptions of Visual Arts
           Education: Findings of a Pilot Study on Current Practices in Visual Arts
           Pedagogy in Victorian Primary Schools
    • Abstract: Peers, Chris
      This article reports an attempt to conduct an online survey relating to the approaches of primary school teachers to the Visual Arts component of the Arts curriculum in the Victorian Essential Learning Standards. The survey was a pilot study investigating the persistence of classical myths and perceptions of appropriate pedagogy in the Visual Arts for primary school teachers. The survey was conducted over several months during 2007, and was largely unsuccessful, due to an extremely low frequency of response. The article frames the possible determinants of this poor response rate against the background of historical attitudes to art teaching in elementary curriculum, specific factors relevant to Victorian schools, and wider debates about the most valuable outcomes for children in primary education internationally.

      PubDate: Thu, 8 Sep 2011 09:49:26 GMT
  • Volume 31 Issue 1 - Activating Postmodern Pedagogies in Art Education
    • Abstract: Ashton, Linda
      In this paper I elaborate on five shifts which teachers and pre-service teachers might consider in recognising and taking up postmodern, postcolonial pedagogies. The shifts align the teaching of art with the productive pedagogies of Luke et al (1999). The pedagogy challenges conventional positioning of children as solitary, miniature, modern (DWEMPS) artists and also age-stage notions of artistic development (DAPcentrism). The changes reflect a more critical, collaborative approach to investigating the purpose of images and objects in our lives - wonderfully diverse, functional, decorative, symbolic, persuasive and increasingly pervasive. Finally, I present a tangible example of a postmodern, art-based learning project which activates many of the recommended shifts, including a rich literacy emphasis.

      PubDate: Thu, 8 Sep 2011 09:49:26 GMT
  • Volume 31 Issue 1 - Providing Visual Arts Education in Early Childhood
           Settings That Is Responsive to Cultural Diversity
    • Abstract: Terreni, Lisa
      This paper critically examines the New Zealand early childhood curriculum Te whariki he whariki matauranga mo nga mokopuna o Aotearoa: early childhood curriculum (Ministry of Education, 1996) to ascertain the requirements for developing culturally inclusive visual art education in early childhood settings. This is done by describing and analysing the specific recommendations, guidance and messages that the curriculum gives early childhood practitioners. Central to this analysis is an examination of the document as an example of a reconceptualised curriculum (Haggerty, 2003) that has a socio-cultural orientation, and the significance this has for culturally inclusive curriculum practice in early childhood settings - particularly in relation to visual art education - is considered. Relevant selected literature discussing biculturalism and multiculturalism in visual art education is critiqued, and from this, ideas are discussed for developing culturally inclusive visual arts education for young children.

      PubDate: Thu, 8 Sep 2011 09:49:26 GMT
  • Volume 31 Issue 1 - The Development of Drawing in Logo
    • Abstract: Murnane, John S
      Pre-service teacher trainees and teachers taking postgraduate courses at The University of Melbourne and having their first experience of Turtle Graphics using the Logo programming language, often produce drawings strikingly similar to those made by pre-school children. This paper discusses two examples of these drawings and examines questions relating to artistic development theory, language and communication.

      PubDate: Thu, 8 Sep 2011 09:49:26 GMT
  • Volume 31 Issue 1 - Implementing Computer Technology in Art Education
    • Abstract: Culpan, Arda
      The paper acknowledges the national and international discussion regarding the advantages of computer technology that apply to both the general context of education, and the field of art education. It then outlines a project focused on incorporating ICT in art education courses for pre-service primary teachers within the Bachelor of Education and Graduate Diploma of Education Programs at an Australian University. Allied to this, the paper sketches the key tenets of action research that inspired the approach taken in building a viable framework for ICT integration within the art education context that was devoid of relevant knowledge, skills and resources.

      PubDate: Thu, 8 Sep 2011 09:49:26 GMT
  • Volume 31 Issue 1 - Reflections Upon the Potential for Visual Culture: A
           South Australian Context
    • Abstract: Hamilton, Ian
      This paper explores the potential for reframing visual arts education from the current teacher-centric approach to one which is student-led. These reflections are as a result of the review of the South Australian Certificate of Education (SACE),which encompasses Visual Arts Studies at the senior secondary level. As life long learners, it is important that art educators continually examine and critically reflect on their pedagogical practices, as well as on the ways in which such practices intersect with their students' 'lived worlds'. Framing visual arts curriculum that is appropriately centred on students' worlds, not only requires it to be dynamic, but also needs to acknowledge a variety of histories and diverse perspectives. The shift from teachers to learners distributes the power to all stakeholders and clearly positions both in a 'new space' where predetermined knowledge undergoes professional and communal scrutiny. Removing a focus on Eurocentric approaches toward art, craft, and design fractures modernist shackles and encourages authentic visual thinking, wherein learners are free to talk about visual cultural artefacts including everyday objects and images and develop new literacies. Thus, questions about what fits into categories of art, craft and design,have little relevance to the intellectual and emotional spaces of today's art learners.

      PubDate: Thu, 8 Sep 2011 09:49:26 GMT
  • Volume 31 Issue 1 - Visual Culture and Issues-based Curricula
    • Abstract: Smith-Shank, Deborah
      This paper builds a case for visual culture and issues-based curricula. The substances of visual culture education include traditional fine art, crafts, and design, as well as non-traditionally considered artifacts; the cultures that created them, the values that surround them, and their relevance to contemporary lives. It includes stories about natural and human made artifacts and the multiple ways in which culture is taught, learned, transmitted, maintained, and modified. Studying the visual culture of any group helps to make the concepts of culture explicit, facilitates critical response, and assists learners to understand the multiple ways people organise and make meanings about their worlds.

      PubDate: Thu, 8 Sep 2011 09:49:26 GMT
  • Volume 31 Issue 2 - Research in Art and Design Issues and Exemplars [Book
    • Abstract: Paterson, Susan
      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
  • Volume 31 Issue 2 - Children and Their Art: Methods for the Elementary
           School (8th Ed) [Book Review]
    • Abstract: Imms, Wesley
      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
  • Volume 31 Issue 2 - Art Education in New Zealand: Framing the Past /
           Locating the Present / Questioning the Future
    • Abstract: Smith, Jill
      The development of art education in New Zealand was affected by historical moments which began with British colonisation in the 1840s. Although New Zealand is now home to not only the indigenous Maori, and European/Pakeha, but to a rich diversity of peoples from around the world, colonial history continues to influence current policy and pedagogy. In this paper I argue that consciousness of the connections between the past and the present raises critical questions about the shape of art education for the future.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
  • Volume 31 Issue 2 - Exploring the Co-construction of Knowledge in Arts
           Education with Pre-service Primary Teachers
    • Abstract: Culpan, Arda; MacMillan, Maree
      This paper reflects on a collaborative learning experience undertaken by third year generalist pre-service primary teachers, in conjunction with a visual art lecturer and a music lecturer. In this course, the students were scaffolded to undertake a project of their own designing that incorporated significant arts skills and links to other areas of the curriculum. Students were encouraged both to develop a sense of collegial collaboration and to explore for themselves learning experiences they would wish to foster in their own classrooms by cultivating a spirit of enquiry and risk-taking, by supporting one another's learning through valuing the particular skills, ideas and preferred learning style/s of each group member, and by critically reflecting on their own learning processes.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
  • Volume 31 Issue 2 - Educating the Computer in Art: How to Realize
           Subjectivity in Electronic Resources
    • Abstract: Nelson, Robert
      This paper reveals a way of interpreting standard educational software to circumvent one of the most restrictive qualities that computers by nature impose: an intolerance of subjectivity. The methodology developed identifies new scope for installing a discursive element in the digital systems that structurally disallow subjectivity. The analysis of this paper begins with a brief explanation of the subjective - and why it is so necessary - in art education. It then proceeds to show how a conversational style of presentation can be accommodated in the quiz format. Practical examples are given, revealing the various options for subjective and at times even humorous learning styles.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
  • Volume 31 Issue 2 - Art-based Reporting of Classroom Experience
    • Abstract: Hickman, Richard
      This pilot project involved art teachers in training who used their skills in art to report on their classroom experience. The resulting images were discussed in a seminar; a sub-group of three students was purposely selected for interviews. It was found that the students gained useful insights into their professional placements and valued highly the approach taken. Further evaluation in the light of dissemination revealed that the images were not comprehendible unless they had accompanying text or oral explanation, even when presented to sophisticated audiences. The study also highlighted the need to adopt a more participatory approach to educational research.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
  • Volume 31 Issue 2 - Young Children's Experience of Visual Displays of
           Their Artwork
    • Abstract: Boone, Danielle Jay
      The practice of displaying children's artwork in early childhood classrooms poses a number of questions about the child and his or her visual artwork. This paper focuses on young children's experiences with the display of their own visual artwork. Following Giorgi's (1985a; 1985b) approach to conducting phenomenological psychological research, 13 children between the ages of 4 and 6 years attending an independent school outside metropolitan Detroit, Michigan (USA) participated in semi-structured interviews as a way of uncovering their lived experiences of seeing their artwork displayed. The study yielded 12 essential themes and from these three key issues and their implications for early childhood art education are explored.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
  • Volume 31 Issue 2 - Ambiguity as a Hallmark of Pedagogical Exchanges
           between Art Teachers and Students in the Making of Creative Artworks
    • Abstract: Thomas, Kerry
      This paper draws on the findings of the author's investigation of creativity situated in a New South Wales art classroom as an art teacher and students navigate the making of artworks for assessment and examination. The study uses Bourdieu's socio-cognitive framework of the habitus, symbolic capital and misrecognition. Bourdieu's theories are demonstrably relevant for understanding pedagogical exchanges as misrecognised investments in the social context of art classrooms. Results are retrieved from observations and interviews and augmented by digital records using a form of semantic analysis. Four functions are extracted from the results. A grounded narrative characterises one of these. It reveals how in shoring up the creativity of the artworks the protagonists are dependent on their capacities to infer one another's reasoning.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
  • Volume 31 Issue 2 - Global Meltdown: More Than Wall Street Loses'
    • Abstract: Brown, Ian
      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
  • Volume 30 Issue 2 - Australian Pastoral. The Making of a White Landscape
           [Book Review]
    • Abstract: Collet, Penny
      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
  • Volume 30 Issue 2 - Practice as Research: Approaches to Creative Arts
           Enquiry [Book Review]
    • Abstract: Hickman, Richard
      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
  • Volume 30 Issue 2 - Visual Performative Pedagogy as a Catalyst for Change
           in Pre-service Teacher Education
    • Abstract: Grushka, Kathryn; Coughlan, Kerrie
      Visual education is gaining significance, for its contribution to a wider understanding of how knowledge in the form of images constructs meaning in an increasingly globalised visual world. Images can be used to convey meaning and construct meaning and can inform education generally. The visual as a form of communicative practice is deepening the quality of classroom pedagogy. Visual performative pedagogy offers a significant contribution to learning in the 21st Century. This paper explores the learning outcomes achieved by pre-service teacher educators when they employ visual performative competencies to construct meaning as image and written text. Students from a range of discipline fields including PE/Health/PD, English, Geography and History utilized digital technologies to disrupt ideological positions and mythologies of the past to support critical enquiry through the production of postmodern posters.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
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