for Journals by Title or ISSN
for Articles by Keywords
help
  Subjects -> EDUCATION (Total: 2021 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (24 journals)
    - EDUCATION (1712 journals)
    - HIGHER EDUCATION (130 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (31 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (36 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1712 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   (Followers: 2)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 2)
About Campus     Hybrid Journal   (Followers: 6)
Academic Medicine     Hybrid Journal   (Followers: 62)
Academic Psychiatry     Full-text available via subscription   (Followers: 26)
Academic Questions     Hybrid Journal   (Followers: 8)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 60)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 54)
Accounting & Finance     Hybrid Journal   (Followers: 54)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 21)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 6)
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access  
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 62)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 40)
Action Research     Hybrid Journal   (Followers: 46)
Active Learning in Higher Education     Hybrid Journal   (Followers: 286)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 13)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administration & Society     Hybrid Journal   (Followers: 13)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 180)
Adult Education Quarterly     Hybrid Journal   (Followers: 163)
Advanced Education     Open Access   (Followers: 10)
Advances in Building Education     Open Access   (Followers: 3)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 29)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 8)
AERA Open     Open Access   (Followers: 8)
Africa Education Review     Partially Free   (Followers: 25)
African Journal of Chemical Education     Open Access   (Followers: 3)
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: 6)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 4)
AGORA Magazine     Open Access  
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 2)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Ainedidaktiikka     Open Access  
Akadémiai Értesítö     Full-text available via subscription  
Aksiologiya : Jurnal Pengabdian Kepada Masyarakat     Open Access  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Mudarris : Journal of Education     Open Access  
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Alan Eğitimi Araştırmaları Dergisi     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 16)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 166)
American Journal of Business Education     Open Access   (Followers: 12)
American Journal of Distance Education     Hybrid Journal   (Followers: 34)
American Journal of Education     Full-text available via subscription   (Followers: 198)
American Journal of Educational Research     Open Access   (Followers: 63)
American Journal of Health Education     Hybrid Journal   (Followers: 31)
American Journal of Physics     Full-text available via subscription   (Followers: 53)
American String Teacher     Full-text available via subscription   (Followers: 1)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access  
Anadolu Journal Of Educational Sciences International     Open Access  
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 3)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 10)
Annals of Modern Education     Full-text available via subscription   (Followers: 4)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Apex : New Zealand Journal of Gifted Children     Open Access   (Followers: 1)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 17)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 23)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 37)
Arts Education Policy Review     Hybrid Journal   (Followers: 5)
Artseduca : Revista electrónica de educación en las ARTES     Open Access  
ASHE Higher Education Reports     Hybrid Journal   (Followers: 16)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 21)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 13)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 25)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 14)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 4)
ASp     Open Access   (Followers: 3)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 151)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 43)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 19)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 6)
Australasian Journal of Special Education     Full-text available via subscription   (Followers: 8)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 7)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 8)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 26)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 16)
Australian Journal of Career Development     Hybrid Journal   (Followers: 3)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 36)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 8)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 10)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 5)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 4)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 455)
Australian Journal of Teacher Education     Open Access   (Followers: 22)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 6)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 4)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 285)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 8)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 6)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 5)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 43)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 10)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 194)
British Journal of Educational Studies     Hybrid Journal   (Followers: 159)
British Journal of Educational Technology     Hybrid Journal   (Followers: 152)
British Journal of Music Education     Hybrid Journal   (Followers: 24)
British Journal of Religious Education     Hybrid Journal   (Followers: 9)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 54)
British Journal of Special Education     Hybrid Journal   (Followers: 48)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 12)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Buletin Fisika     Open Access  
Bulletin of the Council for Research in Music Education     Full-text available via subscription   (Followers: 6)
Business, Management and Education     Open Access   (Followers: 17)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno de Educação     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     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   (Followers: 1)
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Cakrawala Pendidikan     Open Access  
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 96)
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: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 15)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 8)
Canadian Journal of Higher Education     Open Access   (Followers: 25)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 17)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 19)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 8)
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: 16)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 4)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription   (Followers: 2)
Chemistry Education Research and Practice     Free   (Followers: 4)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 3)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 32)

        1 2 3 4 5 6 7 8 | Last

Journal Cover
Australian Art Education
Number of Followers: 7  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 1032-1942
Published by RMIT Publishing Homepage  [398 journals]
  • Volume 39 Issue 2 - Contributors' biographies
    • PubDate: Wed, 26 Sep 2018 15:41:22 GMT
       
  • Volume 39 Issue 2 - Editorial
    • Abstract: Kerby, Martin C
      PubDate: Wed, 26 Sep 2018 15:41:22 GMT
       
  • Volume 39 Issue 2 - Spirit of '76: November reflections from the first AEA
           President
    • Abstract: Paramanathan, Nathan Thambu
      PubDate: Wed, 26 Sep 2018 15:41:22 GMT
       
  • Volume 39 Issue 2 - The paradox of Nathan Thambu Paramanathan
    • Abstract: Kerby, Martin; Barton, Georgina
      This article is a short biographical treatment of the life of Nathan Thambu Paramanathan, the inaugural president of Art Education Australia (AEA). It offers the reader an insight into his formative experiences in pre-war Kuala Lumpur, including his early exposure to the work of Dutch artist Meindert Hobbema, and then through the Japanese occupation, war time deprivation, and a post-war confrontation with the White Australia policy that made international headlines. Paramanathan now lives in retirement in Melbourne after a long and decorated career as an arts educator and a practicing artist. Though biography is often denigrated as something akin to fiction, it is nevertheless a means by which a reader can discern something of the "rainbow like intangibility" of a person's inner life amidst the "granite like solidity of the facts".

      PubDate: Wed, 26 Sep 2018 15:41:22 GMT
       
  • Volume 39 Issue 2 - Drawing in art education research: A literature review
    • Abstract: Duncum, Paul
      Drawing remains a central part of many K-12 art curricula, both in Australia and overseas, and research continues on what children draw in their own time. This paper contextualizes current approaches to research on drawing as part of art education by examining the history of research on drawing. Five major theoretical approaches are examined, including their relationship to the concept of art and their primary methods. These five approaches are described according to their chronological appearance. The approaches are named as mental operations, aesthetic expression, mental and emotional health, procedural, and social practice.

      PubDate: Wed, 26 Sep 2018 15:41:22 GMT
       
  • Volume 39 Issue 2 - Landscape and memory: An exhibition at the Toowoomba
           regional art gallery
    • Abstract: Kerby, Martin; McDonald, Janet
      In early August 2018, the Toowoomba Regional Art Gallery (TRAG) in Queensland opened a group exhibition titled 'Landscape and Memory: Frank Hurley and a nation imagined'. Eight artists responded to official war photographer Frank Hurley's iconic images taken on the Western Front and in the Middle East in 1917 and 1918. Though the exhibition took its place amidst a plethora of First World War centenary commemorative activities, at a broader level it was in fact an exploration of the place of landscape in the Australian cultural imagination.

      PubDate: Wed, 26 Sep 2018 15:41:22 GMT
       
  • Volume 39 Issue 2 - Uncomposed: Unconventional cinematographic composition
           in cinema and television
    • Abstract: Maddock, Daniel
      The rules of composition for cinematography are an entrenched system of mathematical frame division that have remained unquestioned since the advent of the cinema medium. The rules have become convention to a point that, when broken, the result appears radical and stark to both critics and viewers. This article explores several of the leading examples of unconventional composition in the contemporary cinema and television drama genre, including Tom Hooper's 'The King's Speech' (2010) and 'The Danish Girl' (2015), and, briefly, the television series Mr. Robot (Esmail, 2015). The author compares the use of composition in these media to the use of it by the painters Edward Hopper and Vilhelm Hammershoi to suggest that the industrialisation of cinema has restricted the ability of filmmakers to experiment with the form.

      PubDate: Wed, 26 Sep 2018 15:41:22 GMT
       
  • Volume 39 Issue 2 - Creative leadership and the Hadley's Art Prize Hobart
           (HAPH)
    • Abstract: Baguley, Margaret; MacDonald, Abbey; Jackett, Amy
      This paper explores the characteristics of creative leadership inherent in developing a major art prize with a significant education component. The Hadley's Art Prize Hobart (HAPH) is the richest landscape art prize in the world. Since its inception it has included an education kit in order to engage teachers and students and enhance their understanding and enjoyment of the exhibition. The creative and collaborative process between the curator of the HAPH and the art education specialists who developed the 2018 education kit is explored in this paper using the methodology of narrative inquiry. The three commonplaces of temporality, sociality and place for each participant was explored. The research found that although there are a range of personal attributes and characteristics that are evident in participants of long term collaborations, it is also possible for these to occur in shorter term collaborations such as the HAPH Education Kit.

      PubDate: Wed, 26 Sep 2018 15:41:22 GMT
       
  • Volume 39 Issue 2 - How to make bricks light: Clowning in child protection
           practice
    • Abstract: Steggall, David
      Clowning has a cultural history in delivering social benefit, in schools, hospitals, aged care facilities and refugee camps. However, child protection and social work are terrains unexplored by the clown practitioner. This paper explores 'The Dreams of Bricks', a clown show created for primary aged children currently residing in foster care. The performance was an interactive experience of the child safety practice tool: The Three Houses. It applies clown-logic to the research and practice of hearing children's experience of being in foster care. Clowning offers an intentional way of defying discourse and re-authoring a response to child protection practice. This paper outlines the creative development of the theatre show, the dialogue between social work theory and clowning methods, which emphasises selfreflection, the subversion of social norms, tragedy and sadness, hopefulness, the illumination of possibility, boundary crossing and empathy.

      PubDate: Wed, 26 Sep 2018 15:41:22 GMT
       
  • Volume 39 Issue 2 - Building quality production outcomes in undergraduate
           screen media group production courses: A case study
    • Abstract: Hetherington, John; Sutherland, Jesse; Knie, Amy
      Undergraduate university productions in screen media have consistently proved problematic in achieving quality production outcomes, particularly in group production courses. Historically most universities and film schools have long debated the question of what quality to expect from student productions and how to best assess their work at this level. This paper provides a case study account of the authors' efforts to improve the standard of third year student productions in the Bachelor of Creative Arts (BCA) at the University of Southern Queensland. During the creation of two films 'Emerge' (Hetherington, et al., 2016) and 'City Fragments' Toowoomba (Hetherington, et al., 2016) the authors focused on production quality, the student experience of industry practice, and working collaboratively. These efforts were underpinned by the belief that time management needed to reflect industry practice, rather than academic constraints and an un-interrogated valuing of collaboration. As well as providing creative skill development, this research found that improving time management strategies and working collaboratively provides for a more realistic experiential learning atmosphere.

      PubDate: Wed, 26 Sep 2018 15:41:22 GMT
       
  • Volume 39 Issue 2 - The Palgrave handbook of artistic and cultural
           responses to war since 1914: The British Isles, the United States and
           Australasia [Book Review]
    • Abstract:
      Review(s) of: The Palgrave handbook of artistic and cultural responses to war since 1914: The British Isles, the United States and Australasia, Edited by Martin Kerby, Margaret Baguley and Janet McDonald, Published: 4 January, 2019.

      PubDate: Wed, 26 Sep 2018 15:41:22 GMT
       
  • Volume 39 Issue 2 - A litany of vapours by Phillip Wolfhagen
    • Abstract: Carrig, Anna
      PubDate: Wed, 26 Sep 2018 15:41:22 GMT
       
  • Volume 39 Issue 2 - Gallery Spotlight/Events/Awards - Lake Macquarie city
           art gallery
    • PubDate: Wed, 26 Sep 2018 15:41:22 GMT
       
  • Volume 39 Issue 2 - National Visual Arts Education Conference (NVAEC) at
           the heart: Inspiration, bravery, compassion and connection - 21 - 23
           January, 2019
    • PubDate: Wed, 26 Sep 2018 15:41:22 GMT
       
  • Volume 39 Issue 2 - Embodied, emboldened and recursive art appreciation -
           exploring identity through contemporary art
    • Abstract: McCarthy, Naomi Lee
      This instructional paper presents a series of multimodal art appreciation experiences designed to engage young people aged 12 - 18 years in dynamic, responsive dialogues that explore constructs of identity using contemporary art as the catalyst to discussion. The focus artists, drawn from diverse cultural backgrounds, were represented in the 2017 Summer Suite of exhibitions at Penrith Regional Gallery and The Lewers Bequest, which is operated by Penrith Performing and Visual Arts Limited. It included 'Tracey Moffatt: Up in the Sky, Landing Points: Race, Place and Identify' and 'From the Ground'.

      This article explores the complex artistry needed to facilitate quality art appreciation experiences that honour all points of view whilst increasing young people's engagement in the complex cultural dialectics of identity in a 21st century Australian context. The multi-modal experiences include dialogic and textual responses as well as setting up the conditions for embodied or body-centric encounters. The recursive nature of the experiences seek to return students to the focus artworks, moving through initial responses into more enlivened and surprising encounters which have greater potential to transform their understanding, create memorable experiences and inform further art encounters as they move towards independent, cultural agency.

      PubDate: Wed, 26 Sep 2018 15:41:22 GMT
       
  • Volume 39 Issue 2 - Rediscovering Maija Liisa Vasenius: Ceramics in the
           classroom
    • Abstract: Heilpern, Louise
      In 1960, my mother bought a Maija Liisa Vasenius ceramic wall hanging from a shop in Double Bay, a harbourside suburb in Sydney, Australia. She had saved hard while working as a nurse at the Montrose Children's Home in Burwood in order to afford an original piece of art. Since then, it has remained one of her favourite possessions. Although Finnish in origin and certainly folksy in its appeal (it was inspired by a folk Christmas ornament of straw called 'Himmeli'), there is still much to admire about my mother's choice of artwork. It is comprised of textured, well-proportioned ceramic shapes that are connected with wire fittings. Small, house-like shapes hold heavier diamonds. Blue ceramic beads retain a delicacy within the overall design. With a length of over 150 cms, its size and weight make balancing it a challenge.

      PubDate: Wed, 26 Sep 2018 15:41:22 GMT
       
  • Volume 39 Issue 2 - Landscape of the dragon: Art therapy and education
    • Abstract: Paramanathan, Nathan Thambu
      Though it seems a lifetime ago I was once employed by a large Queensland boarding college to run their library. As part of my duties I was required to establish a museum and archive, a role that required me to read hundreds of school annuals, newsletters, newspaper reports and memos. Each offered an often hilariously idiosyncratic take on events that, in retrospect, were probably trivial. A variety of patterns inevitably emerged in my reading, or I imposed patterns on random events, which is of course not the same thing. Yet one thing appeared with monotonous regularity. In times of plenty (and in enrolment brochures) the arts flourished. But when feast turned to famine and shortages beset the land, they were dropped like a bad habit. Unlike maths and science (and rugby!) their value was apparently not self-evident.

      PubDate: Wed, 26 Sep 2018 15:41:22 GMT
       
  • Volume 39 Issue 2 - What Matters': Talking value in Australian culture
           [Book Review]
    • Abstract:
      Review(s) of: What Matters': Talking value in Australian culture, by Julian Meyrick, Robert Phiddian and Tully Barnett, Published: 1st August, 2018, Monash University Publishing ISBN: 9781925523805, August, $24.95, paperback or pdf.

      PubDate: Wed, 26 Sep 2018 15:41:22 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 GMT
       
  • Volume 38 Issue 1 - Editorial
    • Abstract: Kerby, Martin C
      PubDate: Wed, 26 Sep 2018 15:39:26 GMT
       
  • Volume 38 Issue 1 - Contributors' biographies
    • PubDate: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 GMT
       
  • Volume 37 Issue 1 - Editorial
    • PubDate: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 GMT
       
  • Volume 37 Issue 2 - Editorial
    • Abstract: Baguley, Margaret; Kerby, Martin
      PubDate: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 GMT
       
  • Volume 36 Issue 1 - Editorial
    • Abstract: Cutcher, Alexandra
      PubDate: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 GMT
       
  • Volume 36 Issue 2 - Editorial
    • Abstract: Cutcher, Alexandra
      PubDate: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 GMT
       
  • Volume 35 Issue 1/2 - Editorial
    • Abstract: Mason, Rachel
      PubDate: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 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: Wed, 26 Sep 2018 15:39:26 GMT
       
  • Volume 39 Issue 1 - Contributors' biographies
    • PubDate: Fri, 8 Jun 2018 21:12:17 GMT
       
  • Volume 39 Issue 1 - Editorial
    • Abstract: Kerby, Martin C
      PubDate: Fri, 8 Jun 2018 21:12:17 GMT
       
  • Volume 39 Issue 1 - Towards foundations for a socially critical art
           education (8th annual Leon Jackman memorial lecture)
    • Abstract: Duncum, Paul
      Significant recent developments in Australian art education have moved away from a consideration of the aesthetic value of fine art products to a broad sociological conception of the visual arts which includes folk and popular arts. Many art educators assume a socially functionalist approach which celebrates cultural diversity and attempts to describe the function of cultural artifacts, sometimes in terms of lived experience. While acknowledging the importance of these developments, the author adopts the view that cultural production is part of an unjust society in ferment and is a site for ideological struggle. The view advanced is that to be true to its subject, art education must adopt a socially critical position. Drawing upon the culturalist tendency within English Cultural Studies possible theoretical foundations for a socially critical art education are explored. These include: social structure is as important as lived experience; society is comprised of competing interests and is structured in dominance; cultural production is constitutive of social reality; basic to human action is agency, constraint and struggle; and explicitly engaged judgement is essential to the development of a more democratic society.

      PubDate: Fri, 8 Jun 2018 21:12:17 GMT
       
  • Volume 39 Issue 1 - Responding 30 years later to the 8th annual leon
           Jackman memorial lecture
    • Abstract: Duncum, Paul
      I recall delivering this paper with the aid of an Overhead Projector that showed the headings and main points. There were no pictures. This was years before slide shows were replaced by PowerPoint, years before the Internet took hold, decades before Web 2.0 interconnectedness, and today's Big Data analytics that trawl and aggregate millions of images in seconds. Yet it is not only the technology that has changed. Rereading the paper after 30 years I was at first struck by how many of the various contexts informing the paper no longer apply.

      PubDate: Fri, 8 Jun 2018 21:12:17 GMT
       
  • Volume 39 Issue 1 - Regional jewel: New England Regional Art Museum
           (NERAM) and the Howard Hinton collection
    • Abstract: Kerby, Martin; Baguley, Margaret
      If Michaela Boland is correct in her assertion that "At their best, local art galleries reflect the region back to itself" (Boland, 2012), the New England Regional Art Museum (NERAM) in Armidale deserves to be ranked among the best in Australia. The recent opening of its new exhibition Hinton: Treasures of Australian art is the culmination of two decades of philanthropy on the part of the art patron Howard Hinton OBE (1867-1948). The artists Arthur Streeton (1867-1943) and Norman Lindsay (1879-1969) placed Hinton alongside Alfred Felton (1831-1904), David Scott Mitchell (1836-1907) and Sir Baldwin Spencer (1860-1929), as one of the greatest benefactors of the arts in Australian history (Elphick, 2018). At a broader level, however, the collection also symbolises the importance of art education, particularly in regional areas, through its connection with the Armidale Teachers' College (1928-1971), then the Armidale College of Advanced Education (ACAE) (1971-1989), which amalgamated with the University of New England (UNE) (1989-2008), and the city that was once touted as the capital of a possible Australian state of 'New England'.

      PubDate: Fri, 8 Jun 2018 21:12:17 GMT
       
  • Volume 39 Issue 1 - Exploring the arts and literacy in curriculum: A
           cross-cultural comparison of Australia, Canada and France
    • Abstract: Barton, Georgina; Lemieux, Amelie; Chabanne, Jean-Charles
      This paper is a cross-cultural comparative study of how the arts and literacy are represented within school curricula in Australia, Canada and France. The relationship between the arts and literacy within these contexts is widely considered to be tenuous, a situation which will be explored by first investigating how literacy has impacted on the arts, and second, establishing a case for arts literacies to be considered unique. A content analysis of the arts and literacy in each of the national curricula and current educational policies is then conducted. Implications of these findings for classroom practice are then shared.

      PubDate: Fri, 8 Jun 2018 21:12:17 GMT
       
  • Volume 39 Issue 1 - Boundary objects in the visual art-science learning
           space
    • Abstract: Grushka, Kathryn; Clement, Neville; Chand, Ari; Lawry, Miranda; Devine, Andy
      Innovation and trans-disciplinary knowledge is now coupled with creativity and linked directly to career futures that prioritise STEM (Science, Technology, Engineering and Science). Concurrently, educators are calling for a move beyond previously defined disciplinary or epistemic boundaries. As education must now embrace epistemological fluency (Markauskaite and Goodyear, 2017) the visual arts are well placed to contribute to this learning. This article explores the concept of the 'boundary object' and defines it within an art-science learning context. This context reveals how a creative and aesthetic semiotic interchange between visual art and science can be realised. It describes a research project that specifically explored visual cognition and learning in the visual art domain. The contribution of visual art learning to trans-disciplinary learning is examined through a case study that focuses on visual arts learning in the art-science space.

      PubDate: Fri, 8 Jun 2018 21:12:17 GMT
       
  • Volume 39 Issue 1 - Mapping the nomadic journey of becoming in digital
           portfolios: Digital way finding in art education
    • Abstract: Coleman, Kate
      Reflective processes and practices within the curation of a digital portfolio create openings for developing as an artist through critical autoethnographic practice/s. This ongoing practice of digital autoethnographic research unlocks the space for connections to be drawn rhizomatically between artefacts, evidence of practice and the selves thereby bringing the artist and their material worlds closer. This paper explores my moments of becoming in a digital a/r/tographic digital portfolio submitted as thesis in my doctoral studies, and the implications for both artist-students and artist-teacher candidates. Working methodologically in digital portfolios through a/r/tography and critical autoethnography as method has opened my practices and pedagogies in initial teacher education through digital wayfinding.

      PubDate: Fri, 8 Jun 2018 21:12:17 GMT
       
  • Volume 39 Issue 1 - Artist teacher cognition: Connecting 'self' with
           'other'
    • Abstract: Heaton, Rebecca
      In this visual essay I story a doctoral journey exploring cognitive conception in artist teacher practice. Underpinned by autoethnographic research, I communicate how an understanding of cognition can be understood and developed by an artist- teacher academic working with a cohort of pre-service artist teachers. The visuals embedded in this essay draw relationships between the cognitive conceptions of self and other to reveal i) the importance of cognition to art education ii) factors which influence cognitive conception and iii) the value of cognition as a transformational practice. The use of personal, cultural and theoretical lenses in this essay provide important insights to the finding that engagement with cognition in artist teacher practice can assist in ensuring art education remains valued, timely and progressive.

      PubDate: Fri, 8 Jun 2018 21:12:17 GMT
       
  • Volume 39 Issue 1 - Instagram and art gallery visitors: Aesthetic
           experience, space, sharing and implications for educators
    • Abstract: Suess, Adam
      Instagram is one of the world's most popular social media applications. For art galleries it is an important tool for promotion, marketing, interaction, participation and the enhancing of the visitor experience. For arts educators it is an opportunity to broaden the participation of people wanting to learn through art, and to consider how Instagram may contribute to an art gallery based learning program. There is limited research about the use of Instagram by visitors to an art gallery and the role it plays in their experience. This article is drawn from a research study into the use of Instagram by visitors to the Gerhard Richter exhibition at the Queensland Gallery of Modern Art (14 October 2017 - 4 February 2018). The research project, which was informed by spatial theory, found that the use of Instagram at the gallery engaged visitors in a manner that transcended the physical space and extended their aesthetic experience. This finding is significant for arts educators seeking to engage students through social media during visits to art exhibitions.

      PubDate: Fri, 8 Jun 2018 21:12:17 GMT
       
  • Volume 39 Issue 1 - Arts belong in the classroom: Empowering teachers in
           arts-based learning
    • Abstract: Macdonald, Jacqueline; Tualaulelei, Eseta
      Learning in and through the arts is central to fostering young learners' creativity. This article explores the perceived barriers to quality arts-based learning for children and potential strategies for overcoming them. It describes an action research collaboration with two Queensland based early years educators, and explores how this collaboration facilitated changes to their arts based pedagogical approaches. We argue that with sufficient support, educators can act as change agents by leading arts-based learning in a manner that promotes creativity.

      PubDate: Fri, 8 Jun 2018 21:12:17 GMT
       
  • Volume 39 Issue 1 - A game approach to art appreciation for children:
           Encountering artworks with a spirited, plucky, brave and daring
           disposition
    • Abstract: McCarthy, Naomi
      This paper will investigate the relevance, value, and detail of a variety of pedagogic practices aimed at increasing learning for children engaged in art appreciation. Artworks provide us with the opportunity to explore the world through an intimate encounter with a sensibility, an intellect and a history other than our own. The richness of this encounter has the potential to foster our curiosity and deepen our understanding of the world and humanity's place within it. The foundational premise of this paper is that by empowering children through their early and sustained engagement with visual arts we are teaching towards a more connected and just society (UNESCO, 1999). The game approach is an attitude of 'gameness' that is characterised by an intention to eagerly and intrepidly explore an artwork. An adult, with this same gameness of approach, is an important partner in this endeavour, as artworks are complex and often include subjects and themes that need to be intelligently translated to bring them into the frame of reference of children's lived experiences.

      PubDate: Fri, 8 Jun 2018 21:12:17 GMT
       
  • Volume 39 Issue 1 - Farewell to Saigon by Tranh Van Tuan
    • Abstract: O'Toole, John
      As a drama teacher, I often use visual artworks, especially paintings, to explore two of the key elements of drama - 'Time and Narrative'. So many paintings show a particular dramatic moment of a story, frozen in time, and still embodying the artist's emotions and point of view. So it is with Farewell to Saigon - and for me all the more so as I know the painter and his own quite extraordinary and moving back-story, that imbues the painting with so many of the emotions and quite a lot of the story.

      PubDate: Fri, 8 Jun 2018 21:12:17 GMT
       
  • Volume 39 Issue 1 - National Visual Arts Education Conference (NVAEC) - 21
           - 23 January, 2019
    • PubDate: Fri, 8 Jun 2018 21:12:17 GMT
       
  • Volume 39 Issue 1 - Speed: Mobility and exchange
    • Abstract: Blewett, Danielle
      Review(s) of: Speed: Mobility and exchange - Academy Gallery, Launceston, Tasmania 13 January - 20 April, 2018.

      PubDate: Fri, 8 Jun 2018 21:12:17 GMT
       
  • Volume 39 Issue 1 - Gladstone regional art gallery and museum
    • PubDate: Fri, 8 Jun 2018 21:12:17 GMT
       
  • Volume 39 Issue 1 - Exhibition: Iconic Queensland: 2017 Queensland
           regional art awards
    • PubDate: Fri, 8 Jun 2018 21:12:17 GMT
       
  • Volume 39 Issue 1 - Exhibition opening speech: Iconic Queensland: 2017
           Queensland regional art awards
    • Abstract: van Noordenburg, Henri
      PubDate: Fri, 8 Jun 2018 21:12:17 GMT
       
  • 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
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
Home (Search)
Subjects A-Z
Publishers A-Z
Customise
APIs
Your IP address: 54.221.147.93
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-