Art education is an important field where marginalization, differing privileges, and oppression can be addressed, but we can do more. In today's politicized educational climate, a teacher who wants to create an activism-oriented lesson needs to understand the terms surrounding equity, diversity, and inclusion (ED&I). However, many tensions…

Art teachers often complain about being overlooked and misunderstood as their schools focus on student achievement in literacy, science, technology, engineering, mathematics, and other educational goals. This article will argue that the art teachers' position in between competing disciplines is a place to recognize the power of their educational…

In 2018, a group of artists and educators known as Borderland Collective created an exhibition focusing on migration called One to Another. They incorporated various educational protocols, which they call "borderland pedagogies," to invite teens, teachers, and community members to better understand the complexities of migration through…

The complexity of professional practice requires that educators on all levels "re-think current methods and strategies (rubrics and checklists) that impede the notion of teaching as complex and nuanced" (Klein, 2008, p. 119). Current practices of reflection within teacher education continue to privilege quantitative methods for…

The National Visual Arts Standards (NVAS) present ways for students in the United States to create, present, respond, and connect to the world of art and artmaking. This article focuses on the practices of one visual arts educator, Educator A, who taught in a state-sponsored specialist music high school, guided by the following question: "How…

Salazar is drawing from observational research and survey data in order to propose her Five Pedagogical Ideals. Salazar suggests that potent theories might be extracted from current practices, informing theories that are yet-to-be. In this article, Salazar has attempted to summarize a significant amount of theory and practice so that readers,…

What could video games bring to a K-12 visual arts curriculum? Overby and Jones were skeptical about incorporating gaming and virtual worlds into the classroom, but watching their own children engaging in the video game Minecraft changed their perception. As they started researching the game and how these kids were operating within the space, they…

An important part of the Progressive Education movement, the playground, influenced John Dewey's educational philosophy of learning. "The playground, particularly during the Progressive reform movement of the early 1900s benefited from the widespread belief that play was child's work. Dewey portrayed children as miniature adults who…

For art educators, teaching textual literacy can be a challenge. In a review of literature, Hall (2005) found that content area teachers (as opposed to teachers of Reading and English) did not feel qualified to teach reading and believed that students did not need reading instruction to be successful with texts from their specific disciplines.…

Art classes are often sites for students with academic, social, emotional, and/or behavioral problems. Some school administrators and counselors recognize the benefits of art education and place students at-risk in art education classes. Most often art therapy is not part of coursework within art education programs, so K-12 educators have minimal…

Continuing the traditions of the avant-garde, contemporary artists often question notions of originality through the practice of appropriation and repurposing familiar or loaded symbols and signs (Barrett, 2011). This Instructional Resource focuses on three aspects of artistic practice: improvisation as a way of emphasizing a process-driven…

Just as students should leave their Foundational year of art with a beginning sense of composition, color, value, and materials, so should they be cultivating their creative capacities. With the equipment exercised and the waters tested, students will be prepared to continue their journey; for it is the interplay of personal experience, social…

When used effectively, feedback promotes student ownership in artmaking by encouraging students to inject originality, persist, and improve. Feedback from teacher, self, and peers can also provide students with motivation. In this article, the author explores her students' understanding of the idea of ownership, observes how feedback…

In this article, the authors discuss mixed-media projects done with elementary students in a summer art camp and preservice elementary teachers taking Visual Arts in the Elementary Classroom, illustrating their consideration of how stories carry the curricular potential to bring students' out-of-school experiences into the classroom. In order…

In this article, we consider socially engaged design practice, and examine its potential for informing design curriculum and pedagogy in K-12 art education programs. Our hope is to prompt discussion and debate about socially engaged design's potentiality for preparing students to participate in a world in which "nothing is truly, or can…