K-12 art educators choose many artworks for students to examine and discuss throughout a semester or school year. This puts teachers in the role of "choice maker" (Bolin & Hoskins, 2015, p. 40), with the power to communicate to students through the body of images shared over time. Who can be an artist? How do artists express meaning?…

In the early 1940s, Black artist Jacob Lawrence painted a series of 60 panels that are now collectively called "The Migration Series." The panels tell the story of how Black Americans migrated from the South to the North, beginning with World War I. The panels provide an uncommon example of the intersection of economics, Black American…

Creative thought leaders and educators have readily invited and challenged humans to harness the imagination as a way to envision otherwise. Ethical teaching and learning processes demand creating equity along a continuum of critical and creative practices (Freire, 1970/2014; hooks, 2009; Love, 2019). Some in the field of art education have taken…

Jesus' appearance is not recorded in the New Testament, apart from some incidental mentions of his clothing. Nevertheless, his appearance is the most recorded feature in the history of world art. None of these images is based on primary sources; most, especially the most popular and influential images, tend to portray Jesus in the guise of a…

The art of looking is a museum and art gallery teaching tool at the core of the Visual Thinking Strategies, a Harvard School of Education pedagogy initiated as an educational experiment for schools across the United States almost two decades ago. Today, a large number of schools implement this teaching method to increase student engagement in a…

An exhibition of paintings from an Art and Archaeology research expedition in the Outer Hebrides of Scotland may seem to be unlikely teaching moment. Yet that collection of images, and the ideas behind them form the core of a novel approach that uses tartan design to teach about the climate crisis. Young people are anxious about climate change and…

Effective arts learning requires the development of important literacies. While investigation of discipline-specific literacies has filtered the literature, it is unclear if these literacies are acknowledged, understood, and/or taught. In this paper, we share the classroom discourse of two arts teachers in early and middle years across visual art…

A great deal has been written about the representational use of metaphor to understand teacher candidates'/new teachers' conceptions of teacher practice. This article will discuss recent research that explored secondary visual art teacher candidates'/new teachers' "visualising" of visual metaphors to provoke their a/r/tographical inquiry…

Academic disciplines are often seen as separate fields of study with little in common, when in reality they are interconnected through a multitude of complex nuances. In this article, the authors discuss how the barriers between academic disciplines have been broken down through integrated and interdisciplinary visual arts practices. They also…

University students are often expected to interpret and produce multimodal texts during their studies. However, their multimodal literacy is rarely developed explicitly and students often lack the language and the knowledge to talk and write about multimodal experiences. Such expectations demand knowledge and skills to approach multimodal texts in…

This article addresses issues connected with project-based integrative teaching of visual arts to primary school students attending after-school activities. It explores the pedagogical outcomes of using contemporary art forms and materials for the promotion of collaborative knowledge construction and researches these processes in the classroom…

As defined by the Kennedy Center, arts integration is "an approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process which connects an art form and another subject area and meets evolving objectives in both" (Silverstein & Layne, 2010). In arts integrated…

This paper outlines an ongoing qualitative review of themes that have emerged across the various session of the "Paint Your Life" program which was developed over the last 15 years. The author discusses the potential for "Paint Your Life" to disrupt hegemonic discourse about art, artists, and community development. Based on the…

This article defines dramatic inquiry, exploring its possible contributions to discourses on subjectivity, embodied pedagogy, and relational knowing in art education. As a communal, ensemble endeavor emerging from the discipline of drama education, dramatic inquiry offers strategies for enhancing arts education's critical inquiries by facilitating…

The demands of art projects in public schools may not fit with reality for many exceptional students because the project outcomes are often too specific (Henley, 1992). One strong motivator for students is looking at and discussing visual culture, involving all the images they see and all the visual experiences they have every day. This pedagogy…