Invitation to participate in flooding the internet with Art education of International Arts Week. We invite InSEA members, as well as your colleagues, students and friends in art education to use this hashtag in twitter and Instagram #inseaarteducation @InSEA_Blog from the 21st May – 27th May, 2018.
How? We want to explore what ‘art education’ looks like! Our aim is to units us across the globe as we see what art education looks like through the eyes of InSEA art educators.
We invite you to take 1 photograph a day – in total 7 images (1 per day of arts week) and publish it on your personal Instagram and/or Twitter pages using the hashtags to create your own online art exhibition in Instagram and Twitter for arts week.
In both Instagram and Twitter, we invite you to use the hashtags:
#inseaarteducation & @InSEA_Blog
SET YOUR CALENDARS NOW!
Let’s make our practices, praxis and research visible for 7 days through 7 images starting on May 21, every day until May 27, 2018. Images could be of your studios, schools, universities, art works, colleagues and exhibitions. Let’s flood the internet with art education!
We will be retweeting and insta sharing your 7 days of art education.
In late 2017 we both attended the Creativity Research & Education Summit 2017 at the National Gallery of Australia. Kim is on the leads in The Arts Education Practice Research Special Interest Group (AEPRSIG) within the Australian Association for Research in Education (AARE) that held the Creativity Research & Education Summit in November 2017 at the National Gallery of Australia.
The Summit was convened by Dr Kim Snepvangers & A/Prof Susan Davis, Co-Convenors of the (AEPRSIG) together with the Aboriginal and Torres Strait Islander Research SIG and the National Gallery of Australia. The Summit provided a forum for academics, artists, practitioners and researchers to gather to share and debate issues of relevance to policy/practice both nationally and internationally. In 2017 the Summit profiled current creativity research valuing the voices and contributions of First Nations people and culture to work towards new visions for education and the arts. We also focused on the role of arts and creativity for citizenship and social action. We acknowledged the particular pertinence of such for providing voice and profile with First Nations peoples and cultures with this year being the 50-year anniversary of the 1967 Referendum, 25 years since the Mabo decision and the 20-year anniversary of the ‘Bringing them Home’ Report. The siting of the AARE conference and this summit in Australia’s capital city, Canberra provided a key opportunity to bring these voices to the fore, with a focus on ‘creativity, arts, education and citizenship’.
Please see the following URL’s for further information: NGA newsletter: https://nga.gov.au/calendar/Default.cfm?KeyWrd=Conference&VIEWMONTH
AARE Conference website: http://www.aareconference.com.au/program/creativity-summit/
Upcoming conferences in Australia with InSEA partner AEA:
National Visual Arts Education Conference The National Visual Arts Education Conference (NVAEC) will be held on Jan 21-23, 2019 at the National Gallery of Australia, Canberra ACT.
To subscribe for future updates please go to the following link: https://nga.gov.au/artonline/ecard/nvaec/2017/default.cfm
Art Educators in the News in Australia
- Arts educators call for national funding rethink
- STEM debate has become 'misguided': former chief scientist
- STEM has become a buzzword and a fad: NSW education minister
- Queensland University of Technology (QUT) study shows creatives are fashioning a job boom
- Why PISA is moving toward creativity
CFP: Journal of Artistic and Creative Education (JACE)
JACE invites contributions to its first Open Access Publication in 2018 For our next edition (Volume 12, No.1, 2018) we invite contributions that explore the landscape of artistic and creative education in 2018.
Provocations that provide points of entry or departure for papers include, but are not limited to:
- Engaged and creative communities
- Creating cultures of inclusion
- Innovations and emergences
- Intersections and overlaps
- Voices in policy, positions and practices
- Local, national and global issues
- Pedagogies and practices
-Curriculum and assessment
- 31 May 2018: submission of full manuscript to be uploaded into https://jace.online for double-blind peer review. Please see submission guidelines on our website including style guide, formatting and word length.
- 31 October 2018: Reviews sent to authors for revisions (dates for papers to be uploaded and final manuscript submission TBC)
- 30 November 2018: JACE Volume 12 Number 1 2018 published
More information for authors, reviewers and libraries can be found at https://jace.online
CFP: Australian Art Education, Volume 39, Issue 3, 2018
Special Theme Issue - 'Borderless: Global Narratives in Art Education’ Due date for submissions: October 8, 2018
This special theme issue of Australian Art Education, due for publication in December 2018, is part of an international research collaboration with a number of selected journals publishing on the same theme within a similar timeframe. This initiative will result in an international exchange and sharing of information from each of the countries involved with the aim of presenting findings at the 36th World International Society for Education through Art (InSEA) Congress being held in Vancouver, Canada from 9 – 13 July, 2019.
Other art education journals confirmed to date as part of this international research project include:
- Journal of Cultural Research in Art Education, USA (http://www.jcrae.org/)
- Revista Portuguesa de Educação Artística, Portugal (http://recursosonline.org/rpea)
- Synnyt/Origin, Finnish Studies in Art Education, Finland (https://wiki.aalto.fi/display/Synnyt/Home)
- Tercio Creciente, Spain (http://www.terciocreciente.com)
- Art Education Review, Korea (httlp://www.saek.co.kr)
Special Issue Theme
The theme for this special theme issue is Borderless: Global Narratives in Arts Education and is underpinned by the following questions:
- Who are we in relationship to other cultures and countries?
- What issues in art education are potent across the world?
- How can art educators address and teach with a narrative of “being global”?
This issue’s theme, Borderless: Global Narratives in Art Education, challenges us to look outward as we simultaneously reflect inward. When facing global issues and divisions on top of contestation about worldviews and ontological discourses, we are challenged to reflect on our established views about and beyond local or regional history and knowledge. Therefore, seeking new and open-ended approaches to globalisation, this call for papers seeks art educators’ critical and theoretical explorations and responses as global educators. We invite authors to share their Australian narratives, the ones that address globalising educational issues, concerns, and problems, both reflecting on their art educational approaches to globalisation and reiterating the transforming and/or communicative opportunities of art and visual culture (Delacruz, 2009; Meskimmon, 2010).
Narrative (inquiry) is an interpretation of history or stories created by a person, groups of people, or popular media. Said’s (1978) criticism from decades ago, for example, on the development of Western historical, political, and cultural views on the East posits that Orientalism as a narrative serves and justifies the West’s dominance. Curriculum as a narrative might also reflect the idea and viewpoint of selected groups, views, and ideologies. However, narratives are flexible. They can be changed or rewritten. Therefore, we invite revision and counter-interpretation against particular cultures, people, and viewpoints. As art educators, what are your constructed narratives, and how are they developed or critically challenged dominant stories? When forming new narratives on a global context, we encourage authors to share their critical and/or successful narratives towards the traces, emerging issues, or future vision of globalizing art education.
For this theme, some of the following questions might be addressed:
- What are global narratives for art education? How can art educators address global narratives or stories in our teaching and research?
- What are emerging narratives that demand global focus and attention? How can we teach with, about, and for emerging global narratives?
- Can narratives compete and conflict with each other on global teaching and learning? In what ways are dominant narratives contributing to damaging single stories?
- How do you interpret, communicate, and work with others’ global narratives or stories?
- What is the role of art educators in the age of globalising conflicts and issues based upon highly contrasting and contesting social, political, cultural, and religious ideologies and practices?
- How can global visual culture and social networking be explored to address global narratives?
- How can we address or create equitable global narratives toward global inclusion, diversity, and justice?
- How can theories or critical approaches from other disciplines inform and address global narratives in art education?
For further information please contact the Australian Art Education journal editor Dr Martin Kerby: email@example.com
Submission Guidelines and Editorial Policy: https://www.arteducation.org.au/journals/editorial-policy-and-author-guidelines