Volume 3 Number 3 News

 

The year 2011 has brought some positive changes for art education, both at the macro level as well as at the micro level. UNESCO Member States adopted the Seoul Agenda for the development of art education unanimously at the 36th Session of the General Conference in Paris on November 4, 2011. Beginning from 2012, each year, the fourth week of May will be celebrated as International Week for Arts Education. The new National Arts Curriculum in Australia that includes five art forms of dance, music, drama, visual and media arts, as distinct subjects, was a major victory. Another important change was the release of a landmark report: Reinvesting in Arts Education in the United States. The report presents an in-depth review of the current conditions of arts education in the country and includes recommendations to federal, state and local policy makers for reinforcing and expanding the arts in schools. Far off in Namibia, a key study was conducted for the development and promotion of arts, crafts and design in the country. It was recognised that knowledge and exposure to the arts should be developed at an early age in the school's curriculum. Namibia will also be holding an Annual Design Summit inviting stakeholders in the arts, crafts and design domains as well as art educational institutions. In october 2011, Latin America held its first symposium on Arts Education with participation from countries like Argentina and Uruguay. In India, the National Council of Educational Research and Training (NCERT) held its first Arts Integrated Learning initiative involving Government schools from the Northern, Southern and Eastern states in India. In the academia, the International Journal of Education through Arts has taken leaps by not only going electronic but also it will be distributed by IngentaConnect, with potential access to almost every university and college in the world. Last but not the least, the 33rd InSEA World Congress in Budapest was a success with participation from 60 countries and with over 600 attendees. 

This issue documents some reflections and memories from the attendees of the InSEA congress in Budapest. There is a feature article from Indonesia about using the traditional puppetry of Wayang for arts integrated learning and another article from the United States on using the arts to facilitate interconnectedness amongst youth and art educators globally, that can contribute towards a global civil society. There are several calls for submission of children's art, including international calls from countries like Russia, Czech Republic and New Zealand. There are several calls for paper and information on conferences throughout the year 2012. The project section has information on some art projects that include the visual arts, music as well as screen literacy. I would like to thank Rita and Graham for their support and everybody who contributed to this issue. It is my hope that the newsletter will become an important platform for documenting information, showcasing works and projects from around the world and connecting more people within the InSEA Community.

Mousumi De

 

Reflections from the 33rd InSEA World Congress in Budapest, Hungary (June 27-30, 2011)

The 33rd InSEA World Congress in Budapest was a success in many ways.  Over one hundred Hungarian art educators attended the congress creating a whole new energy for art education across the country.  Participants came from over sixty countries and we had well over 600 attendees. There were an incredible number of presentations and discussions on the Congress themes put together into ninety-one sessions, seventeen workshops, thirteen symposia and an impressive exhibition of artworks from Japan, Kenya, Germany and Hungary. One of the highlights of the congress was the InSEA awards ceremony during which The Sir Herbert Read Award was presented to John Steers for significant lifelong contributions to art education in schools and society, in his own country and throughout the World. The Edwin Ziegfeld Award was presented to Rachel Mason for significant contributions to scholarship in art education and the Mahmoud El Bassiouny Award was presented to Angelika Plank for special service and contribution to InSEA. For reflections from the congress and more information please see >> 

 

A New Age for the International Journal of Education Through Art …

The Journal, now well established as a key source of research findings and critical essays on issues related to its core theme of ‘education through art’ is entering a new and exciting phase.  From 2012 onwards (Vol.8 No.1), members will receive the Journal online.  This move will bring many benefits, including full colour throughout, fast and sophisticated search facilities, content alert features and live hyperlinks. In time, this move will allow authors to embrace multiple ways of presenting their research and reporting on pedagogical practice, for example through the use of embedded moving images and sound.  While this will be welcome to all authors (and readers), these features will be particularly useful as we develop the ‘visual essay’ section of the journal. Please see the Call for Visual Essays

The Journal is read in over 40 countries and will now be distributed via IngentaConnect, with potential access to almost every university and college in the world. In addition, our publishing partners Intellect Ltd, continue to actively promote the Journal at conferences, seminars and book fairs around the world. For almost two years, we have been accepting submissions to the Journal online and almost all of the pre-publication process is now carried out online. The success of this major task is due to the hard work of very many people including the editorial team, reviewers and international consultants with the support of the World Council and Executive of InSEA.  Now that this process is in place, we plan to further develop and extend the Journal’s mission of ‘education through art’.

Since the first issue in 2005, our readers have come to expect high quality research reports, critical essays and reviews in the Journal and this will continue as we get an increasing number of submissions from all parts of the world.  We seek submissions from the entire art education community and particularly from those parts of the world that are not normally well represented in international journals and from sectors beyond the ‘mainstream’ education sectors. For example, articles about artists whose work has an educational dimension or where there is an interface between art and other disciplines (e.g. scientific communities, social work or the health sectors) are welcome.

Over the years, the editors and boards have made great efforts to broaden the scope of the journal to be truly international and inclusive, but that can only happen if we get submissions, so please consider submitting an article or visual essay, the editorial team are here to help. To find out how to submit please register online here. The move to online distribution of the journal will not only bring the benefits described above, it also helps reduce the Society’s costs (which will be reinvested in our activities to support and promote education through art), it also helps us to be just that little bit more environmentally friendly. For our special issue on Community Art (Volume 8.3), please see the Call for Paper. The International Journal of Education Through Art is also now on Facebook - please sign up and share your teaching, art and research online here >>

Glen Cloutts, 

Editor - International Journal for Education through Art

 

Reinvesting in Arts Education: Winning America’s Future Through Creative Schools

The United States President's Committee on the Arts and the Humanities (PCAH) announced the release of a landmark report Reinvesting in Arts Education: Winning America's Future Through Creative Schools.  The culmination of 18 months of research, meetings with stakeholders, and site visits all over the country, this report represents an in-depth review of the current condition of arts education, including an update of the current research base about arts education outcomes, and an analysis of the challenges and opportunities in the field that have emerged over the past decade. It includes a set of recommendations to federal, state and local policymakers. These are building robust collaborations among different approaches to arts education, developing the field of arts integration, expanding in-school opportunities for teaching artists, utilizing federal and state policies to reinforce the place of arts in K-12 education and widening the focus of evidence gathering about arts education. A summary of the report can be accessed here, for more information please visit PCAH 

 

UNESCO Member States unanimously adopt Seoul Agenda

The Korean Arts and Culture Education Service (KACES) has announced that The Seoul Agenda: Goals for the Development of Arts Education was adopted unanimously by UNESCO Member States at the 36th Session of the General Conference in Paris on November 4, 2011. KACES has also announced that, at the same session, a Resolution was adopted to designate the fourth week in May as International Week of Arts Education. This annual celebratory week will begin in 2012. The Korean delegations including KACES are to be congratulated for their diligence in pursuing this remarkably positive outcome for the field of arts and learning. Working together with the WAAE Presidents who were also very active in advocating for this international week for arts education, KACES and other groups like InSEA, ISME, IDEA, and WDA, can make real change. Thanks to the Canadian and German National Commissions for UNESCO, the full text of the resolution adopted by the 36th Session of the UNESCO General Conference concerning implementation of the Seoul Agenda is available here. There are a number of important points in the resolution, including a request to the Director-General that she support a third world conference on arts education. More information >> 

 

Australian National Arts Curriculum: Five art forms restored to the classroom! 

The Australian national arts curriculum has been rewritten following wide criticism of an initial draft, reinstating the five art forms of dance, music, drama, visual arts and media arts as distinct subjects. The draft paper for the arts curriculum, released last year, was rejected for its generic approach to teaching the arts, organised around "generating, realising and responding" rather than the individual arts. The final paper restores the five arts as distinct subjects. Released by the School Education Minister and the Arts Minister, the paper states that each subject in the arts is unique, with its own discrete knowledge, symbols, language, processes and skills. Each art form will have "specific terminology, concepts and processes". By contrast, the initial draft viewed the five art forms as being "organically connected, and not easily separable in some contexts". For more information, please visit ACCRA and to access the paper please visit >> 

 

Integrated strategy for the development and promotion of arts, crafts and design in Namibia


The John Muafangejo Art Centre (JMAC), Katutura, conducted a study on the scope of the arts, crafts and design domains within Namibia with the objective of developing an integrated strategy for the coordination, development and promotion of the arts, crafts and design in Namibia. Among the key findings, it was found that the importance and appreciation of the arts, crafts and design, as a source of income generation, heritage, intellectual capital and individual development was not recognised or understood, and therefore was not considered a priority in Namibia. A critical question asked in the study was the purpose of the arts, crafts and design domain, whether these existed for appreciation of beauty and recreational purposes or if these played a critical role in education and fostering critical consciousness in individuals and the nation.

The study recognized that the arts, crafts and design were significant to the national identity and heritage of Namibia and recommended that substantive knowledge and exposure to arts, crafts and design should be developed at an early age in the school curricula through art history education and appreciation of the arts, crafts and design. Heritage and indigenous knowledge should be included in education, and capacity building programmes with an emphasis on involving the youth should be developed. As part of an exchange programme within Namibia, students and young artists/producers should be sent into the regions and/or communities, as part of their curriculum, to learn traditional skills and to cross-fertilise within communities on market-related development of Namibian products. It was also recommended that an Annual Design Summit be organized inviting stakeholders from the arts, crafts and design domains including educational institutions such as The University of Namibia (UNAM), Polytechnic and the College of the Arts. The complete study report can be accessed here. For more information, please contact Kirsten Wechslberger of the John Muafangejo Art Centre.

 

First Latin American Symposium on Arts Education (October 28-29, 2011), Santiago, Chile

The First Latin American Symposium on Arts Education was organized by the Cultural Corporation Educate Chile, in collaboration with the Master Program in Art Education from the Universidad Mayor in Santiago de Chile. More than sixteen professional were invited to speak on the theme of “identity formation through artistic language”, based on their individual experiences in art education. Present at the symposium were also representatives from art education institutions such as InSEA, CLEA, Educarte Chile, COEDUCARTE, ISME and FLADEM who shared the aims and works of their institutions in the field of art education. With regard to art education in the Latin American context, Rosa María Fader and Víctor Kon from Argentina, Fabio Rodrigues from Brazil and Salomon Azar from Uruguay shared their insights and persepctives. Among the participants were students and professionals from different regions in Chile as well as some from Argentina and Brazil. This symposium served as a starting point for future connections and collaborations, exchanges of experiences and networking that will expand the horizons of art education in our region. For more information please contact Marlen Thiermann  

 

First Arts Integrated Learning initiative by National Council of Educational Research and Training, India


The Department of Education in Arts and Aesthetics (DEAA), of the National Council Of Educational Research And Training (NCERT) India, launched its first Arts Integrated Learning initiative (2010-2011) in Government schools in Delhi and other regions in India. At its initial stage, the initiative has developed a ten-day training program that seeks to provide elementary teachers and teacher educators with basic skills and knowledge for integrating the arts in other curricular subjects for everyday classroom practice. More than twenty schools in Delhi and other regions in India have participated in this initiative so far. As a new concept for many elementary teachers in Government schools, the program has been well received and teachers feel enthusiastic about using various art exercises, art forms and techniques to teach science and especially abstract and complex concepts in math at the elementary level. Some of the activities include using puppetry, mixed media art, role-playing and drama, maintaining weekly journals by students, maintaining portfolios by students to be showcased at the end of the school year and using photography and video by teachers for documentation and reflective practice. The spirit of the program is that it is organic in nature and functions with the existing resources at school level. For more information, please contact Head of Department of Education in Arts and Aesthetics Pawan Sudhir.

 

Education in Museums Conference (November 25, 2011, Arouca, Portugal)

The Porto University, Faculdade de Letras and Câmara Municipal de Arouca organized a conference on the theme of Education in Museums. Some of the speakers included Genoveva Oliveira, Ana Barros, Alexandra Paz, Daniela Rocha, Anabela Ferreira, Patrícia Machado and Elisabete Paiva. The focus of the conference was to critically examine the current situation of musuem education and foster collaboration between research in musuem education and musuem education programs. It was agreed that museum educators in the region needed to engage in more research to improve teaching within museums, especially for different types of audiences in different museum environments. It was recognized that musuems played a significant role in developing human potential, creativity and life-long learning. For more information, please contact Genoveva Oliveira  

 

National Youth Arts Week: May 1-7, 2012 Canada

Canadian communities in May 2012 will join together to host one of the largest celebrations of creative expression of children and youth. Organized by the Arts Network for Children and Youth, the National Youth Arts Week will feature simultaneous youth-driven projects and events from all over Canada. It will provide a space for young people to express and exchange their ideas, showcase their talents, get excited about the arts and celebrate their positive contributions to the community. By working together and taking an active role in creating events, these young leaders will build a strong connection to their community, and in doing so, become part of a growing national network of youth artists and leaders. A celebration of this scope will give youth involved in the arts a chance to share what they do and hopefully inspire others to get involved. Events will take place in all art forms and will include all those interested in participating. More information >> 

 

InSEA/USSEA Regional Conference 2012, (June 23-26, 2012, Indianapolis, USA)

In an increasingly globalized world, citizens will need to have multicultural, multidisciplinary, and interdisciplinary understandings in order to solve complex, world-impacting problems. Culturally-focused curricula have long been features of the social sciences and the arts. Because the arts may be understood as expressions of world-views, the arts naturally embrace teaching about global cultures. Images can convey ideas wordlessly across cultural differences and language barriers, and be seamlessly integrated across disciplines and subject areas. For this reason, the 2012 USSEA Regional Conference, in collaboration with the Center for the Study of Global Change, Indiana University, USA and the Art Education Association of Indiana (AEAI), will focus on how 'Education through Art helps in Teaching for Global Understanding and Engagement’. 

Participants of the conference will explore ways education through art may address needs of 21st century learners and assist in preparing citizens who can function competently in local and global communities. Educators will be equipped with resources for preparing students to interact harmoniously among diverse people. Presentations will focus on practical applications, successful models, and effective strategies for achieving these goals while also tending to requirements of curricular and community standards. The themes of this conference include understanding students in global contexts, nurturing teacher and student dispositions, content, instructional strategies and assessments and learning space. 

The venue of the 2012 USSEA Conference will be, Plaza Crowne, Union Station, in Indianapolis, Indiana. This beautiful hotel and conference center is housed in a historic train station and features sleeping rooms converted out of Pullman Train Cars. The site is centrally located near the circle center of Indianapolis, within a few blocks of many museum and cultural sites such as Eiteljorg Museum of Native American and Western Art, Herron School of Art, the Children's Museum of Indianapolis, the Indiana State Museum, and the Indianapolis Museum of Art. Special workshops and events will be presented at several of these locations. Additionally, the conference will feature two exhibitions of children's art from all over the world. USSEA and InSea members, art teachers, and advocates of art education from all over the world are invited to participate in the conference. For conference registration details and more information >>

Marjorie Manifold

World Councillor, InSEA & Executive Secretary, USSEA

 

InSEA European Regional Conference, Lemesos, Cyprus, 25-27 June 2012

InSEA and the CySEA (Cyprus Society for Education through Arts) in collaboration with Frederick University and the European Parliament Office in Cyprus invite educational researchers to participate in and to submit proposals for InSEA 2012 European Regional Conference that will be held in Lemesos (Limassol), Cyprus. The major theme of the conference is ‘Arts Education at the Crossroad of Cultures’. Arts education should be in a constant process of redefining its scope, goals and processes in a rapidly changing world that is defined by globalization, mobility of cultures and information and communication technologies. This can be achieved through reflective practice whereby educators, arts specialists, and academics can meet to discuss and exchange ideas about the aforementioned issues. The purpose of the conference is to serve as a meeting forum for people who have these issues at the core of their academic or practice work. We invite contributors to use a variety of forms to communicate their ideas through presentations, workshops, posters, and panel discussions in the following themes: Arts and Cultural Identities, Arts and Society, Arts and Audiences, Learning in and through Arts in the 21st Century, Education Policy Making and Arts. More Information >> 

 

Educational Resource: Making Meaning OnScreen – A Student Handbook by Colin Schumacher

In a screen dominant world, with an increasing number of children reading and creating media content, this book addresses the needs of teacher/student training in the areas of - concept, development, pre-production, production and post-production processes of the film and television industry. The book employs industry language and models the creation, writing, shooting and editing of screen narratives divided in twenty-four chapters. Two significant chapters demonstrate the positioning of audience inside the screen narrative and the use of objective/subjective camera techniques. The author has drawn on his twenty-five years of work experience and expertise in writing/directing film and television, to create over 200 illustrations, tables and diagrams that explain each process with practical classroom exercises. For more information, please  contact Colin Schumacher and visit >>

 

Educational Resource: Visual Education – Teaching and Learning through Seeing by Manna Dobó

In a world where we are increasingly comunicating with visual imagery and an expanding visual culture, teachers rely increasingly on visual aids for teaching. However, the nature, potential and significance of visual learning is little understood among classroom teachers. In everyday practice, sightedness is mistaken often for visual perception, and the potential for visual learning in subjects other than the arts is ignored. The book brings to the readers' attention that sightedness alone does not guarantee that pupils see what the teacher intends to show. This is because the attributes of sensory perception and cognitive processing are not the same. This book aims to help classroom teachers make an informed distinction between sightedness and visual perception in learning. By using literature from the cognitive sciences, educational psychology and educational policies, the book focuses on the cognitive skills required for processing visual information that are presented in different subjects across the curriculum and examines how visual literacy can be enhanced through visual education. Visual literacy has been considered commonly within the domain of art, this book aims to show its significance in learning within other subjects. For more information, please contact Manna Dobó

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