This study draws on student engagement factors to examine the relationship between students' non-school-based arts experiences on their intrinsic motivation and self-efficacy to participate in visual arts responding tasks. Visual arts responding in the curriculum includes learning about artists and artworks, decoding art and making critical…

Research in visual arts education is often focused on philosophical issues or broad concerns related to approaches to curriculum. In focusing on the everyday work of teaching, this article addresses a gap in the literature to report on collaborative research exploring the experiences of secondary visual arts teachers in regional New South Wales,…

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…

There is no doubt that the increasing politicisation of education in an economically rationalist climate is contributing to less equity, access, participation and, therefore, social justice for many Australian primary children. This article initially explores how the development of the impending national Australian curriculum replete with a high…

The paper provides a review of some of the terminologies and definitions of applied theatre, critiques the "transformative principle" argued for by some applied researchers, and extends this to a discussion on the complex relationship between donor agendas and the politics of intention that contribute to the shaping of applied discourse…

Investigates the way that young children make aesthetic judgments about art works made by peers. Indicates that there are three phases in response formation: an initial response, a judgment based on more formal criteria, and an emotional response. Notes that children often needed prompting questions to reach the latter phases. (DSK)

Describes art programs that were given at several elementary Australian schools focusing on Christmas and Easter. Explains that the programs are based on the accounts of the birth and death of Jesus given in the Bible. States that the programs integrate studio art, art criticism, and art history. (CMK)

Presents a comparative review of art criticism strategies offered within the art education literature. Maintains that most strategies are characterized by three different structures: (1) sequential steps; (2) nonsequential groups of questions; and (3) lists of questions. Provides suggestions for further research. (CFR)

Discusses three types of distance in art education that should be bridged: (1) between studio art and art criticism/history; (2) between thinking in images and thinking in words; and (3) between art and culture in cognition. Recommends a curriculum to integrate studio work with criticism and teach art along with culture. (CFR)

Asserts that art history and art criticism have not met the needs and aspirations of female students. Maintains that teaching embroidery can help teach about a history of female oppression. Describes how this approach is used in the classroom. (CFR)

Provides an introduction and an overview of Michel Foucault's archaeology and genealogy as eligible and appropriate art educational research methods. Briefly reviews Foucault's work on subjectivity and governmentality and provides relevant samples. Discusses similar postmodernist theorists and includes a 62-item bibliography. (MJP)

Maintains that the various components of philosophical inquiry (reasoning, forming concepts, translating) can serve as useful methods for art education research. Discusses four approaches to philosophical research: analytic, phenemenological, feminist, and pragmatic. Reviews examples of each drawn from recent art education literature. (MJP)

Advocates reconceptualizing visual arts as a core subject embodying key elements of experiential learning and critical thinking through an interdisciplinary approach. Illustrates this approach with a discussion of the interconnected issues surrounding family snapshots (social history, aesthetics, technological advancement). Discusses issues of…