This text aims to revisit a practice developed in a course on art education within the Ph.D. programme in Arts Education at the Faculty of Fine Arts, University of Porto. We approached this space through the construction of a workbook that was practised during classes. The exercises aimed to reflect on the positionality we occupy and on art…

In this article, the term teaching artist is reconsidered from a variety of angles. The ways in which the term teaching artist has developed, and the ways it remains nebulous, are explored. In this article, the notion that the teaching artist model presents an extension of the traditional master-apprentice model is presented. Observations are made…

How might both beginning art teachers and those who prepare them become attuned to covert aspects of teaching art in schools that often go unnoticed, but that nonetheless impact both teachers and students and have significant implications for creating more just ways of being in schools and life? And how might arts-based approaches to attunement…

This study's main objective is to problematize the work of a school in the teaching of arts, using the context of Brazilian artistic education. The qualitative, descriptive, documentative, and bibliographical research can be characterized as a case study. Given the known value of the arts in students' overall education, we propose formative…

This paper presents autoethnographic strategies to manage cognitive dissonance in art teacher education. Dissonance, as a conflict in beliefs and actions, is discussed in educational research but not commonly in art education. By exposing the autoethnographic voices of three academic artist teachers based in the United Kingdom and Singapore,…

Classrooms in English-dominant countries are increasingly multilingual spaces, and research has called for teacher preparation to focus more specifically on the needs of culturally and linguistically diverse (CLD) learners. Indeed, efforts have been made to better train pre- and in-service teachers of math, social science, English language arts,…

How do multitextual reflection experiences impact reflective practices for pre-service art education teachers? The research conducted for my dissertation was guided by this research question. My interest was to find out if multitextual reflection experiences might impact reflective practices for pre-service art teachers and in what ways those…

After 2 decades and one pandemic, this millennium has brought a range of technological, educational, and social developments. Just think--social media apps, online instruction, and global protests for racial justice are rapidly becoming the norm. Therefore, a question that begs to be answered is, How are art teachers adapting their skills for this…

Post Graduate Certificate of Education (PGCE) secondary art and design trainees participated in visual impairment awareness training (VIAT), prior to facilitating an art education project for visually impaired (VI) pupils. This was designed to better prepare them for working with a range of learners. A phenomenographic methodology and research…

Due to the COVID-19 pandemic lockdown restrictions, open and distance learning (ODL) has become the preferred delivery model of instruction at most institutions of higher learning. The ODL mode of instruction has become the most common alternative even for art teacher education amidst numerous practical challenges. This conceptual paper argues…

Given the arts' power to transform education (Eisner, 2004; May & Benner, 2016; United Nations Educational, Scientific and Cultural Organization [UNESCO], 2011), the author build a case, as an art teacher educator living in Pakistan, to consider the critical role that the arts could play in rebuilding Pakistan's fragmented secondary education…

In recent years, scholars have increasingly recognized the value of the arts for furthering the aims of environmental education (EE). Likewise, art education scholars have noted the affinity between visual art and EE. Despite a long-standing environmentally oriented thread in art education literature, the extent to which United States K-12 art…

This article urges a reconsideration of professional responsibility in arts education, moving beyond an emphasis on narrow technical expertise and strict disciplinary boundaries in order to respond to the needs of complex late modern society. We reconsider 'professionalism' in arts education as a site of struggle that requires 'systems…

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…

Education in the United States is often characterized by testing and standardized outcomes, and bears little relevance to the culture and the community that surrounds both students and teachers. Conversely, community arts connect the philosophies of art and education to the larger spheres of culture and community. The community thus becomes an…