In further education (FE), teachers and trainers are not legally required to undertake continuing professional development (CPD), with this mandate removed in 2013. Nevertheless, the Education and Training Foundation has emphasised the importance of maintaining and updating professional knowledge. Literature highlights CPD's contentious role among…

Contemporary art educators design artmaking experiences around questions, ideas, and themes to help engage students in personally relevant meaning-making (Anderson & Milbrandt, 2005; Gude, 2004, 2013; Walker, 2001). Preservice art teachers are trained to plan lessons and curriculum to move beyond the so-called school art style (Efland, 1976;…

This article presents a preservice art teacher training project completed in the fall of 2021 as part of an elementary practicum course. The project was designed to focus on cultivating resilience in elementary school students, especially those from economically disadvantaged situations, who may have accrued increased learning loss during the…

Whether teachers claim their choice to include religious art supports teaching tolerance and critical thinking, culture, tradition, or any other goal, they only rarely choose religious art because of its specific religious content. Instead, they tend to use art that serves some other pedagogical purpose while also being religious. Religious art…

Ralph Pearson's Design Workshop was a center of progressive art education in New York. However, based on the correspondence courses that he developed, he was able to reach artists and art educators across the United States. Women artists and art educators dominated his courses and went on to play an important role in spreading progressive art…

In response to the federal Race to the Top grant initiative that aimed to increase teacher accountability, the state of Tennessee created the Tennessee Student Growth Portfolio Model (TSGPM) to evaluate its non-tested teachers. This optional alternate evaluation model for non-tested teachers was developed and piloted by fine arts educators in the…

Despite vital professional development support through the National Art Education Association's Data Visualization Working Group and other scholars' engagement with the topic in the literature, pedagogical literature that connects contemporary data visualization methods to art teaching practices is limited. While acknowledging that many of us have…

Purpose: The purpose of this study is to examine the perceptions and attitudes of arts and design faculty on teaching sustainability in higher education institutions in the USA. Design/methodology/approach: Arts and design faculty from nine universities in the USA were approached for the study, using both closed and open-ended questions in a…

Wellbeing education (WE) is increasingly offered among secondary schools internationally to promote the physical, social, emotional and mental health of young people. Current and emerging evidence proposes that scope exists for the enhancement of universal WE, and that arts-based approaches have significant potential for school programmes in…

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…

Discussions of the aims and efficacy of teachers tend to focus on an extended present pre supposing a more or less common profile across subjects and recent times. Given the concern with contemporary schooling this is unsurprising, but it limits what might be learned about the character of good and bad teaching, about the particularities of…

The formation of a professional identity is a continuous process. A Ghanaian art educator shares her experiences of studying to become an art therapist in the United States by exploring her use of art and narratives. She describes a journey of overcoming her anxieties and as part of her evolving identities -- cultural, social, professional.

This article considers the impact of prejudice, racism, and violence against Asian-Americans and Pacific Islanders (AAPI) during the COVID-19 global pandemic and traces the historical origins of anti-Asian racism and violence through the social and political climate reflected in popular culture and media. The authors then share anti-Asian racism…

In this article, we discuss our struggles and efforts to respond to Asian American and Pacific Islander (AAPI) hate crimes and anti-Asian racism, as well as explore ways to address the issues of anti-Asian racism, violence, myths, and stereotypes in the art classroom. We researched and learned from contemporary Asian American artists, attended…

An online student-led artistic community supported by creativity and everyday experiences provided the opportunity to enhance learning and confront the societal and emotional issues that infiltrated student existence. Through remote learning, the author channeled progressive education, which sought to advance creativity over technique…