Both curators and educators craft ways for others to enter into relationships with objects and ideas, finding personal meaning therein. As university art educators of a teacher training program, the authors invited their preservice art educators to enter into curatorial acts that call on them to unpack their own teacher identities and…

This article is about re-conceptualizing the way art is taught and what is taught, so classes do not become a distant memory. The type of teaching explored here is an educative experience that focuses on transforming shared teaching and learning experiences into a collection of artful moments to which both teacher and student may return. This…

Looking for a K--12 art teaching position can be a daunting endeavor. What do school district administrators and art teachers feel is important when hiring visual arts teachers and how do they carry out the job search process? This is a question author Lisa LaJevic often hears from her preservice art teachers as they near the end of their college…

Oliver Herring, the creator of TASK, defines it as: "[a]n improvisational event with a simple structure and very few rules... TASK's open-ended, participatory structure creates almost unlimited opportunities for a group of people to interact with one another and their environment. TASK's flow and momentum depend on the tasks written and…

Sometimes looking at the history of education can be a bit frustrating. Examination of the past is necessary, however, if people are to move forward responsibly for the sake of the child. In this article, the author examines the common ancestry of the kindergarten, art, and nature study. As the founder of the kindergarten, Friedrich Froebel played…

For the last decade Michelle Kamhi has been prominent in her critique of contemporary art education. In her philosophy she positions herself as an essentialist who believes there are essential masterworks that define fine art, and the curriculum in art should teach fine art only. Her definition of fine art focuses on representation in painting and…

"Artist-Teacher" is a powerful and frequently used term in the fields of art, museum studies, art history, and art education. Art educators typically use the term to describe their dual practice or to emphasize the importance of art production in relation to their teaching. In this article, the author reviews historical uses of the term…

The roles of the artist and of art schools in solving the problems of pollution are discussed. (DB)

The author challenges art educators to engage in positive types of radicalism, speaking in the appropriate and approved jargon, and at the same time protecting the magic that only art can offer. (KC)

This keynote address suggests that inflation (not monetary, but intellectual, emotional, and social) bars the lay public from accepting art as part of the curriculum. If wild claims (inflation) for art education ceased, and core curriculum were demonstrably well taught, the lay public would trust educators to teach art as well. (KC)

The author suggests that artist-trained teachers fail to understand that the creative studio art experience is the basis of art programs, and that a meaningful human education can come about through such an experience. He describes problems of the artist, and objectives of teaching and evaluating the art process. (KC)

Article focused on the need for keeping schools for humans rather than merely extensions of machines. (Author/RK)

A teacher presents her philosophy of art education and the role of the art teacher. (SJL)

The author suggests that we view the arts as facilitators for learning in all disciplines, as well as an individual expression for the artist or performer, thereby generating the belief that art is basic to education, translatable to all of life. (KC)

Article concludes that art education is equally important for all students as a means of self expression, and not just for the few who are considered gifted according to traditional and often narrow standards. (RW)