Art Education: Past, Present and Futures

Dear Colleagues,

Please consider contributing a manuscript to this Special Issue on “Art Education: Past, Present, and Futures”. The overall focus of this Issue is to address and clarify curricular and classroom practices, and theories and concepts of art education that have existed in the past, are currently deployed, and may be important in the future (Tavin and Tervo, 2018). Authors are invited to share narratives, position papers, and examples of entanglement between the continuity and discontinuity of art education practice and research (Carpenter, 2019). This might deal, for example, with how the entanglement of contemporary art and traditional art skill building are reinventing new ways to teach, and talk about art education (Pariser, 2014). Articles may also focus on different relationships to curriculum, pedagogy, and art in the age of the anthropocene (Bertling and Morre, 2020). Furthermore, submissions may address the need for educators to rethink art education in relationship to a host of other contemporary fields of study (Atkinson, 2019) and what this might mean for the future of art fields and art-related occupations, addressing the education of the entrepreneur or “artrepreneur” of the future. Lastly, given the current global situation with the critical pandemic, submissions might address how teaching and learning changes and is challenged by social isolation, distancing, and closure, and how remote and virtual teaching and learning (via digital and other means) is developed and utilized.

Prof. Dr. Kevin Tavin
Guest Editor

References

1. Bertling, J. & Morre, T. (2020). U.S. Art teacher education in the age of the anthropocene. Studies in Art Education, 61(1), 46-63.
2. Atkinson, D. (2019). Art, Disobedience, and Ethics; The Adventure of Pedagogy. New York: Palgrave Mcmillian.
3. Carpenter, B. S. (2019). What Does Social Engagement Mean and What Should Art Education Do About It? Studies in Art Education, 60(3), 165-167
4. Tavin K., & Tervo J. (2018). How soon is now? Post-conditions in art education. Studies in Art Education, 59(4), 282-296.
5. Pariser, D.  (2014). Coping with flying sandwiches: Where’s the educational theory? Studies in Art Education, 55(4), 300-312.

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• Art education practice and theory;
• Post-anthropocene;
• Critical cultural and social art studies;
• The future of the creative and art fields;
• Teaching art virtually and remotely.