In this article, the authors discuss mixed-media projects done with elementary students in a summer art camp and preservice elementary teachers taking Visual Arts in the Elementary Classroom, illustrating their consideration of how stories carry the curricular potential to bring students' out-of-school experiences into the classroom. In order…

In this article, the authors report on usage of 21st-century technology, and a collaborative project that allowed middle school art students and preservice teachers to share their artwork and receive feedback in a constructivist learning environment. Middle school students often deal with issues such as bullying, divorce, and depression; they can…

This article will present the autoethnographic animations and processes from three select preservice art educators that enrolled in the Applications of Technology in Art Education course. These students created stop motion animations using small objects, toys, and their bodies; accessing culturally constructed fears, investigating impactful…

In this article, the potentially harmful effects of bullying toward LGBTQ students are demonstrated through personal narratives, encouraging tolerance and the freedom to create and express through art. As openly gay and lesbian arts educators, the authors have learned that it is vital for them not only to invite gay and lesbian lives into teaching…

Through Alternate Reality Games, students engage in narrative, play, cooperation, creativity, and joy by creating storylines focusing on one element of art. In 2008, the Luce Center at the Smithsonian American Art Museum presented Ghosts of a Chance. The first Alternative Reality Game (ARG) to be hosted by a museum, it was designed to deepen and…

This article addresses concerns with museum spaces set aside for children to make interactive art, unconnected to the museum experience upstairs. Can the fun and excitement children have in making and exploring art through direct experiences in these alternative spaces take place in front of the works in the collection? The attraction of…

This article describes a studio assignment grounded in social learning theory and intersectionality completed by preservice teachers during their first art education class, enabling students to begin to develop nuanced understandings about categories of difference. A studio assignment combines experiences in museum, community, and school settings…

This article describes how art teachers can work toward changing the power dynamics in their classrooms by using a student centered approach, as demonstrated by an example lesson about contemporary painter Kehinde Wiley. As the class unpacked the idea of power prevalent in Wiley's portraits, the students gave relevant examples of how power…

Each semester, preservice elementary generalist teachers navigate to and through the multiple sections of our art methods courses. These elementary education majors bring concerns relating to dominant education discourse such as high stakes testing and accountability measures that relate to how they will be evaluated as future teachers. Often,…

Salazar is drawing from observational research and survey data in order to propose her Five Pedagogical Ideals. Salazar suggests that potent theories might be extracted from current practices, informing theories that are yet-to-be. In this article, Salazar has attempted to summarize a significant amount of theory and practice so that readers,…

In the "Studies" article "Multiple Interruptions: Creative Encounters in Public Art and Public Pedagogy, A North--South Dialogue," Danny Wildemeersch and Astrid von Kotze write about the productive force of blurring institutional boundaries. They state: "As we negotiated our different relations of engagement with theory…

Pfeiler-Wunder and Tomel are exploring the spaces that exist within and between their art educational practices in this article, questioning: "Who this is about?" Mira Kallio-Tavin presents a similar questioning in her "Studies" commentary, "Impossible Practice and Theories of the Impossible: A Response to Helene…

Once a month, art educators from the Denver metro area have been gathering together in the spirit of inquiry to explore issues of the perceived theory and daily practice divide. The Theory Loves Practice (TLP) group was started in 2010 by Professors Rachael Delaney and Anne Thulson from Metropolitan State University of Denver (MSU) and now has 40…

Recently there have been calls to expandSTEM education to include the arts and design, transforming STEM into STEAM in the K-20 classroom (Maeda, 2013). Like STEM, STEAM education stresses making connections between disciplines that were previously perceived as disparate. This has been conceptualized in different ways, such as: focusing on the…

What is the relationship between student teachers' studio art practice and pedagogy during the student teaching experience? What are the benefits of reflecting on connections between art teaching and artmaking after the student teaching experience? In developing one's art practice, art educators build conceptual frameworks for curriculum…