This paper presents an analysis of how guided engagement with the arts can provide leadership lessons for school leaders and administrators. The study was conducted as part of two projects funded by the School Leadership Program (SLP) grants from the U.S. Department of Education. The principal interns and practicing school leaders participated in…

What kinds of things do we research when we use arts-based research? And when we apply arts-based research to educational contexts, what kinds of contributions to the scholarship of learning and teaching can we make? Taking as its basis three case studies in which art processes were used to investigate culture and identity, this essay examines the…

Aesthetic knowing may be valuable to educational leadership practice because it links feeling and intuition to procedural information to inform decision-making. Within the large and diverse field of aesthetics, some models apply aesthetic knowing to leadership practice. Scholarly interest in this area emerged in the late 1980's, and various…

In this essay we reference a co-creative art installation entitled Box-ing In/Out (Di Rezze & Mantas, 2006; Mantas, 2004). Through this collaborative project we describe how artful re-search and the co-creative process can help teachers access and reframe tacit understandings of teaching and learning. We argue that the personal meaning making,…

This research explores the ways in which normative structures organize experiences and representations of identities. It reports on two groups, one in which the members identified as rural and heterosexual and the other as urban and lesbian. Both participated in literary reading and response practices organized by a literary anthropological…

"Drama for Schools" ("DFS") is a professional development program in drama-based instruction shaped by theories of critical pedagogy and constructivism. In 2007, the Director of "DFS" invited an educational psychology faculty member to develop a research and evaluation component for the program. This article discusses and troubles this…

This qualitative study presents a group of five diasporic Chinese "xianshi" musicians in Hong Kong as an example, illustrating how they learnt and value their music throughout their lives, and examines the possible link between learning-practices and values. It is hoped that the lesson learnt from these "xianshi" musicians may alert music…