The arts can be used to teach, not just as activities that enhance learning, but also as the primary medium through which students process, acquire, and represent knowledge. This means the arts can function as a language. If we accept this metaphor, and we truly want students to be fluent in the artistic languages, then the arts can be taught in…

Authors and scholars published within "Arts Education Policy Review" have been diligent to investigate various topics surrounding music educator preparation, mentoring, retention, as well as avenues for continued professional development and growth. Linda Darling-Hammond and Robert Rothman, along with various chapter authors, address…

This article discusses strategies to decolonize the classroom through changes in course structure that place postcolonial scholarship into dialogue with emerging scholarship that seeks to unsettle settler colonialism. This pedagogical approach interrogates the very structure of traditional art history to critically explore how systemic…

This article addresses accountability issues that affect music education policy and implementation in the neoliberal education system. Using examples from education reform in Ontario, Canada, the author argues that two forms of accountability imbalances fostered by the neoliberal state--hierarchical answerability over communicative reason and…

Teacher education in the visual arts in Canada has passed through a creative, golden age and is now in a critical period. The expansionist period of the 1960s and 1970s has passed, giving way to cutbacks and restraints. Possible scenarios are discussed. (RM)

Proposes several philosophical, aesthetic, and sociological foundations for the promotion of Canadian music education. These include approaches incorporating ideas from naturalism, idealism, realism, and pragmatism. Provides a broad discussion of the social, cognitive, and educational functions of music and their adaptability to interdisciplinary…

Maintains that technology and school reform are two educational bandwagons that promise to improve education. Recommends the use of constructivist classroom environments to encourage student video productions and strengthen democratic institutions through an informed citizenry. (CFR)

Maintains that, in recent years, schools and school districts have begun to explore an integrated curriculum approach to arts education. Discusses three areas of concern related to the arts as disciplines and the arts presented through an interdisciplinary approach. Calls for explicit policy directives to provide guidance. (CFR)

Discusses sociological and philosophical perspectives on the emergence of school subjects by tracing the development of art in Ontario's schools. Presents a three-stage descriptive model and a conceptual framework based on student self-disclosure. Concludes that the disclosure approach helps prevent students from becoming disenchanted with newly…