The second edition of the fascinating collection of essays on teaching art in secondary schools, boasting a new chapter on visual culture as well as extensive material on the changes that have occurred in this area since 2000. What kind of art would we like school and college students to produce? What kind of art do we want them to engage with? What is the process of this engagement? How should we organize the processes? By asking fundamental questions such as these, Richard Hickman and his team of contributors illustrate the new possibilities for art education in the twenty-first century and draw out the implications for classroom practice - making Art Education 11-18 the definitive guide to the subject in the postmodern era.

This work provides an overview of the progress that has characterized the field of research and policy in art education. It profiles and integrates history, policy, learning, curriculum and instruction, assessment, and competing perspectives.

This International Handbook brings together leading writers on Arts in Education to provide a much-needed, authoritative guide to the main debates in the field and an informed account of contemporary developments in policy and practice. Providing a detailed overview of key concepts and practical challenges, the book combines theoretical insight with specific examples of innovative projects drawing on theoretical, historical and empirical research perspectives to inform understanding. The range of content highlights the breadth of the field, addressing such issues as the importance of community arts and partnership as well as school education, and providing insight into developments in multiple and connecting arts as well as traditional art forms. Topics such as assessment, creativity, cultural diversity, special needs, the arts in early childhood, adult education, arts based research, are all addressed by recognised authorities in each area. The collection of chapters also serves to define the field of arts education, recognising its diversity but highlighting the common elements that provide its identity. The collection addresses generic issues common to all the arts while acknowledging differences and recognising the dangers of over-generalisation. It also includes specific chapters on each of the art forms (visual art, dance, drama, literature, music, media arts) providing a cutting-edge analysis of key contemporary issues in each subject. Bringing together specially commissioned pieces by a range of international authors, this Handbook will make an important contribution to the field of Arts Education.

What is distinctive about art and design as a subject in secondary schools? What contribution does it make to the wider curriculum? How can art and design develop the agency of young people? Understanding Art Education examines the theory and practice of helping young people learn in and beyond the secondary classroom. It provides guidance and stimulation for ways of thinking about art and design when preparing to teach and provides a framework within which teachers can locate their own experiences and beliefs. Designed to complement the core textbook Learning to Teach Art and Design in the Secondary School, which offers pragmatic approaches for trainee and newly-qualified teachers, this book suggests ways in which art and design teachers can engage reflexively with their continuing practice. Experts in the field explore: The histories of art and design education and their relationship to wider social and cultural developments Creativity as a foundation for learning Engaging with contemporary practice in partnership with external agencies The role of assessment in evaluating creative and collaborative practices Interdisciplinary approaches to art and design Developing dialogue as a means to address citizenship and global issues in art and design education. Understanding Art Education will be of interest to all students and practising teachers, particularly those studying at M Level, as well as teacher educators, and researchers who wish to reflect on their identity as an artist and teacher, and the ways in which the subject can inform and contribute to education and society more widely.

Debates in Art and Design Education encourages student and practising teachers to engage with contemporary issues and developments in learning and teaching. It introduces key issues, concepts and tensions in order to help art educators develop a critical approach to their practice in response to the changing fields of education and visual culture. Accessible, comprehensive chapters are designed to stimulate thinking and understanding in relation to theory and practice, and help art educators to make informed judgements by arguing from a position based on theoretical knowledge and understanding. Contributing artists, lecturers and teachers debate a wide range of issues including: the latest policy and initiatives in secondary art education the concepts, skills and dispositions that can be developed through art education tensions inherent in developing the inclusive Art and Design classroom partnerships across the visual arts sector creativity in the Art and Design curriculum visual art and globalisation establishing the significance of ‘Design’ art practice as educational research. Debates in Art and Design Education is for all student and practising teachers interested in furthering their understanding of an exciting, ever-changing field, and supports art educators in articulating how the subject is a vital, engaging and necessary part of the twenty-first century curriculum. Each chapter points to further reading and each section suggests reflective questions to help shape art educators’ teaching. In particular, Debates in Art and Design Education encourages art educators to engage in research by providing an essential introduction to critical thinking around contemporary debates.

"This full-color book provides practical guidance and concrete strategies for educators interested in enacting ecological art instruction in the K-12 classroom. Curricular themes include attentiveness, relationality, co-creation, consumption, progress, cultural desire, identity stories, restoration, and coalitions. The text includes many images of contemporary eco-artworks, curriculum framework tables, and reflective questions"--

This book shows the continuing importance of art education. Art education attracts students who see multiple meanings and justifications for the worth of that education. Their engagement in art education is not limited to the uncertain prospects for jobs or routes into employment in the arts. Fürst and Nylander approach art education through a rich array of empirical examples derived from Swedish folk high school programs in music, visual arts, and creative writing. Based on an analytical framework of pragmatic sociology, the book allows the reader to understand the competences and critical capacities held by students and teachers. The book challenges the dominant public perception of art education and broadens our understanding of what it is good for. The Value of Art Education is essential reading for those defending the status of this vital sector of education, offering a deeper understanding of why people engage, what they gain, and the social importance of the arts.

This collection of Ralph Smith's writings provides a comprehensive overview of his extraordinary contributions to understanding the importance of aesthetics in education. These essays record his lifelong efforts to construct a defensible rationale for the arts in general education and a workable curriculum for art education in our public schools (K-16). The topics covered range from liberal education to arts education, the relationship of art, aesthetics, and aesthetic education to teaching and curriculum, the arts and the humanities, and cultural diversity.