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This paper responds directly to the question, how do we communicate our philosophy of art education? It does this by drawing upon previous research with House of Imagination,School Without Walls and doctoral research exploring children's learning identity as artists, to illuminate a philosophical approach to art education and its pedagogy that highlights both human and more‐than‐human dimensions of learning in communities of practice involving artists, researchers and educators working alongside children and young people where spaces of possibility for practice and innovation emerge. The paper focuses particularly on current and creative research in the Forest of Imagination, a long‐term participatory contemporary arts and architecture event in Bath, UK. Forest of Imagination offers an alternative, creative approach to learning, focusing on ecological imagination and nature connection. As a new aesthetic imaginary, the Forest of Imagination is a living, breathing art classroom, inspiring curiosity, imagination and a deeper connection with the natural world. [ABSTRACT FROM AUTHOR]

This paper reports on a collaboration between advocacy organisation, Sweltering Cities, artists and researchers who developed a multi-site research project that provided South West Sydney residents an opportunity to engage in drama and poetry workshops that gave voice to their lived experience of rising surface temperatures, as well as their desire for environmental protection and climate action. The research featured in this paper contributes to previous research that finds aesthetic modes of engagement to be powerful with regard to ecological awareness, capable of being a positive motivator of small shifts in thinking which are a precursor to climate action. [ABSTRACT FROM AUTHOR]

The purpose of the present paper is to map the characteristics of scientific papers related to culinary arts education and the competencies models theory. The methodology consists of co-word, co-citation, citation, coauthor bibliometric analysis, and the generation of visual maps on VOSviewer software. The results found 17 publications, 12 journals, 37 authors, 9 countries, 46 keywords, and 623 references. Scopus database is the one that shows more results; the search terms are competencies and culinary arts. The most critical years are in terms of the number of published papers, 2016 and 2017. The leading journals are The Culinary Science & Technology and Hospitality & Tourism Education. The research on the theme is based on subjects' labor relations, in the context in which they perform their training. American authors lead the ranking of publications, but they are not the most cited ones, no relationship is found in the institutional links of these authors. The contribution that this bibliometric study presents acts as a support for future research in order to avoid mistakes regarding the use of scattered terms, database choice, methods gaps, main references, and the main authors about competencies models theory on culinary arts education. [ABSTRACT FROM AUTHOR]

The development of ceramic art as an aesthetic medium in Chinese education is significant aspect of contemporary fine arts education system. This study explored the status of contemporary status of ceramic arts in education and its linkage with aesthetic pleasure within the context of China. The dimensions considered in this study included integration of ceramic arts in the curriculum of Chinese universities, edu-communicative function of ceramic arts, the aesthetic characteristics of ceramic art and role of modern digital tools in spreading the art and craft associated with clay. To fulfill the aims of study and to reach an efficient conclusion, this study employed a qualitative approach. Using this approach, an overview of Chinese ceramic education was presented using both primary and secondary data, where the primary data was derived from interviews with informants from relevant universities. The findings of the study highlight that ceramic art is a significant aspect of contemporary Chinese arts education in its universities, which has the dual objective of develop artistic skills of students and also enhance the edu-communicative function of the ceramic art representing the Chinese culture. The findings revealed that ceramic art not only caried aesthetic elements but it was also a prime source of creating aesthetic pleasure as it played the role of aesthetic medium in education. It was evident that due to its aesthetic purpose, ceramic art demonstrated the notions of 'Art for Art's sake'. It has also been found that digital tools play a significant role in bringing innovation in ceramic art education and spread the skills of clay-art. The findings of this paper have numerous implications for the personnel and practitioners of Chinese fine arts institutions especially those who have curriculum related to ceramic art. [ABSTRACT FROM AUTHOR]

This paper reports on a study that explores how artists might best support very young children's engagement in integrated arts performances. It aims to contribute to a better understanding of the ways in which artists work with very young children in performing arts spaces. The study was designed to intimately examine a work with and for a very young audience. Through a combination of reflective narrative and analytic discussion, this paper will demonstrate how a collective of teaching artists supported very young children's engagement by positioning them as co-constructors of artistic experience. [ABSTRACT FROM AUTHOR]

Departments of Arts and Humanities globally face increasing financial threat from falling enrolment, rising costs, and 'strategic realignment' at university level. In the UK, in particular, cuts to the Arts and Humanities sector are becoming endemic, with complex ramifications for prospective students as well as academic and professional staff. In light of these structural and ideological challenges, this paper proposes a revisiting of the philosophical work of Richard Rorty. Rorty has argued compellingly for the morally educative importance of the arts as well as the distinct gift of a liberal education more generally. Ultimately, however, we argue that Rorty's liberal ideals are radically threatened in the present context of neoliberalism and that they have been particularly problematised in philosophical and literary work since Rorty's death in 2007. The theoretical writings of Lauren Berlant as well as the literary fiction of Nicole Flattery and Natasha Brown are our key exemplars here. Through our analysis of these texts, we interrogate what we might desire of education beyond the liberal paradigm underpinning Rorty's thought; and we sketch a framework for the Arts and Humanities perhaps more responsive to the crises of our contemporary age. [ABSTRACT FROM AUTHOR]

AbstractAccess to arts education in the United States continues to be inequitably distributed as a function of socioeconomic status and race. In response, arts practitioners and policymakers have worked to expand access to arts education among children from lower-income households and racially or ethnically minoritized (REM) backgrounds. In so doing, they have also adapted to the current era of assessment and accountability in education by framing arts education as a boon to these students’ development in extra-artistic domains. However, focusing on extra-artistic benefits as the key outcomes of arts education for children from lower-income households and REM backgrounds unnecessarily narrows the argument for arts education. It also has the potential to create inequitable expectations about what benefits children from different backgrounds “should” realize through their participation in arts education programs, and, by extension, what goals programs serving children from different backgrounds “should” be pursuing. In this paper we explore the power of a systems perspective to develop a wider, more holistic, and more equitable set of expectations for arts education’s potential benefits. We conclude by offering recommendations for how researchers, practitioners, and policymakers can leverage the cultural traditions of REM children, families, and communities to expand access to arts education. [ABSTRACT FROM AUTHOR]

This paper explores the mystical structure of education as Bildung in medieval theologian and Dominican friar Meister Eckhart’s work and the 2010 French film Of Gods and Men (Des Hommes et Des Dieux). I start this paper with a short introductory sketch of the Bildung tradition, in order to situate my discussion of Eckhart within the more well-known humanist tradition. Here, I claim that Bildung (as we understand it today through the classic Bildung philosophers) points back to its theological heritage and horizon of meaning, when it is claimed as the general tekhnê (art, craft) of making oneself at home in the world with and through others. In my first step, I then explore the intellectual heritage of this mystical structure of Bildung. Drawing on a range of Meister Eckhart’s writings (esp. his German sermons), I elaborate three features pivotal to his concept of Bildung (as image-ing) of the imago Dei (image of God) in the human soul/action: (1) divine grace, (2) human cultivation and (3) the harmonisation of both in (what I shall call) ‘careful gestures'. In my concluding second step, I illustrate this mystical structure of Eckhartian Bildung—with a particular focus on the emergence of careful gestures—through the motion picture Des Hommes et Des Dieux. [ABSTRACT FROM AUTHOR]

Enrolments in school arts subjects are falling in both England and Australia. There are various arguments made in an attempt to reverse the situation. The arts are said to be vital for the economy, linked to success in core school subjects, are educationally inclusive and important for their disciplinary knowledges. In this paper, based on my Radford lecture, I canvass these arguments, concluding that arts education, like the arts themselves, are complex and refuse simple reductions. I speculate about what this might mean for the arts and broader education research community. [ABSTRACT FROM AUTHOR]