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Using the different voices of the mentor and mentee, we engage with the notion of creating and conferring aesthetic significance as it occurs in the everyday lives of everyday peoples. We investigate how the arts empower marginalized 'voice' by enabling multimodal expressions and access to information that other methods may not elicit. This article takes the form of a 'duography', reporting an empirical study that focused upon an Adi Jan Jaati or Particularly Vulnerable Tribal Group (PVTG) of Jharkhand, in north-eastern India. In particular, we focus upon this indigenous community's epistemic and aesthetic practices. The article thus offers discussions on how aesthetic experiences and activities are essential means of being, of engagement and communication, and of (re)building trust with the community. We conclude by demonstrating the relevance of everyday aesthetics for the development of sustainable educational systems and future citizenship. Standing back, we acknowledge the reciprocal learning that occurs between the researcher and the 'researched', the doctoral student and supervisor. [ABSTRACT FROM AUTHOR]

This article aims to address a number of interrelated issues concerning criteria for arts-based research. We start by responding to current discussions and debates over criteria, with a tacit goal of redefining the nature and goal of emerging visions of doing qualitative-oriented research. After reviewing some emerging frameworks for judging qualitative-oriented research and arts-based studies, we explore the prospect of integrating poetic elements into visual inquiry. This feeds into our suggestion of poetic-visual inquiry as a form of arts-based research, which we elaborate through three existing studies. In relation to this, we raise tension and care as two keys for thinking through researchers' consciousness when carrying out arts-based research. [ABSTRACT FROM AUTHOR]

The reference to 'whippet-fancying' in the title refers to the notion of connoisseurship; teachers, who best know their students' abilities, play the part of the connoisseur. Procrustean references, when applied to education, refer to the tendency to trim the curriculum according to the prevailing assessment practices. There appears to have been a tendency in many developed countries to de-professionalize the profession of teaching, nowhere more so than in the area of assessment, with external examining boards making decisions about students' capabilities. Such tendencies are felt particularly harshly in the arts. This article argues for assessment practices in visual art that are student-centred and that take the form of a dialogue between teacher and student, taking into account the developing nature of a student's portfolio. I argue further that meaningful learning in art should not be pre-specified, and that the objectives model of teaching and learning is inappropriate, given our innate need to create and confer aesthetic significance. [ABSTRACT FROM AUTHOR]

This article reviews the literature on children's engagement with art and identifies a gap in the field that is concerned with the relationship between making and judging art. A project that sought to examine this is reported, focusing upon three case studies of 11 year olds attending a primary school in Cyprus. The data were collected through a variety of methods, including interviews, art class observations, document examination and questionnaires. It was found that the way these children created and responded to other children's artworks was determined by the significance and the role they attributed to art. We conclude that individual differences play a significant part in determining children's artistic and aesthetic development. [ABSTRACT FROM AUTHOR]

Increasingly, engagement in the arts is believed to have the ability to address the challenges faced during adolescence and effect change beyond the scope of developing technical skills or aesthetic understanding. The purpose of this article is to review the literature on the benefits of arts engagement and self-efficacy: specifically its relation to the experiences of adolescent females. We will begin by providing a rationale for the focus on adolescent females by reviewing the role of self-efficacy in the developmental needs of adolescent women. Following this will be a review of the literature on youth engagement in the arts focusing on the potential positive outcomes on the affective domain. We argue that self-efficacy is fundamental for the positive development of young women and that within the context of arts education research further investigation into the relationship between arts engagement and self-efficacy is needed. [ABSTRACT FROM AUTHOR]