This volume has been brought together to generate new ideas and provoke discussion about what constitutes arts education in the twenty-first century, both within the institution and beyond. Art, Artists and Pedagogy is intended for educators who teach the arts from early childhood to tertiary level, artists working in the community, or those studying arts in education from undergraduate to Masters or PhD level. From the outset, this book is not only about arts in practice but also about what distinguishes the ‘arts’ in education. Exploring two different philosophies of education, the book asks what the purpose of the arts is in education in the twenty-first century. With specific reference to the work of Gert Biesta, questions are asked as to the relation of the arts to the world and what kind of society we may wish to envisage. The second philosophical set of ideas comes from Deleuze and Guattari, looking in more depth at how we configure art, the artist and the role played by the state and global capital in deciding on what art education has become. This book provides educators with new ways to engage with arts, focusing specifically on art, music, dance, drama and film studies. At a time when many teachers are looking for a means to re-assert the role of the arts in education this text provides many answers with reference to case studies and in-depth arguments from some of the world’s leading academics in the arts, philosophy and education.

Artist and teacher Liz Byron demonstrates how to design lessons and instruction in the visual arts using the inclusive principles of Universal Design for Learning (UDL). Readers learn to set meaningful goals, measure progress, customize instruction, and engage all learners across grades.

Arthur Efland puts current debate and concerns in a well-researched historical perspective. He examines the institutional settings of art education throughout Western history, the social forces that have shaped it, and the evolution and impact of alternate streams of influence on present practice.A History of Art Education is the first book to treat the visual arts in relation to developments in general education. Particular emphasis is placed on the 19th and 20th centuries and on the social context that has affected our concept of art today. This book will be useful as a main text in history of art education courses, as a supplemental text in courses in art education methods and history of education, and as a valuable resource for students, professors, and researchers. “The book should become a standard reference tool for art educators at all levels of the field.” —The Journal of Aesthetics and Art Criticism “Efland has filled a gap in historical research on art education and made an important contribution to scholarship in the field.” —Studies in Art Education

"'Arts integration in education' is an insightful, even inspiring investigation into the enormous possibilities for change that are offered by the application of arts integration in education. Presenting research from a range of settings, from preschool to university, and featuring contributions from scholars and theorists, educational psychologists, teachers, and teaching artists, the book offers a comprehensive exploration and varying perspectives on theory, impact, and practices for arts-based training and arts-integrated instruction across the curriculum."--Page 4 of cover.

Arts educators have adopted social justice themes as part of a larger vision of transforming society. Social justice arts education confronts oppression and inequality arising from factors related to race, ethnicity, nationality, religion, class, ability, gender, and sexuality. This edition of Common Threads investigates the intersection of social justice work with education in the visual arts, music, theatre, dance, and literature. Weaving together resources from a range of University of Illinois Press journals, the editors offer articles on the scholarly inquiry, theory, and practice of social justice arts education. Selections from the past three decades reflect the synergy of the diverse scholars, educators, and artists actively engaged in such projects. Together, the contributors bring awareness to the importance of critically reflective and inclusive pedagogy in arts educational contexts. They also provide pedagogical theory and practical tools for building a social justice orientation through the arts. Contributors: Joni Boyd Acuff, Seema Bahl, Elizabeth Delacruz, Elizabeth Garber, Elizabeth Gould, Kirstin Hotelling, Tuulikki Laes, Monica Prendergast, Elizabeth Saccá, Alexandra Schulteis, Amritjit Singh, and Stephanie Springgay

What do Whoopi Goldberg, Phillip Seymour Hoffman, Rosie Perez, and Phylicia Rashad have in common? A transformative encounter with the arts during their school years. Whether attending a play for the first time, playing in the school orchestra, painting a mural under the direction of an art teacher, or writing a poem, these famous performers each credit an experience with the arts at school with helping them discover their inner humanity and putting them on the road to fully realized creative lives. In The Muses Go to School, autobiographical pieces with well-known artists and performers are paired with interpretive essays by distinguished educators to produce a powerful case for positioning the arts at the center of primary and secondary school curriculums. Spanning a range of genres from acting and music to literary and visual arts, these smart and entertaining voices make surprising connections between the arts and the development of intellect, imagination, spirit, emotional intelligence, self-esteem, and self-discipline of young people. With support from a star-studded cast, editors Herbert Kohl and Tom Oppenheim present a memorable critique of the growing national trend to eliminate the arts in public education. Going well beyond the traditional rationales, The Muses Go to School shows that creative arts, as a means of academic and personal development, are a critical element of any education. It is essential reading for teachers, parents, and anyone who really cares about education.