Walking In Art Education

This edited collection highlights ways that arts-educators address learning with the land through walking practices across spatial, temporal, and cultural differences. In Walking in Art Education, authors explore walking and a/r/tography in their local contexts. As a result, the book finds that kinship and relationality are significant themes that permeate across a/r/tographic practices focused on ecopedagogy and learning with the land. These walking practices serve as ecopedagogical moments that attune us to human-land and more-than-human relationships, while also moving us past Western-centric understandings of land and place. More than this, the book situates this work in a/r/tographic practices taking up walking as one method for engagement.

Awarded QRSIG's Honerable Mention for 2021 2020 AESA Critics' Choice Book Award Winner Arts-Based Educational Research and Qualitative Inquiry introduces novice qualitative researchers, within education and related fields, to arts-based educational research (ABER). Abundant prompts and exercises are provided to help readers apply the concepts and experiment with various applications of the ideas presented. The authors walk the path with novice researchers offering a variety of approaches to the practice of arts-based methods, while providing a guided overview of ABER, and include pedagogical features in each chapter. Exercises are designed to assist educational researchers who wish to expand their repertoire of methodologies. The authors also weave into the discussion the possibilities and limitations of many types of arts-based methods while introducing readers to the growing methodological literature. By offering a tapestry of ways to engage the novice researcher, the book illustrates that it is not always possible to separate cognitive findings from aesthetic knowing. This book will help qualitative researchers to expand their methodologies to include arts-based approaches to their projects and by doing so reshape their identities as qualitative researchers. It also offers some evaluative criteria and tool kits for experimenting with various arts and educational research.

Explore how art education can contribute to a more just and sustainable planet. Making the case that ecopedagogy and eco-art can transform and enrich art education, Bertling introduces these two burgeoning movements and then outlines how they can be infused into K–12 art education. Seven innovative curricular strands are presented to help art teachers embrace natural cycles and processes, envision alternative states and ways of being, restore ecosystems, and empower communities. These strands weave together specific contemporary eco-artworks, cultural and environmental philosophies, and art education methods. Reflective questions, innovative curriculum frameworks, and other resources are provided to support teachers in enacting these inspiring curricular ideas for better social and ecological futures. Curricular themes include attentiveness, relationality, co-creation, consumption, progress, cultural desire, identity stories, restoration, and coalitions. This accessible, full-color text is the first of its kind to provide practical guidance and concrete strategies for educators interested in enacting ecological art instruction. Book Features: A foundational resource for using art education to foster environmental health and ecological integrity. Guidance for developing art curriculum to meet different ecopedagogical goals.Many color images of contemporary eco-artworks.Curriculum framework tables and reflective questions at the end of each chapter. A comprehensive glossary and list of contemporary eco-artists and their websites.

Slow Looking provides a robust argument for the importance of slow looking in learning environments both general and specialized, formal and informal, and its connection to major concepts in teaching, learning, and knowledge. A museum-originated practice increasingly seen as holding wide educational benefits, slow looking contends that patient, immersive attention to content can produce active cognitive opportunities for meaning-making and critical thinking that may not be possible though high-speed means of information delivery. Addressing the multi-disciplinary applications of this purposeful behavioral practice, this book draws examples from the visual arts, literature, science, and everyday life, using original, real-world scenarios to illustrate the complexities and rewards of slow looking.

Highlighting Rita L. Irwin’s significant work in the fields of curriculum studies and arts education, this collection honors her well-known contribution of a/r/tography to curriculum studies in the form of arts based educational research and, beyond this, her contributions towards understanding the inseparability of making, knowing, and being. Together the chapters document an important beginning, as well as an ongoing transitional time in which curriculum understood as aesthetic text is awakening to the ways in which art practices stimulate a social awareness at the level of other embodied practices. Organized in three themes, gathering, transforming, and becoming, this volume brings together a selection of Irwin’s single and co-authored essays to offer a variety of rich perspectives to scholars and students in the field of education who are interested in the ways in which arts-based research allows the possibilities of bringing together the artistic, pedagogical, and scholarly selves of an educator.

A curated collection of papers, provocations and actions from the 'Walking's New Movements' conference held at the University of Plymouth in November 2019