InSEA Endorsed Publications
For InSEA Members: See here how to apply for having Publications endorsed by InSEA
Richards, A. & Willis, S. (2018) Global Consciousness through the Arts: A Passport for Students and Teachers. Des Moines, IA: Kendall-Hunt Publishers.https://he.kendallhunt.com/product/global-consciousness-through-arts-passport-students-and-teachers
“This book is organized around four basic principles: 1) identifying the challenges we face, 2) familiarizing ourselves with them, 3) garnering the knowledge and skills necessary to resolve them, and 3) providing suggestions and resources to guide the explorations. These principles are presented in Sections I – IV of this book. There are four chapters in each section to provide information for action. Accompanying these chapters are 41 international and national (USA) authors from 14 countries who contributed to the book Ancillary by furnishing lesson plans, practice, and observations that are suggestions on how the information in the chapters can be used to provide students and faculty direction and guidance to develop deeper thought and personal empowerment. Embedded in the writing is the awareness that each person is a unique individual. We do not support a one-size-fits-all curriculum or pedagogy, but the honoring of each person’s unique capabilities and what they bring to the classroom community and to the global society. With this, we believe peace, tolerance, and justice among humankind can be achieved to lead to a more humanistic endeavor.”
DUBUQUE, Iowa ‐ International Society for Education through Art members Allan Richards and Steven Willis have
partnered with Kendall Hunt Publishing to create Global Consciousness through the Arts: A Passport for Students and
INSEA members are eligible to receive a 20% discount on the publication by using the discount code: Passport2018.
Visit https://he.kendallhunt.com/richards_willis to purchase the discounted product. Read more.
This book is the fifth in the InSEA endorsed Relate North series. As in previous volumes, the contents reflect the range of research and practice that is going in art and design in northern and Arctic countries. The title of the book was also the theme of a symposium and exhibition that took place in Rovaniemi, Finnish Lapland, in November 2017. The question of how the interconnected topics of education and sustainability might be addressed through research in art and design formed the basis of a call for papers for that conference.
This book address issues ranging from the special conditions facing designers in the North and Arctic to the potential of art and science working together to raise awareness of plastic pollution in the sea and shorelines. The book explores contemporary practices in arts-based research and knowledge exchange in the fields of arts and design. By focusing on Northern and Arctic perspectives in contemporary art, design and education, the studies investigate issues of heritage, sustainability, socially engaged arts practice and socio-culturally sensitive research.
Note: This book is part of a series, all previous issues are available as open access pdfs at this link
This book presents a series of essays and reports on the topic of Applied Visual Arts. Broadly speaking, this territory of contemporary arts focuses on community-based and socially engaged art. Authors include academics, artists, curators and postgraduate students who share a commitment to advancing the cause of context sensitive art, research and education. The anthology will be of interest to a wide audience including, for example, artists, social scientists, community activists and educators. Organised in five sections the book offers readers a wide range of perspectives into Applied Visual Arts, cool indeed.
Martins, C. (Ed.) (2017). Creative Primary School Partnerships with Visual Artists. PROJECT ERASMUS + CREARTE. PORTO: FBAUP
Results of the CREARTE Project, where InSEA Europe was one of the Partners, a project for experimenting pedagogies based on contemporary art practices in primary schools in Portugal; Sweden; England; Cyprus and Spain.
Schönau, D., & Wagner, E. (Eds.): Common European Framework of Reference for Visual Literacy – Prototype, Münster – New York (Waxmann) 2016
This document is an instrument to describe and reflect art education practice in specific countries or situations. It was elaborated in a joint development process by more than 60 teachers, experts responsible for curricula, teacher trainers and researchers from 18 European countries. As a reference document, funded by the European Union, it is based on surveys, empirical research, conceptual discussions within the network and at InSEA conferences in Budapest, Canterbury or Melbourne. “It is the first time in InSEA’s history that such a widespread international approach exists”, stressed Carl-Peter Buschkühle, chairman of InSEA’s European board, in Vienna.
The second InSEA endorsed book including the ENViL CEFR_VL Prototype related to Built Environment Education: Guba Anna – Pataky Gabriella – Tóth Eszter (2017): Épített környezeti nevelés az óvodában. Magyar Építész Kamara, kultúrAktív, Budapest-Pécs. ISBN 978-963-89794-4-5
In this publication we are exploring a new, transdisciplinary but less travelled field, linked strongly to visual education: Built Environment Education with strong connections with our InSEA goals.This area was introduced in our ELTE TÓK Visual Education Department first in Hungary, making us the pioneers.
What will the reader find in this publication? The first part of this volume introduces the theory of built environment education, and the particular goals, content, and relevance of this pedogogical area, among other aspects. What is the built environment, why is it important to engage with it, and how can we sensibilise children to it? These are the fundamental questions for which we seek answers in the first chapter. In the second section of the volume, we discuss the connection between built environment education and the kindergarten. We offer a survey of built environment education exercises: how and in what framework does and can the architectural content appear in the course of kindergarden activities? The volume’s third part is a repertory of thematically constructed methods. It contains those exercises and play plans, worked out in detail and tested, which can be flexibly be applied in kindergarten practise. The reader will find the exercises embedded in theme weeks; in this way the store of examples can help with the planning of everything from one-time activities to complete theme weeks.The publication is in the first place recommended for those kindergarten and elementary school teachers, institutions, and organisations who would like to give architecture more of a presence in their professional mission. The publication can also be useful for those parents and teachers who undertake the discovery of the built environment together with the children.
MARÍN VIADEL, R.; ROLDÁN, J.; MENA DE TORRES, J. (EDS.). (RE)PRESENTACIONES, MIRADAS, REFLEJOS EN INVESTIGACIÓN BASADA EN ARTES Y EN INVESTIGACIÓN ARTÍSTICA. GRANADA: UNIVERSIDAD DE GRANADA, 2014.
The papers presented at the 2nd Conference ABR & AR in Granada, 2014, have just been published as an electronic book, organized into four volumes, due to the large number of pages. Each volume is available on web quality and printing quality, if you want to print it on paper.The work has been published by the University of Granada and is available, free access, at the four links below: