The regional focus of this issue is Middle East and Africa. In March, somebody had sent me a submission on Cameroonian Art. Intrigued, I googled Cameroonian art, and clicked the first site that came up. The site showcased the story of an individual from the US who went to Cameroon and came across a Cameroonian artist and his contemporary and surreal African Art. The artist was interested in opening a school for children to learn art. I left a message on the site to gain more insight about children's engagement with the arts in Cameroon. The next day I found my email hacked and accessed by a person from Texas and a person from South Africa. I was familiar with the art of hactivism, but this was my first experience of art being used for hacking. But incidents like these make one realize why InSEA matters - it connects real artists and educators from around the world, who use real art for the greater good in the real world.
The year 2012 started with the sad passing of Al Hurwitz on March 24, 2012, who served as the president of InSEA and the NAEA in United States. He was a distinguished art educator, leader and a special friend to many. In May, UNESCO celebrated the first edition of the International Arts Education Week in Paris, which was the highlight of the year. The high profile event was the result of the joint efforts of InSEA, ISME, IDEA and WDA in the formation of WAAE, and advocacy by WAAE and the Korean Arts and Culture Education Service (KACES). The event was an outstanding success and included a symposium on Arts Education: From Diversity to Sustainability, focusing on the themes of 'Implementation of the Seoul Agenda' and 'Cultural Diversity in and through Arts Education'. One of several points that emerged from the presentations at the symposium was 'making sense of the Seoul Agenda in local contexts, and a need to align such a global document with regional, national and community specific practices, rhythms, needs, interests, politics'. In this context, participation in the next WAAE Summit in Lapland in November 2012 would be particularly useful as some of the issues it will focus include advancing understanding of UNESCO’s Seoul Agenda and sharing international arts education research on pedagogy, curriculum, cultural sustainability and community engagement. The increasing significance of arts education is further reinforced by some of the recent reports that have been published in the US, Europe as well as Asia, and in Australia through the realisation of The Shape of the Australian Curriculum: The Arts .
With regard to Middle East and Africa, Victor Sala's article in this issue provides important insights about the value of arts education for the cultural development of Mozambique which is becoming an important agenda with policy makers in Mozambique as well as many African countries. Another article about Art Education in Palestine provides an interesting insight about the importance of arts education in that community, where lack of opportunities in the fields of engineering and business management, among others, makes education in the arts almost a necessity for sustaining an economy that is continuously in transition. The feature article of this issue by Vedat Ozsoy on Art Education in Turkey provides insights about the history and the current state of art education in the country. Ozsoy mentions that the real solution to the challenges facing art education in the country is to 'make people believe in the necessity of arts education and arts teaching'. This resonates with one of the points that emerged from the presentations at the UNESCO symposium, that one of the 'biggest challenges in arts education is the need to shift people’s attitudes about arts education and improve motivations for engaging with arts education'. It is hoped that the positive shifts all over the world and interesting projects like Máis que nunca will contribute in this direction.
Also in this issue, there is information on eleven calls for submission, twenty-six calls for paper and twenty eight conferences related to art education all over the world. I would like to thank Rita, Graham, Marjorie and Enid for their support and all the contributors for making this issue possible. Please continue to send submissions for the next issue which has a regional focus on Europe.
Dr. Albert Hurwitz served as president of the National Art Education Association (NAEA) and the International Society of Education through Art (INSEA). He earned his doctorate in Art Education from the Pennsylvania State University, served as an education associate for Harvard's Graduate School of Education, and directed Continuing Studies for the Mass College of Art. He lectured around the world, received numerous professional awards, participated in symposiums and kept his own studio work active until the week of his passing. In 2011, he was honored with the Eisner Lifetime Achievement Award by the National Art Education Association. Dr Hurwitz also enlisted in the Marines following Pearl Harbour and made several wartime drawings, which he donated, to the National Marine Corps Museum, Quantico, USA. More information >>
The International Arts Education Week was proposed to UNESCO in 2009 by the Executive Council of the World Alliance for Arts Education (WAAE). Joint efforts of InSEA, ISME, IDEA and WDA in the formation of WAAE and advocacy by the WAAE and the Korean Arts and Culture Education Service (KACES) was rewarded in 2011 when the 36th Session of the General Conference of UNESCO agreed to three resolutions that recognize the importance of arts education in fostering cultural diversity, intercultural dialogue and social cohesion. The three resolutions were (1) Adopt and support the Seoul Agenda: Goals for the Development of Arts Education, (2) Designate the fourth week of May as International Arts Education Week and (3) Support a third world conference on arts education. On 23 May 2012, UNESCO celebrated the inaugural International Arts Education Week at the UNESCO Headquarters in Paris. More information >>
WAAE Summit 2012, Lapland: Cultural Encounters and Northern Reflections
At a time when global resources and economies tighten, arts educators have a role in re-inventing, re-visioning, re-searching new and traditional means for engaging communities and especially young people. Extending and deepening the reach of arts education in schools, in communities, and in diverse people’s lives remains a rationale for leaders in arts education to meet and collectively work to advance the role of arts education. The World Alliance for Arts Education and the Institute for Northern Culture, University of Lapland, Finland, will host a global gathering of arts educators at the most northerly university in the European Union. The focus of this summit includes:sharing international arts education research on pedagogy, curriculum, cultural sustainability and community engagement; reviewing and developing the WAAE alliance and strategic plans within the areas of Research, Advocacy, Networking and advancing understanding of UNESCO’s Seoul Agenda: Goals for Arts Education. The call for submission of abstracts has be extended to 30 August. Notifications of acceptance will be sent out by 20 September 2012. More information >>
Máis que nunca is an action research project that aimed to promote arts education worldwide, during and after the International Week of Arts Education, by using art activist strategies to share and disseminate visual information for arts education advocacy in community settings. The project involved the making of the Máis que nunca art education poster, a digital template for the poster and post cards, which were made available in digital format to art educators and those interested in advocacy for arts education. The digital template allowed art educators from different parts of the world to modify the poster in their language and disseminate these via different communication channels. More information >>
InSEA European Regional Conference, Lemesos, Cyprus, 25-27 June 2012
InSEA and the CySEA (Cyprus Society for Education through Arts) in collaboration with Frederick University and the European Parliament Office in Cyprus invite educational researchers to participate in the InSEA 2012 European Regional Conference that will be held in Lemesos (Limassol), Cyprus. The major theme of the conference is ‘Arts Education at the Crossroad of Cultures’. Details of the conference program and the new book of abstracts are now available. Some of the keynote speakers include Rita Irwin whose presentation will focus on a/r/tography, a research methodology, creative practice and performative pedagogy that lives in the rhizomatic practices of the in-between; Costas Mantzalos who will focus on the methods used for teaching art and design on tertiary level at an undergraduate cycle in the Applied Arts Department of Frederick University Cyprus; Deborah Smith-Shank, who will focus on gender as presented in a special 2011 issue of Visual Arts Research called "Girl Power, and more. For more information please see the conference site
2012 InSEA/USSEA Conference: Education through Art: Teaching for Global Understanding
The 2012 InSEA/USSEA Conference “Education through Art: Teaching for Global Understanding & Engagement” will be held in Indianapolis, USA from June 23-26. There will be nearly 80 presenters offering over 100 workshops, forums, paper presentations and symposia on topics related to visual literacy and teaching through culturally sensitive visual images and art activities across disciplines in local and global contexts. The event is especially geared to K-12 teacher interests and concerns. A preliminary schedule of events is posted on the USSEA website. There is also a USSEA Facebook page. Some of the keynote speakers include Enid Zimmerman who will address creativity in global contexts, Ruth Blalocke Jones (Shawnee-Delaware-Peoria) who will speak about issues of contemporary art and Native Peoples, and Juan Carlos Castro, who will address issues of technology and global education. There will also be six onsite art exhibitions. For more information, please contact the Conference Coordinator Marjorie Manifold
The Department of Art and Aesthetics in Education, of the National Council for Educational Research and Training (NCERT), in New Delhi, started an Arts Integrated Learning (AIL) initiative in 2010, with several Government educational bodies in various states in India. One of these is the District Institute of Education and Training (DIET), which is involved in developing training programs for pre-service and in-service teachers for best practice in Elementary Education throughout India. In 2011, the DIET center in the West District of New Delhi (Rajinder Nagar) adopted the Arts Integrated Learning initiative and held an Art Fair (Kala Utsav) in November 2011, as a presentation of the learning outcomes from the initiative. It was a unique way to showcase examples of education through the arts, especially using Indian art forms. More information >>
August 2011 ACARA Paper: Shape of the Australian Curriculum: The Arts
The Australian national arts curriculum was rewritten following wide criticism of an initial draft, reinstating the five art forms of dance, music, drama, visual arts and media arts as distinct subjects. The Shape of the Australian Curriculum: The Arts provides broad direction on the purpose, structure and organisation of the Arts curriculum. It is intended to guide the writing of the Australian Arts Curriculum from Foundation to Year 12. This paper has been prepared following analysis of extensive consultation feedback to the National Arts Curriculum Initial Advice Paper (3 May 2010) and draft Shape of the Australian Curriculum: The Arts Paper (8 October 2010), and decisions taken by the ACARA Board. The paper should be read in conjunction with The Shape of the Australian Curriculum v3.0.The paper can be accessed here
April 2012 Report on Arts Education in US Public Elementary & Secondary Schools: 2009-10
In April 2012, The National Center for Education Statistics (NCES) in the United States, published a report on Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10. The NCES is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations.The report provides information and data on the availability of arts education, characteristics of arts education programs, arts education activities outside of regular school hours and school-community partnerships in elementary and secondary schools, the teaching load, integration of the arts in other subjects and student assessment in the arts. These are provided for music education, visual arts education, dance education and, drama and theatre education. The report can be accessed here. In addition, a 'State of the States: Arts Education State Policy Summary 2012,' of the Arts Education Partnership (AEP), USA, summarises state policies for arts education identified in statute or code for all 50 states and the District of Columbia. Information is based primarily on results from the AEP Arts Education State Policy Survey conducted in 2010-11, and updated in April 2012. The summary can be accessed here.
February 2012 EENC Paper: The Role of Arts Education in Enhancing School Attractiveness
In February 2012, the European Expert Network on Culture (EENC) published a paper 'The Role of Arts Education in Enhancing School Attractiveness', which summarises the conclusions of existing research literature on the impact of the arts on school attractiveness and students’ engagement with school. The literature review examines attractiveness in the eyes of different stakeholders in the educational field (students, families, teachers, school boards, etc.) and the conditions which may enhance such attractiveness and also identifies fields in which additional research may be needed. The exercise resulted from a request presented to the EENC by the Directorate-General for Education and Culture of the European Commission, following the EU Council of Minister’s adoption of ‘Conclusions on Cultural and Creative Competences’ in November 2011 and with a view to forthcoming activities in the framework of the Council’s Work Plan for Culture 2011-14.The literature review was prepared between November 2011 and February 2012. The paper can be accessed here
March 2012 Study: The Arts & Achievement in At-Risk Youth - National Endowment for the Arts, USA
In March 2012, the National Endowment for the Arts, USA, published a study 'The Arts and Achievement in At-Risk Youth: Findings from Four Longitudinal Studies, which examines the academic and civic behavior outcomes of teenagers and young adults who have engaged deeply with the arts in or out of school. In several small-group studies, children and teenagers who participated in arts education programs have shown more positive academic and social outcomes in comparison to students who did not participate in those programs. Such studies have proved essential to the current research literature on the types of instrumental benefits associated with an arts education. This study uses four large national databases to analyze the relationship between arts involvement and academic and social achievements. The report can be accessed here. In addition, for the first time in the 47-year history of the National Endowment for the Arts, the agency's Office of Research & Analysis will award grants to 15 research projects to investigate the value and impact of the arts in the United States. These grants, support projects designed to use existing, high-quality datasets to examine novel and significant research questions about the arts. The recommended projects explore three different areas: the impact of the arts on local and/or national economic development; the health and viability of arts and cultural organizations, and the links between arts engagement and cognitive, social, civic, and behavioral outcomes. More information >>
September 2009 Eurydice Study: Arts and Cultural Education at School in Europe
In the context of arts education in European countries, a study by the European Education, Audiovisual and Culture Executive Agency (Eurydice) 'Arts and Cultural Education at School in Europe' provides a valuable overview of how arts and cultural education is carried out in European countries. The study will be of major interest to teachers and policy-makers and contains comparative information on the provision of arts and cultural education within the curricula of 30 European countries. It covers the aims and objectives of such education, its organisation, the provision of extra-curricular activities, and initiatives for the development of arts and cultural education. It also includes information on pupil assessment and teacher education in the arts. The report shows that music and visual arts are the most widespread subjects taught in schools at primary and lower secondary level, and participation of professional artists in arts education is quite limited. Courtesy Marjan Prevodnik, Chair of the InSEA European Regional Council 2011-2014: "The content of the report, finds that the EU Member States have similar aims for arts education (visual art, music, dance, theatre, media arts, architecture, crafts), including the development of creativity as one important aspect. However, art curricula vary greatly between European countries. There is an effort in the majority of European countries to connect art education to the outside world of art and culture, by developing partnership with artists, museums, etc. It is hoped that the report will give important information for the purpose of advocating visual arts and making new networks".
Asia-Europe Foundation 2011: Arts. Environment. Sustainability.
In 2008 the Asia-Europe Foundation (ASEF) initiated a four year programme called Connect2Culture that investigated the evolving role of arts and culture in society. As a result of the programme, in 2011 ASEF launched the Connect2Culture dossier: Arts. Environment. Sustainability. How can Culture Make a Difference? at the ASEF-supported roundtable, at the 5th World Summit on Arts and Culture in Melbourne, Australia. The programme engaged many experts from different sectors in Asia and Europe to address issues related to art and environmental sustainability through artistic projects, workshops and policy meetings. The dossier summarises ASEF’s work in the area of arts and environment from 2008 to 2011 and reflects on the issues raised by the people involved. There is a growing recognition of the contributions of culture and the arts to finding creative solutions for global challenges. Both civil society and governmental stakeholders are beginning to acknowledge the transversal nature of culture and consequently, its value to sustainable development, environment, education, health and social cohesion, among other fields. The dossier can be accessed here
May 2012 Passages Report - Art and the Egyptian Revolution
May 2012 issue of Passages, a publication of Pro Helvetia - Swiss Arts Council, reports on how the recent revolution in Egypt has impacted the life and work of artists in the country. Of interest is Art on the Street, responses by foreign cultural institutes in Cairo and why it is known as the second Arab Spring. The dossier reports on the role played by artists in the uprising, and on their reactions to ongoing developments. “When the revolution broke out in Egypt, there was an explosion of creative energy. For decades, Egyptians had been unhappy with the political and social situation. The revolution and its call for freedom stimulated a tremendous urge among the people to express their own wishes and hopes using artistic means – words, music, gestures and images.” The dossier provides insights into how art has reacted to political change, and may provoke further thought on its implication on art education in Egypt. The dossier can be accessed here.
April 2012: 3rd International Conference in Egypt, on Art Education against violence
Our InSEA colleagues from Egypt, Ahmed Hatem Said and Saima ElSheikh, among others, from the Faculty of Art Education, Helwan University in Cairo, helped organise the 3rd International Conference in art education from April 9 to 11, 2012, on the theme of 'Art Education against Violence'. For more information on the conference please contact Saima ElSheikh
PAIN / BOL is the theme of the 2nd International Digital Photography exhibition of the Project How to communicate feelings in the medium of digital photography? The author of the project is Mirjana Tomasevic Dancevic, InSEA World Councillor – European region (2011 – 2014), President of the Croatian Council of InSEA (HRV-InSEA) and Senior Advisor for Visual Arts, artist, Zagreb, Croatia. The exhibition showcases the feeling of pain in artworks by students aged 12 – 19 years, expressed in the medium of digital photography. The exhibition was held in the Miele Gallery in Zagreb, 19 – 31 Dec 2011, under the auspices of the Education and Teacher Training Agency, Zagreb. More information >>
USSEA/InSEA Child Art Exchange on-line Exhibition
The USSEA/InSEA Child Art Exchange on-line exhibition of children's artwork is sponsored by the United States Society for Education in the Arts (USSEA). This project is designed to celebrate diverse activities and ideas within art education and is open to all USSEA and InSEA members. We believe that art is an important aspect of the aesthetic, emotional, social, physical, and cognitive growth of children and young adults. Teachers can submit student work to share with colleagues around the world in activities that promote peace, encourage tolerance and express their passion for art. We hope to begin a dialogue among members of USSEA, parents and teachers about the pedagogical and aesthetic impact of art in the lives of children and young adults. For information on call for artworks, please see the Call for Submission Section of the newsletter. For more information, please see the online-exhibition or contact Alice Arnold and Candice Schilz
The reception of the people in Budapest was great and I enjoyed so much meeting Colleagues, Artist, Professor, Teachers and Students. This last conference of the INSEA, Convention in Budapest 2011, I was experiencing two workshops using scientific tools: 1) Color Science in Studio Art (color in motion in a studio art 2) Science in Digital Art (painting with light in motion in a studio art), from the Interactive Multimedia book for Educators in Art in High School, College and even University level (PhD art/media 2009, Université du Québec à Montréal, Canada). My principal objective was to give an opportunity to use tools of science through art and technology. It was also to suggest to educators to experiment different approaches. Read More >>
This section has information on grants for art and education projects in some African countries. These include organizations in Africa that fund projects within African countries and international organizations that are active in Africa and fund projects in the arts, culture and education. More information >>