PLEASE NOTE: The opportunity to have a publication endorsed is a membership benefit and proposals will ONLY be accepted from individual, professional members of InSEA.
Click here to download an application for publication endorsement (pdf)
Click here to download an application for publication endorsement (Word)
Klein, S. R. & Miraglia, K.;M. (2021) Becoming a Visually Reflective Practitioner. Intellect.
Professional practice is increasingly becoming more complex, demanding, dynamic and diverse. This important and original new book considers how self-study using arts-based methods can enable purposeful reflection toward understanding and envisioning professional practice. Ideally for visual arts practitioners on all levels, this book presents a self-study model grounded in compelling research that highlights arts-based methods for examining four areas of professional practice: professional identities, work cultures, change and transitions and envisioning new pathways.
Chapters address the components of the self-study model, artistic methods and materials, and strategies for interpreting self-study written and visual outcomes with the aim of goal setting. Each chapter includes visuals, references and end-of-chapter prompts to engage readers in critical and visual reflection.
Use discount code BVRP15 in the basket, to get 15% off when ordering from the Intellect website
Zafirakou, Andria (2021) Those Who Can, Teach. Bloomsbury
Arts teacher Andria Zafirakou was always a rule-breaker. At her inner-city London school where more than eighty languages are spoken, she would sense urgent needs; mending uniforms, calling social services, shielding vulnerable teens from gangs. And she would tailor each class to its pupils, fiercely believing in the power of art to unlock trauma, or give a mute child the confidence to speak. Time and again, she would be proved right.
InSEA members can get 15% off Those Who Can, Teach:
head to Bloomsbury.com, add the title to your basket and use the code TEACH15 at the checkout.
Carl-Peter Buschkühle (2020). Joseph Beuys and the Artistic Education. BRILL|SENSE
Joseph Beuys significantly influenced the development of art in recent decades through his expanded definition of art. This book examines important aspects of Beuys’s art and theory and the challenges they raise for contemporary artistic education. It outlines the foundational theoretical qualities of artistic education and discusses the practice of ‘artistic projects’ in a series of empirical examples. Carl-Peter Buschkühle documents projects he has undertaken with various high school classes; Mario Urlass discusses the great value of artistic projects in primary school; and Christian Wagner reflects on his collaboration with the performance artist Wolfgang Sautermeister and school students in a socially-disadvantaged urban area.
Artistic education has become one of the most influential art-pedagogical concepts in German-speaking countries in the recent years. This book presents its foundations and educational practices in English for the first time.
ISBN: 9789004389816 E-ISBN: 9789004424555
Hickman, R (2019) An art miscellany for the weary & perplex’d. Cambridge: Barking Publications
This publication was produced in response to requests from art teachers
and art students who felt in need of an up-to-date art resource in
accessible form. Although short (155 pages), it has three parts: part 1 a
miscellany of art facts, informed by interviews with art educators, art &
design teachers and art students; part two is drawn from literature on
aesthetics with a bit of nonsense thrown in to check readers' attention -
on 'art, creativity, & education: a canine perspective' while part 3 covers
things such as art from non-humans and the oldest art. The result is this
concise illustrated work, written in a self-ironical style, mixing the
serious with the jocular.
DOWNLOAD LINK (PDF):
Wexler, A. & Sabbaghi, V. ( 2019) Bridging Communities Through Socially Engaged Art
Promoting the expansion of art in society and education, this book highlights the significance of the arts as an instrument of social justice, inclusion, equity, and protection of the environment. Including twenty-seven diverse case studies of socially engaged art practice with groups like the Black Lives Matter movement, the LGBTQ community, and Rikers Island, this book guides art educators toward innovative, transdisciplinary, and diverse methodologies. A valuable resource on creating spaces for change, it addresses the relationships between artists and educators, museums and communities.
Click here to go to the publisher's web page
Coutts, G., Harkonen, E., Huhmarniemi, M. & Jokela, T. (Eds.) (2018) The Lure of Lapland: A Handbook for Arctic Art and Design. Rovaniemi. University of Lapland.
Community-based and environmental art, service design and context-sensitive research form key components of the masters’ degree that is the subject of this book; Arctic Art and Design. This is an innovative degree that blends art and design studio practice with ‘real life’ projects that take place in the special environment of Arctic. The book contains chapters by the professors and short essays, or ‘vignettes’, by students about Arctic Art and Design. It provides the reader with first-hand accounts of the kinds of creative practice that students have carried out in communities, with companies or a combination of both. Richly illustrated, the book offers an insight to the ways that art and design can contribute to the socio-cultural and economic well-being of the region.
Link to pdf (free download): http://urn.fi/URN:ISBN:978-952-337-125-5
Richards, A., & Willis, S. (2020) Global Consciousness through the Arts: A Passport for Students and Teachers, 2nd ed. Dubuque, IA: Kendall-Hunt.
“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
1st Edition: Richards, A. & Willis, S. (2018) Global Consciousness through the Arts: A Passport for Students and Teachers. Des Moines, IA: Kendall-Hunt.
2nd Edition: Richards, A., & Willis, S. (2020) Global Consciousness through the Arts: A Passport for Students and Teachers, 2nd ed. Dubuque, IA: Kendall-Hunt.
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
Jokela, T., Coutts, G., Huhmarniemi, M., Härkönen, E. (2013) (Eds.) Cool : applied visual arts in the North. Faculty of Art and Design: University of Lapland.
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: