Academic Journals for Art, Craft and Design Education

In addition to the journals suggested below, there are also ‘generic’ educational journals that (sometimes) publish articles on research in art, craft and design education – you can search online, or via an institution’s list of databases.

 

Subscription-free (open access) journals

 International Journal of Education and the Arts

… an open access platform for scholarly dialogue. Our commitment is to the highest forms of scholarship invested in the significances of the arts in education and the education within the arts.

 Journal for Learning through the Arts

…a research journal on arts integration in schools and communities is a peer-reviewed journal focused on disseminating current theory, research, practice, and thinking on arts integration in schools and communities. It is sponsored by the [University of California] Center for Learning in the Arts, Sciences and Sustainability…

 

Subscription-only (restricted access) journals

Journal of Aesthetic Education

… focuses on clarifying the issues of aesthetic education understood in its most extensive meaning….articles on philosophical aesthetics and education devoted to problem areas in education critical to arts and humanities at all institutional levels, to an understanding of the aesthetic import of the new communications media and environmental aesthetics, and to an understanding of the aesthetic character of humanistic disciplines..

Art Education

the official journal of the National Art Education Association…covers a diverse range of topics of professional interest to art educators and anyone whose interest is quality visual arts education…

International Journal of Art and Design Education

… an international forum for the dissemination of ideas, practical developments, and research findings in art and design education. The Journal (published under the auspices of the National Society for Education in Art and Design) is a primary source for independently refereed articles about art and design education at all levels…

International Journal of Education through Art

promotes relationships between art and education…taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features…

Studies in Art Education

…a quarterly journal that reports quantitative, qualitative, historical, and philosophical research in art education…

 Visual Arts Research

…a forum for historical, critical, cultural, psychological, educational and conceptual research in visual arts and aesthetic education…

Researching Art, Craft and Design

There are various sources of guidance and inspiration for those looking to investigate learning and teaching in art, craft and design education.  Many of these approaches use creative and artistic methods.  Here are some suggestions to get you started…

a/r/tography Website
‘‘To be engaged in the practice of a/r/tography means to inquire in the world through an ongoing process of art making in any artform and writing not separate or illustrative of each other but interconnected and woven through each other to create additional and/or enhanced meanings…’’

Arts Based Educational Research [ABER] Bibliography
This is a very useful list of books, chapters, articles and links to conference papers about ABER on the a/r/tography website. 

British Educational Research Association ABER Special Interest Group [SIG]
Arts Based Education Research aims to understand education through arts-based concepts, techniques and practice. Practitioners use a variety of arts-based methodologies to undertake their research and / or to communicate their understanding through such diverse genres as autobiography, narrative, poetry, visual arts, drama, dance, music and performance…’’

ABER SIG of the American Educational Research Association [AERA] – Resources Page
Providing a community for those who view education through artistic lenses, who use a variety of arts-based methodologies, and who communicate understandings through diverse genres.’’

National (US) Art Education Association [NAEA] Research Portal
‘‘What does current research say about the value of learning in the visual arts? What topics are emerging in the arts research world? How does research inform teaching practices and how can what happens in your classroom inform research?’’

NAEA Research Agenda
‘‘The NAEA Research Agenda is designed to encourage and disseminate research communicating the value of visual arts education and its collective impact on students, schools, communities, and society.’’

International Society of Education through Art [InSEA] Research Blog
Look here for links to recent international PhD theses, art/s conferences, news etc.

Dr Emese Hall (University of Exeter)

Cultural Value Project

Cultural Value Project
The Cultural Value project, supported by the Arts and Humanities Research Council, looked into the question of why the arts and culture matter, and how we capture the effects that they have.

The Project had two main objectives. The first was to identify the various components that make up cultural value. And the second was to consider and develop the methodologies and the evidence that might be used to evaluate these components of cultural value.

The report can be found here.

http://www.ahrc.ac.uk/research/fundedthemesandprogrammes/culturalvalueproject/

 

NSEAD Research Report 2015-2016

The National Society for Education in Art and Design (NSEAD) has recently published the latest (2015-2016) research report into the impact of government policies on our subject over the last five years. This is an important report and should be read by everyone interested in art and design education. Below is a copy of the introduction to the report by Ged Gast, President of NSEAD and a member of the ESAG for Art and Design.

click here for a copy of the report

President’s foreword

Many parents believe that the curriculum is an entitlement and that their children should have a choice to study subjects to examination level where they show exceptional abilities and commitment. Until recently such an entitlement has meant that children and young people could pursue their interests in education, leading to careers in the creative, media and design industries.

These same industries are the envy of the world and continue to be one of the most successful sectors in the UK, outperforming most others. This is why this survey report comes at such a crucial time for art, craft and design education. It is a health check for our subject, with findings that indicate a context of increasing misunderstanding and less regard for art, craft and design education, the arts and technology. Without this survey, there would be little evidence of the impact of government policy and the restructured curriculum, which seeks to address the very real problem of standards in English and mathematics and the qualification profile at 16 plus. However important it is to address such problems, it is never appropriate to do so by limiting curriculum breadth or subjects which contribute towards the personal growth and aspirations of children and young people, as well as their future career choices.

This survey provides evidence of the growing impact of these changes, foisted on schools through a culture of subject devaluation by policies which imply that even successful study and high standards of achievement in the arts will limit career and university choices. For those who would benefit from the transferable skills accessed through the arts, or for those who aspire to a successful, rewarding and world-class career in one of our creative and media industries, this report identifies how policy decisions are beginning to disadvantage some children and young people.

Furthermore, the impact of policies on the dedicated teachers who deliver our subject is also carefully evidenced in this report. In the wake of the Department for Education’s Government Response to the Workload Challenge, 2015, the NSEAD’s key survey findings show that the wellbeing and workload of art and design teachers should be urgently considered and addressed.

There are important messages here for parents and carers, teachers, senior leaders and school governors, as well as Ofsted inspectors, politicians and leaders of industry. I urge you to read this survey and recognise the descriptions of circumstances and damage that has already been done within our schools, and to the aspirations of children and young people who want to develop their creative skills to enrich our culture, contributing to future prosperity and industry.

Ged Gast

President NSEAD

Sketchbooks

Sketchbooks: Loughborough University has published research into the use of individual and exploratory sketchbooks. The art foundation diploma at Loughborough University develops students’ approach to creating highly individual and exploratory sketchbooks, with a focus on first-hand drawing and visual notation, and exploration of new ideas, materials and techniques. The course tutors present an interesting critique of ‘A’ level sketchbooks developed as evidence for examinations.
‘… Many students come to us with sketchbooks which are more like “presentation books” rather than a real record of their exploration, or a source of personal visual reference. The emphasis on good presentation means that students often have to un-learn habits they have developed before coming to university, such as decorating pages, making elaborate backgrounds and titles, rather than focusing on first-hand visual research, developing and working up their ideas, which is what is required on a foundation course. The sketchbooks which we see at interview are often superficially attractive and colourful, but this can be at the expense of real content and substance. The expectations of annotation at A level often lead to students writing at length in these books, but the writing is often too descriptive, rather than analytical or evaluative. To download the report click here