The Centrality of Art, Design and the Performing Arts to Education
6–7 October 2011
in conjunction with Artist Teacher Scheme conference (8 October)
Riverside Campus University of Chester
Keynote address: Room 13, the vibrant international art movement
Call for papers
Many times in the past the case has been made for arts education to be the essential, central component of the curriculum in the state provision of education. Celebrated books and treatises have been oﬀered to support this ideal during the last century, by luminaries such as Suzanne Langer, Marion Richardson, Robert Witkin, Herbert Read and Elliot Eisner. These have also been associated with the development of democratic, child-centered and progressive education policies during the same period. At the present moment, however, much of the western world is facing austerity cuts in public services, imposed economic or market-led polices, individualism, and the dominance of audit or performance models in education, all occurring within the context of major changes in the cultural politics of identity in our societies. In this emerging and complex climate, this conference asks what should now be the case for art, design and the
performing arts in education?
The following questions may serve as a guide for papers to address: should the arts still be at the center, at the ‘core’ of the curriculum? How do art, design and the performing arts educators articulate their case, and to whom, in this changed political climate? What are the implications of arts practices for pedagogy, or for teacher education? How do our art and design colleges and universities respond or adapt? How do cultural and identity politics play out within the arts? Are the principles of an expressive education still applicable in the context of contemporary art practices? Are there examples of new curriculum models that have the arts at their heart? Where should we look to ﬁnd examples of art, design and the performing arts ﬂourishing, and what can we learn from them? Are there new philosophies and theories that are emerging that can support the case for the arts? Are there fundamental roles that art, design and the performing arts in education can
play in the preparation of young people for society and for work? What role can design education in schools play in the ‘creative industries’? How can the arts contribute to the promotion of ‘pupil voice’, and what is the learner experience of the arts in education at this moment?
Abstracts for individual papers (150 words) or symposia (500 words) should be sent to Emma Godding at email@example.com by 29 July 2011. Individual Papers are grouped in sessions of three papers, in 90-minute slots; each paper is allocated 30 mins (20 mins presentation and 10 mins discussion/changeover time); the session is chaired by one of the presenters or iJADE’s editorial team. Symposia for the conference
programme occupy 90-minute slots and normally consist of three or four linked papers; one of the group (or an additional member) should act as a discussant, introducing papers or themes, responding and initiating discussion. One main abstract is required (max 500 words), including a paragraph on each paper as well as an introduction to the symposia.
Publication of papers
A selection of authors (12 max.) will be asked to write their papers up for publication in iJADE.
Thursday 6 October
5–7pm: Registration and reception
8.30pm optional conference dinner
Friday 7 October
9.30am–8pm Main Conference (Registration from 8.30am)
8.30 pm optional dinner (external)
Saturday 8 October
Artist Teacher Scheme conference
Registration from 8.30am
8pm optional dinner (external)
Delegates (including speakers) £100 (NSEAD members £70). Includes Thursday evening and Friday sessions, refreshments and lunch. Does not include accommodation, evening dinners or fee for the Artist
Teacher Scheme conference – see www.nsead.org for information and registration.
Conference includes free session on academic writing for journals for new researchers led by members of iJADE’s editorial team.