Art Education in a Transitional Moment: Bridging Academic Theory and Field Practices, Reflecting on Two Decades and Envisioning the Future

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This Canadian Art Teacher journal article by Marie-Pier Viens and Davie LeRue examines the evolution of art education in Canada over the past two decades, highlighting the shift from skills-based approaches to broader methodologies centred on “arts-thinking” and integrating visual culture, social justice, and research into artistry. Despite these shifts, the authors observe a disconnect between theory and practical application in schools and communities. They then provide suggestions to bridge this gap, from collaborative project-based learning to community-based arts education.

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Liberating Academic Mindsets Through Culturally Responsive Arts Integration→

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Shares the results of a multi-year Department of Education Arts in Education Model Development and Dissemination (AEMDD) project, in which a partnership was developed between Arts Corps and the Highline School District south of Seattle, Washington. The project examined the impact that partnerships between classroom teachers and teaching artists have on 5th and 6th grade students’ academic mindsets and behaviors, school climate, and their transition to middle school. Findings show that the students in the four treatment schools exhibited higher levels of learner behaviors, strengthened their academic mindsets and increased their ELA and math test scores when compared to students at the four control schools.

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