This yearbook provides an inclusive study of contemporary research trends in arts education. The book is based on the idea of constructing knowledge in arts education with the wisdom of the many. 104 scholars from across the world convey the zeitgeist of key issues in research in arts education through 91 entries.
This yearbook is the third in an annual series of publications by the International Network for Research in Arts Education (INRAE). It provides an inclusive study of contemporary research trends in arts education. The book is based on the idea of constructing knowledge in arts education with the wisdom of the many. 104 scholars from across the world convey the zeitgeist of key issues in research in arts education through 91 entries.
Various disciplines of arts education (music, art, visual arts and digital media, drama and theatre), as well as sections on interdisciplinary themes (culture, communities, teaching and learning, assessment, policy, morals, ethics and aesthetics) and methodological issues (a research section), are incorporated in a compendium for every researcher, student, teacher or artist who wants to be engaged in the recent exchange of scholarly ideas on what is considered significant by the many.
The key issues represented in the book reflect images and observations that a large body of researchers consider to be essential at this point of time.
Shifra Schonmann is Professor Emerita, holder of the Bar-Netzer Chair of Education, Society and Theatre for Young People at the University of Haifa, Israel. The continuing areas of her research are: aesthetics, theatre-drama education, theatre for young people, curriculum, and teacher education. She has published numerous articles as well as books, including: International yearbook for research in arts education, Vol. 3, Th e wisdom of the many – Key issues in arts education (Waxmann). She is an invited speaker in international conferences, a member of the Editorial Board of several leading journals and a member of INRAE’s steering committee. Emily Achieng’ Akuno is Associate Professor of music and Executive Dean of the Faculty of Social Sciences and Technology at the Technical University of Kenya in Nairobi, Kenya. She is a member of INRAE’s steering committee, the International Music Council (IMC) Board and the International Society for Music Education, ISME.Nira Al-Dor PhD is a teacher, dancer and dance researcher, specialised in Eshkol Wachman Movement Notation (EWMN) and inter-disciplinary learning. She has taught at Kibbutzim College of Education, Technology and the Arts and in the Arts School in Tel-Aviv. She has published books and articles about EWMN, art teachers’ internship and educational leadership. Elizabeth Andang’o, Ph.D is a lecturer of Music Education in the Department of Music and Dance at Kenyatta University, Kenya, Commissioner (2010-2016) in the Early Childhood Music Education Commission of the International Society of Music Education. Her areas of research are multicultural music, curriculum development and pedagogy. She has published many articles and presented papers at numerous conferences worldwide. Michael Anderson, Ph.D, is Professor in the Faculty of Education and Social Work at Th e University of Sydney. His research and teaching concentrates the role of creativity, the arts (particularly drama) have on learning. Michael has published several, books, chapters and articles on the arts and 21st Century learning and has regularly presents keynotes internationally on creativity and arts education. Bernie Andrews is Professor of Education in the Faculty of Education at the University of Ottawa. He teaches music certifi cation and graduate courses in the arts, creativity and program evaluation. His research focuses on examining the parameters of educational music, interactive teaching strategies appropriate for arts instruction, arts-based research methods, and teacher development in the arts. Eeva Anttila (Ed.Lic, Doctor of Arts in dance) is professor in dancepedagogy at University of the Arts Helsinki, Finland. Her research interests are, e.g., dialogical dance pedagogy and embodied learning. She has published widely in national and international journals and edited books. She is an active member in many professional organizations and editorial boards. Stephanie Baer, Ph.D., is Assistant Professor of Art Education, Miami University, Oxford, Ohio. Her research interests are in pre-service teacher education, teacher confi dence and fear, care in the classroom, and technology in teaching and learning. She has published several articles and won awards for both her research and teaching. She is excited and humbled to be included in this collection of authors. Jane Baker, PhD, studied at the University of Queensland and works at the University of Tasmania (Australia). Her research focus points are music learning and musical identity work, particularly within unschooled contexts, and oral history. Marit Bakken holds a master degree in musicology from the University of Oslo, Norway. Her main work is a case study of the Field Band Foundation, focusing on cultural complexity in South Africa and how youth use music to negotiate and construct cultural identity. Dan Baron Cohen is an arts educator, sculptor, photographer and author who lives in Marabá, in the Brazilian Amazon. His pedagogy draws on longterm residencies with post-industrial, confl icted and excluded communities in England, Ireland, Africa and Latin America, and experience as President of IDEA (2004-10) and Chair of the WAAE (2006-10). He is co-founder of the Transformance Institute and its Community University of the Rivers. Rodger J. Beatty, EdD, is a retired Associate Professor of Music Education from the Faculty of Education, Brock University, Canada. He is a past president of the Ontario Music Educators’ Association and the Canadian Music Educators’ Association. His research interests include assessment and evaluation in music education, collaborative scholarship, and informal faculty mentorship. Simone Bekk, M.A., is a researcher in the project “MediaArt@Edu” at the Karlsruhe Institute of Technology’s Institute of Vocational and General Education. She did her PhD-thesis (in press) on theatre pedagogy. The project “MediaArt@Edu” aims to structinize artistic approaches and mentoring concepts to be applied in media technology education. George Belliveau, PhD, is Professor of Theatre/Drama Education at the University of British Columbia, Canada. His scholarly and creative writing can found in various arts-based and theatre education journals, along with chapters in edited books. His most recent book Stepping into Drama: A Midsummer Night’s Dream in the Elementary Classroom is published by Pacifi c Educational Press 2014. Barbara Bickel is an artist, researcher, and educator. An Associate Professor of Art Education and Director of Women, Gender and Sexuality Studies at Southern Illinois University in the United States, she teaches art as a social inquiry and meaning making process. To view her art portfolio and arts-based research and writing online Carla van Boxtel is Professor of History Education at the Research Institute of Child Development and Education and the Institute of Culture and History of the University of Amsterdam. She gives lead to the Dutch Centre on Social Studies Education. Her main research themes are: teaching and learning of history, heritage education and collaborative learning. Tom Braun is Chief Executive of the German Federation for Arts Education and Cultural learning (BKJ) and Chief Executive of the Council for Socio-Culture and Cultural Education at the German Cultural Council. He is visiting lecturer at the university of Cologne. His areas of research: Aesthetics, Educational theory, Arts Education, Cultural school development. Melissa Bremmer is senior lecturer at the Conservatory of Amsterdam, The Netherlands. Currently she is completing her PhD: What the body knows about teaching music. The specialist pre-school music teacher’s pedagogical content knowing regarding teaching and learning rhythm skills viewed from an embodied cognition perspective. Her areas of research are: the practical knowledge of music teachers in primary and secondary education. Liora Bresler is a Professor at the University of Illinois, Champaign, and the Hedda Anderson Chair in Lund University, Sweden (Visiting). Her work is translated to German, French, Portuguese, Spanish, Hebrew, Lithuanian, Finnish, Chinese, and Korean. Bresler is the editor of the book series “Landscapes: Aesthetics, the arts and education” (Springer) and the co-founder of the International Journal of Education and Arts. Elaine Browne, HDE, BMus, MEd, music teacher for 34 years at Sunridge Primary School in Port Elizabeth, Rep. of South Africa. She teacher class music to grades 4 to 7 as well as individual music lessons in piano and brass. Her Wind Band also performs regularly in and around Port Elizabeth. Penny Bundy is an Associate Professor and Program Director of the Bachelor of Arts in Contemporary and Applied Theatre at Griffith University. She has been a Chief Investigator on several Australian Research Council Funded Linkage Projects and was co-winner of the 2003 American Alliance for Theatre and Education Distinguished Dissertation Award. She is co-editor of the Intellect journal, Applied Theatre Research. Gloria Burgess, PhD, is a Distinguished Scholar in Theatre and Performance Studies, and Affiliate Faculty at the University of Washington. Her research areas include: the nexus of the arts and leadership, spiritual leadership, and creative leadership. A Leadership Educator with The Flow Project, Visiting Professor, and invited speaker at leading universities, she is also an award-winning poet with diverse publications. Skye Burn is founder and former director of The Flow Project, an NGO that develops and teaches art-infused leadership. Her areas of research include the relevance of the arts in resolving global challenges, integrating principles and practices of art-making into leadership; the psychology of the creative process; and art as a spiritual practice. She has published and presented internationally. Lily Chen-Hafteck, Ph.D., is Professor of Music Education at the University of California, Los Angeles (UCLA). She has numerous publications in early childhood and multicultural music education. She is the founder and director of the Educating the Creative Mind project (National Endowment for the Arts); and a co-investigator/team-leader of Advancing Interdisciplinary Research in Singing project (SSHRC of Canada). Paul Collard is Chief Executive of CCE the international foundation for creative learning. CCE designs, develops and supports creative learning programmes around the world and is currently working in Norway, Sweden, Germany, Hungary, the Czech Republic, Pakistan, Lithuania, Wales and Scotland and lectures extensively and provides training elsewhere. Diane Conrad, is Associate Professor of Drama/Theatre Education and Director of the Arts-based Research Studio at the University of Alberta in Edmonton, Alberta, Canada. Her participatory arts-based research focuses on working with marginalized youth including students put “at-risk” within school contexts, street-involved youth and incarcerated youth to allow them to tell their stories. Nina Czegledy, artist, curator, educator, collaborates internationally on trans disciplinary projects. She has exhibited and published widely and initiated, co-organized numerous international forums and festivals. The paradigm shifts in the arts as well as the changing perception of the human body and its environment inform her projects. Senior Fellow, KMDI, University of Toronto; Researcher, Hexagram, Concordia University; Board Member Leonardo/ISAST, AICA Canada. Eugene Dairianathan’s publications focus on interdisciplinary perspectives on Music. He is presently Head of the Visual and Performing Arts Academic Group at the National Institute of Education, Nanyang Technological University, Singapore. Marie-Louise Damen (PhD) is senior adviser with the Norwegian Agency for Quality Assurance in Education and former postdoc at the University of Amsterdam in the Netherlands. Her research areas of interest are amongst others: arts education and cultural participation, assessment in the arts, political protest, social inequality, higher education and educational sociology. Susan Davis (PhD) is Senior Lecturer at Central Queensland University, Australia and convenor of the Arts Education Research SIG of AARE. Her research has focused on drama, engagement, digital technologies and sustainability. She has recently been investigating Heathcote’s Rolling Role pedagogical model and was lead editor for the book “Dramatic interactions in education: Vygotskian and sociocultural approaches to drama, education and research”. Mousumi De is PhD Candidate and Associate Instructor, Department of Curriculum and Instruction, School of Education, Indiana University, USA. Her areas of research are: Peace education and conflict transformation through the arts and media, media arts education, emotional and social learning and development, intangible cultural heritage, marginalized and minority communities. Jean Detlefsen, Dr., is a K-16 art educator who most recently prepared future art educators at the University of Nebraska – Lincoln. Her areas of research are: collaborative inquiry of artists/researchers/teachers; qualities of experiences that inform practice; curriculum that engages student’s while addressing art content and abstract thinking skills. Her work has received local, state, and national recognition. Aletta Delport is Associate Professor and Director of the School for Initial Teacher Education in the Faculty of Education, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa. Her areas of research are educational transformation, teacher education and more specifically, music and arts education for the non-specialist teacher. Peter Duffy, MFA, Ed.D. heads the MAT program in theatre education at the University of SC. He was the Director of Education at the Irondale Ensemble in Brooklyn, NY and an English and Drama teacher. His research includes cognition and the arts, refl ective practice, critical pedagogy, and performed research. Lynn Fels is Association Professor in Arts Education, Simon Fraser University, British Columbia, Canada. Her research includes arts for social change, performative inquiry, teacher education, and arts across the curriculum. Co-director of the International Centre of Arts for Social Change, Lynn co-authored Exploring Curriculum: Performative Inquiry, Role Drama and Learning, with Dr. George Belliveau and was Academic Editor of Educational Insights. Eva Fock is an independent ethnomusicologist, holder of the chair of the Danish national committee of ICTM. Aft er years of research among young immigrants in Denmark, she since 2005 focuses on the development of music education in a global intercultural perspective, as researcher and consultant. She has published numerous articles, books and reports, and gives lectures in Denmark and abroad. Kelly Freebody is a Senior Lecturer in the Faculty of Education and Social Work, The University of Sydney, Australia. Her teaching and research interests include applied theatre, drama in education, social justice and school-community relationships. She has published numerous articles and book chapters in these areas and an edited volume Drama and Social Justice (with M. Finneran, in press, Routledge). Max Fuchs, Dr., Professor of Education at University Duisburg-Essen, former director of the Remscheid Academy for Cultural Education and President of the German Cultural Council (umbrella organisation of all German arts and cultural organisations), member of the German UNESCO Commission. Many books and articles on the theory of cultural education and cultural policy. Sandra Gattenhof, PhD, is Associate Professor and Head of Drama in the Creative Industries Faculty, Queensland University of Technology (QUT). At QUT she is co-convenor Art, Design and Creative Education research group and co-program leader within Children and Youth Research Centre. Sandra specialises in drama/arts in schools, postdramatic theatre, arts & cultural evaluation and contemporary performance for children and young people. Maia Kim Giesbrecht is a doctoral candidate at the University of Ottawa. Her research interests are music education and creativity in the arts. Her doctoral research focuses on how collaboration between professional composers and music teachers influences their professional identity. She holds degrees from McGill University: a Master’s in Educational and Counselling Psychology, and a Bachelor’s degree in Music. Priscilla Gitonga is a senior lecturer in the Department of Music and Dance, Kenyatta University. She holds a PhD (Education) from Nelson Mandela Metropolitan University. Her research interests include identity studies, adolescent studies, musicology, music education, and Conflict studies. She is also a recording and performing artist in Kenya. Janinka Greenwood is Professor of Education at the University of Canterbury, and Director of the Research Lab for Creativity and Change. She has a long-standing engagement with the uses for arts for learning and with arts-based research, and strong interests in learning communities, cultural diff erence, post-colonialisms and practice-based research methodologies. She is a Co-Convener of the Emergent Researchers Network in EERA (European Educational Research Association). She has various projects with colleagues in Norway, Canada, Czech Republic, Germany, Thailand, Malaysia and Bangladesh as well as in New Zealand, and works with local and international students. Yael Grinwald, Ph.D. is a pedagogical supervisor, teacher and lecturer for bachelor’s degree studies as well as conducting the internship workshop for novice teachers of dance and dance-theatre at the dance department of the Art Faculty at Kibbutzim College of Education, Technology and the Arts, Tel-Aviv. She is also an external examiner at the Israeli matriculation exams in dance. Talita Groenendijk, is teacher and researcher at the Amsterdam School of the Arts and the University of Amsterdam. Her areas of research are: art education, observational learning, creativity, assessment and writing research. She is a teacher in literature research and empirical research. Uwe Gröschel is an independent theatre practitioner, lecturer, and researcher based in Manchester, UK. His areas of research are: applied theatre and audience/theatre user research. He has published articles and reviews and has been invited speaker at national conferences and leading universities. Rikke Gürgens Gjærum, professor in applied theatre at Oslo and Akershus University College of Applied Sciences, Norway. Disability theatre, reminiscence theatre, art-based-research, marginal voices, feminism.Ramsdal, G., Gjærum, R., Wynn, R. (2013). Dropout and early unemployment. International Journal of Educational Research, Vol. 62. Gjærum, R. (2013). Recalling memories through reminiscence theatre. InFormation – Nordic Journal of Art and Research, Vol. 2. Folkert Haanstra, Emeritus professor, studied psychology and Fine Art. From 2000-2015 he held the special chair for Cultural Education and Cultural Participation at the University Utrecht. From 2001-2016 he was Professor of Arts Education at the Amsterdam University of the Arts.Peter Harris, PhD is Head of the Educational and community Theatre B.A. at Western Galilee academic college and lecturer at Tel Aviv University Theatre arts dept. He has published numerous articles and has international experience and expertise in the application of theatre practices for empowering human rights issues, dialogue in conflicted communities, relations in the work place, prisoner and substance user rehabilitation. Barend van Heusden is professor of Culture and Cognition, with special reference to the Arts, in the Department of Arts, Culture and Media Studies at the University of Groningen in the Netherlands. He has published articles and books in the fields of literary and culture theory, semiotics and cognition, as well as arts and culture education. Anna Houmann is Associate Professor, coordinator for degree projects and course director for educational sciences at Malmö Academy of Music, Lund University, Sweden. Her areas of research are: Creativity, Teacher Education and Participatory Leadership. She has been part of research projects both nationally and internationally, which has been published both in articles and books. Gillian Howell is a PhD candidate at Queensland Conservatorium Griffith University and lecturer in Community Music Leadership at Melbourne Polytechnic. Her research investigates participatory music initiatives in conflict-aff ected settings, with earlier studies in refugee children’s perceptions of music participation, and cross-cultural music leadership. She is an award-winning teaching artist in Australia, working regularly with symphony orchestras, festivals, and arts centres nationwide. Teunis IJdens, Dr., is a sociologist and policy analist. He studied graphic design at the Academies of Art in Arnheim and Enschede and sociology at the University of Nijmegen. He has worked as a researcher at the universities of Tilburg and Rotterdam. He published numerous studies and evaluation and monitoring reports on cultural and arts policies. Since 2008 he was employed by the Center of Expertise for Cultural Education (Cultuurnetwerk Nederland) and its successor the Netherlands Centre of Expertise for Cultural Education and Amateur Arts (LKCA) as a researcher, head of the research department, policy analist and editor. He co-founded the European Network of Observato-ries in the Field of Arts and Cultural Education (ENO). Rita L. Irwin is Professor of Art Education at the University of British Columbia, Vancouver. She is the immediate Past President of the International Society for Education through Art and an Executive Forum Member of the World Alliance for Arts Education. She is best known for her work with arts based research, her numerous international presentations and publications. Nadine M. Kalin is an Associate Professor of Art Education at the College of Visual Arts & Design, University of North Texas, USA. Her work intertwines post-political and contemporary art theories with arts-based modes of inquiry in the exploration of curriculum, pedagogical ethics, political economies, institutional critique, and strategies of aesthetic resistance related to visual arts, design, and art museum education. Elaine Keillor, Distinguished Research Professor Emerita, Carleton University, is the author of three books, numerous essays, and encyclopedia articles concerning music in Canada and particularly that of the First Peoples. With 28 highly praised CDs released to date she remains active as a pianist and chamber musician. John M. H. Kelly is a Skidegate Haida, Eagle Clan, of the Haida Nation of British Columbia. His career since 1975 has spanned from newspaper and television journalism to indigenous language and culture revitalization and teaching both in secondary schools and university. Dr. Kelly is currently an Assistant Professor in the School of Journalism and Communication at Carleton University, Ottawa, Canada. Andy Kempe is Professor of Drama Education at the University ofReading, England. He has published books and articles on a wide range of subjects and issues related to teaching and learning in drama. His research interests include how drama can be made more accessible to children and young people with special educational needs. Professorin und Direktorin der Akademie der Kulturellen Bildung des Bundes und des Landes Nordrhein-Westfalen in Remscheid, Projekt DiKuJu: Postdigitale kulturelle Jugendwelten – Entwicklung neuer Methodeninstrumente zur Weiterentwicklung der Forschung zur Kulturellen Bildung in der digitalen und postdigitalen Welt. Ann Kipling Brown, Ph.D. is Professor Emerita of the University of Regina. She is a dance educator, choreographing and leading classes in dance curriculum, creative dance, composition, and notation. Her research and publications focus on dance pedagogy, the integration of notation in dance programs, and the role of dance in person’s lived world. Graham W. Lea, PhD, is a SSHRC postdoctoral fellow at the University of Prince Edward Island. He has presented and published widely on research-based theatre, theatre and additional language learning, Prince Edward Island theatre history, and Shakespeare in elementary classrooms as well as having been involved in the creation and production of a variety of research-based theatre productions. Bo-Wah Leung is Professor and Head of Cultural and Creative ArtsDepartment and Associate Dean of Faculty of Liberal Arts and Social Sciences at the Hong Kong Institute of Education. He is Co-chair of Research Commission of the International Society for Music Education, Board Member of Asia-Pacifi c Symposium for Music Education Research, and co-editor of International Journal of Music Education (Practice). Linda Lorenza [BA Grad Dip Ed MA (Theatre) COGE] is Senior Project Officer, The Arts, Australian Curriculum Assessment Reporting Authority (ACARA), lecturer in drama methods, University of Western Sydney and a doctoral research student in the Faculty of Education & Social Work, University of Sydney. Her areas of research are: applied theatre, arts, education, curriculum development, teacher development. Geoffrey Lowe, Dr., is Senior Lecturer in Music Education at EdithCowan University, Perth, Western Australia. He coordinates the music education courses in addition to conducting various community ensembles. Dr Lowe’s research interests include motivation theories covering both school and community music making, and secondary classroom and instrumental music pedagogy. He has published a number of award winning secondary music resources. Chee-Hoo Lum is associate professor of music education with the Visual & Performing Academic Group at the National Institute of Education (NIE), Nanyang Technological University, Singapore. He is also the Head of the UNESCO-NIE Centre for Arts Research in Education (CARE), part of a region-wide network of Observatories stemming from the UNESCO Asia-Pacifi c Action Plan. Chee-Hoo’s research interests include issues towards identity, cultural diversity and multiculturalism, technology and globalization in music education, children’s musical cultures, creativity and improvisation, and elementary music methods. Alfdaniels Mabingo is currently pursuing his PhD in Dance studies at the University of Auckland, New Zealand, where he also serves as a Professional Teaching Fellow of East African dances. He’s also an Assistant lecturer of Dance at Makerere University, Uganda. Mabingo’s areas of research are: pedagogies of African dances, dance in higher education, community dance and exchange/study abroad programs in dance. Margaret A. Macintyre Latta is Professor and Director of the Centre for Mindful Engagement and Graduate Programs in Education at the University of British Columbia, Okanagan. Her research documents and reveals the aesthetics of human understanding as integral within learning of all kinds. Scholarship can be found across well-known journals in the field of education. Minette Mans earned her PhD in a cross-disciplinary study of ethnomusicology, dance and education at the University of Natal. Previously Associate Professor, University of Namibia, she published numerous scholarly works and sits on several international editorial boards. Previously member of the Board of Directors of ISME, Chair of the MISTEC and Vice-President of PASMAE. She currently free-lances as International Arts Education Consultant. Roger Mantie, PhD, is an Assistant Professor in music education at Arizona State University. His work emphasizes connections between schooling and society, with a focus on lifelong engagement in and with music. Donna Murray-Tiedge, MFA, PhD, is a Visiting Assistant Professor in Art Education at the University of Wisconsin Oshkosh. Her research interests bridge the worlds of design, education, and art & design education by exploring connections between learning spaces, materiality, and pedagogical engagement. She is chair-elect for the NAEA Design Issues Group and serves on the Advisory Board for the Design-Ed Coalition. Evelyne Mushira holds a Ph.D. in Music Education and lectures at the Department of Music and Dance, Kenyatta University. She researches in: Musical Arts; Curriculum Development; and Aesthetics. Evelyne is invited to present papers at conferences and has published articles in book chapters and journals. She regularly receives invitations to adjudicate at national festivals. Yael (yali) Nativ, PhD, is a choreography teacher and dance scholar. Presently she serves as a lecturer at the School of Education at the Hebrew University of Jerusalem, The College for Society and Arts in Netanya and Shenkar College for Engineering, Design and Arts in Ramat-Gan. She explores the social aspects of dance, body, movement, knowledge, education, ethics, and creativity. Peter O’Connor is an Associate Professor and Director of the Critical Research Unit in Applied Th eatre at the University of Auckland. In 2012 he was named the Griffith University School of Education Alumnus of the Year for his contribution to applied theatre and social justice. Larry O’Farrell is Professor emeritus and holder of the UNESCO Chair in Arts and Learning, Queen’s University, Canada, Chair, Board of Directors, Canadian Network for Arts and Learning and Chair, Steering Committee, International Network for Research in Arts Education, and served as President of the International Drama/Theatre and Education Association. Larry is Honorary Professor at the Hong Kong Institute of Education and recipient of the Campton Bell Lifetime Achievement Award from the American Alliance for Theatre and Education. Shlomit Ofer, PhD, is the head of the School for the Arts of Dance at the Kibbutzim College of Education, Technology and Arts in Tel-Aviv, where she teaches the Eshkol-Wachman Movement Notation. Her academic activity focusses on dance education and dance curriculum development. Additionally, she is an active dancer and choreographer/producer of many Dance-Story productions in her community. Anna-Lena Østern is Professor in arts education at the Norwegian University of Technology and Science, Programme for Teacher Education. She is since 2010 academic leader of a national research school ( NAFOL) for teacher education in Norway. Her research interests are aesthetic approaches to learning, multimodality, pedagogical and artistic supervision, and drama and theatre education. Tone Pernille Østern, PhD (Dr. of Arts in dance), is a dance artist and professor in arts education with focus on dance at the Department for Teacher Education, Norwegian University of Science and Technology. She is head of the Section for Arts, Physical Education and Sports and leader of the Master's degree in Arts Education. Her research focuses on inclusive dance pedagogy, embodied pedagogy, aesthetic approaches to learning, choreographic processes as well as the development of arts-based and artistic research. John O’Toole was Foundation Chair of Arts Education at the University of Melbourne and before that Professor of Drama and Applied Theatre at Griffith University, Queensland. From 2010-2012 he was Lead Writer for the Arts in the Australian Curriculum. He was a founder-member of IDEA, and earlier of Drama Australia and Drama Queensland. IDEA Director of Publications from 1996-2004, he co-convened the 2nd IDEA World Congress in 1995. In 2001 he was awarded the American Alliance for Th eatre and Education Lifetime Research Award. In 2014 he was awarded the Order of Australia for services to drama education. Robin Pascoe is Senior Lecturer in Arts and Drama Education, School of Education, Murdoch University, Perth, Western Australia. He teaches curriculum units on Arts Education in Primary Schools, Teaching Drama in Secondary Schools and Engaging Communities through Drama. His research interests include markers of quality in arts education, drama curriculum and assessment and teaching artists in teacher education. With his daughter Hannah, he is co-author of Drama and Theatre: Key Terms and Concepts 3rd Edition (2014). Robin is the President (2013-2016) of IDEA, the International Drama/Theatre and Education Association, and a former President of Drama Australia. Adetty Pérez Miles earned a dual Ph.D. in Art Education and Women’s Studies at The Pennsylvania State University. She is a professor of visual studies education at The University of North Texas. Her research on contemporary Latin America art, feminist and postcolonial theory, Bakhtin’s philosophy of communication, and participatory art practices has been published in numerous journals and books. Nicolette du Plessis holds a Master of Arts, Post-Graduate diploma in Monitoring and Evaluation and completed training as a UNESCO expert. Currently the Chief Executive Offi cer of the Field Band Foundation, a youth development organisation in South Africa, she previously ran an independent arts consultancy, specializing in the design and management of cultural development projects, project evaluation and training. John Poulsen (Ph.D. University of Calgary, MA University of London, England) is an Associate Professor at the University of Lethbridge in the Faculty of Education. His research interests stretches through Education, Teacher preparation, and performance. He has recently written a book titled: Shakespeare! for Readers’ Theatre, available through fiveriverspublishing.com. Charlene Rajendran is Assistant Professor (Theatre and Drama Education) at the National Institute of Education – Nanyang Technological University, Singapore. She is a theatre practitioner, dramaturge, writer and researcher whose works sits at the nexus of practice and theory. She researches issues of difference and identity, critical dialogue, pedagogies of play, and contemporary theatre in Southeast Asia. Jo Raphael (PhD) is lecturer in Drama education at Deakin University, Melbourne. She is Director of International Liaison on the board of Drama Australia. Jo has received awards for teaching excellence and service to her profession. Her areas of research and publication include drama education, drama across the curriculum, applied drama and theatre, disability and inclusive education. Daniela Reimann, Dr. phil., researcher at the Karlsruhe Institute ofTechnology’s Institute of Vocational and General Education. Her research focus is on digital media, creative processes, and artistic approaches to technology, exploring the overlap between arts, design, media culture, and technology in education at school and university level, as well as in vocational preparation. Kathryn Ricketts, PhD, is an Assistant Professor and Chair of Dance in the Art Education Department at the University of Regina. For the past 32 years Ricketts has been researching and practicing dance and visual arts and has articulated the methodology Embodied Poetic Narrative. Her work is focused on developing ‘voice’ through performance with vulnerable populations using artifacts and personal narratives. Joaquin Roldan, PhD, is Associate Professor in Art Education at the University of Granada (Spain). A visual artist in photography and sculpture, he coordinates a Masters Degree Program in Visual Arts and Education. He was awarded the position of Fulbright Visiting Scholar at M.I.T (Boston) in order to develop his research in visual arts based research methods in art education. Aud Berggraf Sæbø is Professor Emerita at the University of Stavanger, Norway. Her research areas are: drama in education and aesthetic and creative teaching and learning processes. Sæbø has published articles, textbooks and research reports, was Congress Director for IDEA 2001 in Norway, had diff erent positions in IDEA (1995-2010) and is now a member of INRAE steering committee. Pauline Sameshima, Professor and Canada Research Chair in Arts Integrated Studies at Lakehead, utilizes multi-modal transmediations of data to catalyze creative innovation, generate wanderings, and provoke new dialogues. She is the Editor-in-Chief of the Journal of the Canadian Association for Curriculum Studies and curates the Lakehead Research Education Galleries. Shifra Schonmann is Professor Emerita, holder of the Bar-Netzer Chair of Education, Society and Theatre for Young People at the University of Haifa, Israel. The continuing areas of her research are: aesthetics, theatre-drama education, theatre for young people, curriculum, and teacher education. She has published numerous articles as well as books, including: International yearbook for research in arts education, Vol. 3, Th e wisdom of the many – Key issues in arts education (Waxmann). She is an invited speaker in international conferences, a member of the Editorial Board of several leading journals and a member of INRAE’s steering committee. Naphtaly Shem-Tov is a Senior Lecturer in the Department of Literature, Language and the Arts at the Open University of Israel. His areas of research are: Israeli theatre and applied theatre. His book “Improvisational Teaching” published in MOFET (in Hebrew) and as an article in Journal of Aesthetic Education. Anita Sinner is an Assistant Professor in the Department of Art Education at Concordia University, Montreal, Canada. She has authored numerous articles and co-edited several books concerning arts research methods, life writing, teacher culture, community art education and visual art curriculum and instruction. Tawnya D. Smith holds a PhD in Curriculum and Instruction and aCertifi cate in Expressive Arts Therapy. Currently, she is a facilitator and dissertation advisor at Boston University. She is an integrative researcher who explores expressive arts principles in arts learning environments in order to promote holistic learning grounded in the learner’s authentic and developing self. Nina Stoffers is a research assistant at the department of cultural policy at the University of Hildesheim and a doctoral candidate at the department of musicology at the University of Leipzig, both Germany. She obtained a double degree in cultural studies at the universities in Hildesheim and Aix-Marseille 1 (France). Her areas of research are arts education, cultural diversity, and transculturality. Charlotte Svendler Nielsen, Dr., Assistant Professor and Head of Educational Studies, research group Embodiment, Learning and Social Change, Department of Nutrition, Exercise and Sports, University of Copenhagen, Denmark. Research Offi cer in Dance and the Child International (daCi). Author of articles in Danish, English and Catalan. Co-editor of books, e.g. Dance Education around the World (Routledge, 2015). Shuxia Tai received a Master Degree in Environmental Studies focusing on community arts from York University, Canada. She is a research assistant at the UNESCO-NIE Centre for Arts Research in Education (CARE). Her research focuses on community-based arts and arts education in Singapore. She is also a practicing artist and has conducted community-based art projects with migrant workers, seniors and adolescents. Christine Marmé Thompson, Ph.D., is Professor of Art Education at Penn State University. Her research interests include children’s art and culture, research, and interactions of theory and practice. Her work appears in art education journals, international handbooks and anthologies. She is a Distinguished Fellow of the National Art Education Association. Teresa Torres de Eça is researcher in i2ADS – Research Institute in Art, Design and Society, University of Porto/Portugal. President of the International Society for Education Through Art – InSEA and a founder of the Ibero American Network of arts education (RIAEA). Her research interests are focused on participatory research; digital media arts; community arts; and art education activism. Valerie Triggs is an Assistant Professor in the Faculty of Education [Arts Education] at the University of Regina in Saskatchewan. Her area of research includes the interdisciplinary signifi cance of art in extending classically scientific modes of research and pedagogy, and in augmenting human adaptability. Additional research has focused on preservice teacher K-12 practicum experience. Dr. Lisa Unterberg is researcher at the Chair of Pedagogy with a Focus on Culture and Aesthetic Education at Friedrich-Alexander-University Erlangen-Nürnberg. Recently she works in the meta-research project “Digitalization in Arts and Cultural Education”. Megan Upton is a theatre industry education consultant, lectures in Drama education at Deakin University, Melbourne, is a board member of Drama Australia, and Young People and the Arts Australia. Research interests: presenting provocative theatre for young people, theatre education as community of practice, drama curriculum and pedagogy. She is completing a PhD at the University of Melbourne. Dan Urian is Professor Emeritus at the Theatre Department, Tel Aviv University and Chair of the Theatre Studies, Western Galilee. His research concerns sociology of the theatre, Israeli theatre, drama in education, and television drama. His published books include The Arab in Israeli Drama and theatre (Routledge, 1997) and The Judaic Nature of Israeli Theatre (Routledge, 2000). Co-editor of Th e Sociology of Theatre (Routledge). Prue Wales received her PhD in Drama Education from the University of Melbourne. She is Assistant Professor in the Visual and Performing Arts Department at the National Institute of Education, Nanyang Technological University, Singapore. Her research interests include: Drama, Theatre and Arts Education, Community Arts, Digital Media in Arts Education, Gender and Performativies. Boyd White, Associate Professor in the Department of Integrated Studies in Education, Faculty of Education, McGill University. Originally a studio art instructor, my teaching and research interests are in the areas of philosophy and art education, particularly on the topic of aesthetics and art criticism. Peter Wright (PhD) is Associate Dean (Research) and Associate Professor of Arts Education and Research Methods at Murdoch University in Perth, Western Australia. He works across the Arts with a commitment to personal, social and cultural inquiry, agency, education and expression, health and wellbeing. His research interests include teaching, learning and healing in, through, and with the Arts. Ernst Wagner, wissenschaftlicher Mitarbeiter an der Akademie für Bildende Künste in München, Projekt BKKB: Bildkompetenz in der Kulturellen Bildung: „Was ist und wie fördert man Bildkompetenz?“ Entwicklung eines Messinstruments und Untersuchung der Unterrichtsqualität.
This yearbook is the third in an annual series of publications by the International Network for Research in Arts Education (INRAE). It provides an inclusive study of contemporary research trends in arts education. The book is based on the idea of constructing knowledge in arts education with the wisdom of the many. 104 scholars from across the world convey the zeitgeist of key issues in research in arts education through 91 entries. Various disciplines of arts education (music, art, visual arts and digital media, drama and theatre), as well as sections on interdisciplinary themes (culture, communities, teaching and learning, assessment, policy, morals, ethics and aesthetics) and methodological issues (a research section), are incorporated in a compendium for every researcher, student, teacher or artist who wants to be engaged in the recent exchange of scholarly ideas on what is considered significant by the many. The key issues represented in the book reflect images and observations that a large body of researchers consider to be essential at this point of time.
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