Artizein: Arts and Teaching Journal

Aims & Scope

Artizein: Arts and Teaching Journal, hereafter referred to as the Journal, is an open access, blind, peer-reviewed publication housed at Southern Illinois University Carbondale. The Journal seeks to contribute to the field of visual arts education--and beyond its permeable boundaries to all of the arts--by creating a place for written and/or artistic work. Artizein welcomes submissions addressing the significance of understanding the roles of teaching, learning and inquiring through the arts, relative to the arts them-selves. We publish articles, artworks, poems, visual essays, book reviews, digital media and other materials:

-to deepen perceptions about the creative capacities of all people, and how this ability, that is innate to all, unfolds and develops in a wide array of ways, tempos, and settings;

to inform and engage readers in expansive thinking about what the arts are and can be, and how to teach, transmit, and facilitate their emergence, where it might take place, and how to recognize its impact on those that make and those that experience the arts and their effects;

-to expand possibilities for how the arts as inquiry can contribute to the learning and unlearning of ways of being and knowing for just and sustainable societies (communities);

-to direct attention to instructional approaches (some new and innovative, others neglected or forgotten) that are currently restricted by an emphasis on normalized arts instruction in public schooling and higher education;

The Journal seeks original manuscripts from teachers, researchers, and artists that offer insight into teaching, learning, inquiring into and creating art with many populations, both contemporary and historical. The foundation of the Journal is the philosophic premise that the practice of teaching, inquiring and creating in the arts is visionary and vital for the wholeness of humankind, as Dewey and others have indicated.

Intended Audience

The Journal is intended for scholars, artists, teachers, and students who share an interest in a wide variety of venues for teaching the arts such as community and recreational settings, public spaces, support groups, rehabilitation or counseling centers, occupationally related arts venues, religious settings and public or private educational spaces for people of all ages and abilities. Potential readers could also be those outside of arts education professions including recreational management, early childhood education, adaptive or rehabilitative education, or holistic practices, to name a few.