Dear CSEA/SCEA members and supporters,
On behalf of the Canadian Society for Education through Art / Société canadienne d’éducation par l’art, we would like to express our desire and commitment to supporting art educators, and extended communities, both here in Canada and abroad, in the struggle for social and racial justice and equity.
The current pandemic has illustrated how deeply connected we are as human beings. Recent atrocities committed by the police in the United States and Canada have intensified the unbalanced damage Covid-19 has explicitly had on communities of colour; amplifying already existing hardship and losses. We are saddened and angry. Our compassion and support are with BIPOC (Black, Indigenous and People of Color) communities across the world.
At this moment, words are not enough. Our anger and sadness must give way to action. As educators, we hold the responsibility to address the current crisis, in our homes and classrooms, as well as in our communities. For those of us who are white and have privilege, we must practice self-reflection, and educate ourselves in order that we can begin to understand and participate in the advancement of racial justice. Learning and unlearning are a catalyst for change, and we can play a valuable part in the shift underway.
As a show of support, we’ve begun to compile a list of resources for learning about race and social justice and connecting with your students about these important issues through art, which can be found at the following link on our website https://csea-scea.ca/2020/06/09/talking-with-students-about-race-and-social-justice-through-art/. Please feel free to share this link with your colleagues and communities, and if you know of links to resources you would like to see added to the list, please send them to firstname.lastname@example.org.
The time for action is now. If any of you have engaged in research or published around the area of art education and social justice, or art education and anti-racism, please e-mail us a link to your paper or chapter (to email@example.com) and we will post it on our website alongside the resources being gathered. Through art and education, we will impact positive change.
Naheed Gul Ali, Joanna Black, Adrienne Boulton, Agnieszka Chalas, Miriam Cooley, Mary Ann Dobson, Mary-Jane Emme, Sandrine Han, April Mandrona, Peter Vietgen, Boyd White, Jennifer Wicks
The Executive of the CSEA/SCEA
Déclaration de la CSEA/SCEA sur l’antiracisme et l’éducation artistique
Aux membres et supporteurs de la CSEA/SCÉA,
Nous aimerions, au nom de la Canadian Society for Education through Art/Société canadienne d’éducation par l’art, exprimer notre engagement et notre volonté d’appuyer les éducateurs artistiques et leurs communautés élargies, au Canada et à l’étranger, en matière d’équité et de lutte pour la justice sociale et raciale.
La pandémie actuelle a démontré à quel point nous les êtres humains sommes interconnectés. Les récentes atrocités perpétrées par les services de police aux États-Unis et au Canada ont intensifié les dommages dissymétriques causés par la COVID-19 au sein des communautés de couleur, exacerbant de ce fait les difficultés et pertes existantes. Nous sommes attristés et en colère. Nous offrons compassion et appui aux communautés BIPOC (communautés racisées et autochtones) de tous les coins du globe.
Les mots ne sauraient suffire en ce jour. Colère et tristesse doivent céder la place à l’action. En tant qu’éducateurs, nous avons le devoir d’aborder la crise actuelle, non seulement en classe et à la maison mais au sein de nos communautés. Pour ceux et celles d’entre nous qui sont de race blanche et privilégiés, le temps est venu de nous éduquer et de procéder à une introspection afin de mieux comprendre ce qu’est la justice raciale et de participer pleinement à sa promotion. Apprendre et désapprendre sont le catalyseur du changement. Nous pouvons jouer un rôle important dans la mouvance en cours.
En guise d’appui, nous avons entrepris la constitution d’une liste des ressources permettant de mieux connaitre la justice raciale et sociale et d’aborder ces enjeux fondamentaux avec vos étudiants par le biais de l’art. Vous pouvez consulter cette liste sur notre site Web via le lien ci-après https://csea-scea.ca/2020/06/09/talking-with-students-about-race-and-social-justice-through-art/. N’hésitez pas à partager ce lien avec vos collègues et vos communautés, et si vous connaissez des liens vers des ressources que vous aimeriez voir ajoutées à la liste, veuillez les envoyer à firstname.lastname@example.org.
Le temps est venu de passer à l’action. Si l’un d’entre vous a effectué des recherches ou publié dans le domaine de l’éducation artistique et de la justice sociale, ou de l’éducation artistique et de l’antiracisme, veuillez nous envoyer par courriel un lien vers votre article ou chapitre (à email@example.com) et nous le publierons sur notre site web en même temps que les ressources que nous rassemblons. Nous aurons une incidence positive sur les changements grâce à l’art et à l’éducation.
Naheed Gul Ali, Joanna Black, Adrienne Boulton, Agnieszka Chalas, Miriam Cooley, Mary Ann Dobson, Mary-Jane Emme, Sandrine Han, April Mandrona, Peter Vietgen, Boyd White, Jennifer Wicks
L’Exécutif de la CSEA/SCEA
COPING WITH COVID: ONLINE INSTRUCTIONAL ART RESOURCES
Bill Zuk is a multimedia artist and Professor Emeritus in art education at the University of Victoria.
These are challenging times as we experience upheavals and temporary closures of schools due to the Covid 19 virus crisis. What challenges lie ahead? How will art programs continue to serve their students? What online ideas and instructional resources are available? The following ideas represent a small sample of online instructional resources for augmenting and enriching art education programs from K-12 and beyond.
National Film Board of Canada
Enrich your history and appreciation of art and culture with Canada’s leading artists from award winning animation film pioneer, Norman McLaren to celebrated Inuit artist, Kenojuak Ashevak.. All films in this collection are readily accessible and free of charge. See www.nfb.ca
Access to art in the 21st century is an introduction to over 200 artists from around the world including famed Chinese artist Ai weiwei, and Canadian artists, Brian Jungen, Liz Magor, and Jeff Wall. The resource contains films and over 60 hours of full episodes for digital and television platforms. See art21.org
Kohl Children’s Museum
Kohl Children’s Museum has a Home Zone with numerous ideas under several titles that emphasize recycling. Ideas are also translated into Spanish.
Teaching and Learning Online: Home Art Supplies
Transform materials into creative art from available home supplies. Consult artpro.org/teaching-learning-art-online/art-supplies for a broad range of ideas and applications.
Preparing for the School Year 2020 and 2021: Tips for Teaching Visual Arts and Design in A Distance Learning Environment and Classroom
Ideas have been prepared for remote learning by the NAEA (National Art Education Association based in Reston, Virginia) for elementary, middle, and high school levels. A selection of their Elementary remote learning toolkit is offered below. Be aware that some of the offerings emphasize American art and culture and may be of less interest.
Palmer Museum of Art-African Brilliance
The Palmer Museum of Art has released a virtual tour of their special exhibition “African Brilliance”. This tour features clickable navigation through installation images, high resolution images of selected works, video “discussion” of selected works, and demo videos of art activities inspired by works included.
https://docs.google.com/presentation/d/e/2PACX-1vSt0gBZRr_vORfucLjFCsdjpcQzCg0pa4wP GmUNodNvphd25jSjGwn2pyo93WSk8v4_umje5zmj76xu/pub?start=false&loop=false&delayms=3000&slide=id.ge5c5fd87d_0_43 offsite link
Impressionism on a Vinyl Record
This is a video teaching link containing information about Impressionism and how to paint with acrylic paint. It also includes a lesson on watercolor on a coffee filter and painting on a paper plate. The art of Van Gogh and Monet are used as examples. www.artsforallky.org/resources/video-workshop/offsite link
Barn Quilts is a video presentation by Kim Soule. Students are introduced to the art of quilts and barn quilts. They can choose to create a quilt square in a variety of ways including, markers on a post it note, painting on cardboard, square canvas or painting on a large piece of styrofoam. https://vimeo.com/406291096/178b7c8650offsite link
This video lesson was created for k-4 students but could easily work for middle school students. In this lesson students learn how to create a flip book. The art word of the day is animation. The artist connection is “the flippist.”
Magnificent Map Making
This video art lesson was designed for grades k-5 but is easily applicable for middle school students. In this lesson students learn how to create an Illustrated map. The art word of the day is cartography and the artist connection is Nate Padavick.
Game Design Challenge
Learning from home creates obstacles. These obstacles can help motivate us to redesign something as fun as a game. Within this 4-week unit students are challenged to ask, learn, imagine, design, build, then share, reflect and redesign a game. This unit was designed for middle school students in grade 6-8 but can be adapted for other ages.
Repository of Distance Learning from Museums
With children and learners everywhere out of school for the foreseeable future, museums across the continent have come together to share their distance learning with you. Use the pull-down filters below to find the best programs and resources for your needs. https://sites.google.com/view/museum-distance-learning/home offsite link
Skype with an Archaeologist in Ancient Corinth, Greece!
Behind the scenes photos from the Archaeological Museum of Ancient Corinth and the ongoing excavations in Ancient Corinth by the American School of Classical studies show what it’s like to work as an archaeologist in Greece!
Variety of slide share examples for Elementary
ELEM In this Google Folder you will find an Elementary Art Guide to Online Learning and several examples of activities used with Lincoln Public Schools students. Efforts were made to find fair use images or to receive permission from artists. https://drive.google.com/drive/folders/1G3tEHdBSLQx4ZErP8XRpO7kp4EYWlKxG?usp=sharin g
#togetherweARTbetter…Art Lessons Kids Can Do From Home!
#togetherweARTbetter is more relevant than ever before so enjoy this video and this packet of 15 art lessons that can be geared for all levels of learners!
Frank Lloyd Wright Buildings Hosting Virtual Tours
A dozen of Frank Lloyd Wright’s iconic designs are available to explore as part of the #WrightVirtualVisits initiative. Some links available on this page, others require Instagram. https://thespaces.com/12-frank-lloyd-wright-buildings-are-now-hosting-virtual-tours/ offsite link
Getty Artworks Recreated with Household Items by Creative Geniuses the World Over Recreate your favorite art using just three objects lying around home using digitized and downloadable artworks from Getty’s online collection.
Adobe Education Exchange
The Adobe Education Exchange is the free learning platform and community, designed by educators for educators, to ignite creativity in the classroom.
Art21 Educators’ Guides (more details about art in the 21st century)
Educator Guides are designed to be used as a resource in the classroom before, during, and after viewing Art21 films. These guides provide information about selected artists and themes, questions for classroom discussions, and hands-on activities that provide students with a fundamental understanding of creative and critical thinking processes.
Tech Giants Come Together to Offer Free Lessons!
Media, Education and Tech Giants Come Together to Offer Free Lessons, Activities During Pandemic — All in One Curated Place! The site brings together content from a diverse group of companies to help students, teachers and families find free, reliable resources while school buildings are shuttered.
12 World Class Museums You Can Visit Online
Virtual museum tours for: The Louvre; The Solomon R. Guggenheim Museum; The National Gallery Of Art; The British Museum; Smithsonian National Museum Of Natural History; The Metropolitan Museum Of Art; The Dalí Theatre-Museum; Nasa; The Vatican Museums; The National Women’s History Museum; The National Museum Of The United States Air Force; The Google Art Project.
K-12 Art Materials Brainstorming Worksheet
This worksheet walks through reflection and planning for building their own artist tool kit for remote learning
Art Exploration: Land Art
This is a K-2 lesson exploring Land Art https://bcpscloud.sharepoint.com/:b:/s/RemoteLearning/ER-HF4z8W1pEvgfunDhSGjIBIy54EBY x0sw8BnXAAYOSZA?e=3H4i4p
Creative Constraints: El Anatsui
The Ultimate Guide to Virtual Museum Resources, E-Learning, and Online Collections
Access endless open content including educational resources for e-learning and virtual retreats to art, culture, and history around the globe. This is the museum technology community’s time to shine!
The ArtGames app features seven unique video games based on seven artworks in the Albright-Knox’s collection. https://www.albrightknox.org/community/ak-innovation-lab/artgames-20 offsite link
An interesting walk through some historical artwork. http://www.eduweb.com/insideart/
Create picasso like artwork online. Flash Player Required. http://www.picassohead.com/
Interactive website to learn how to mix colors. http://d3tt741pwxqwm0.cloudfront.net/KET/evlearnket/Creating-Colors3/index.html offsite link
Captain Underpants Artist at Home!
Cartoonist Dan Pilkey produces weekly drawing exercises! All free! https://kids.scholastic.com/kids/books/dav-pilkey-at-home/
At Home with the Reggio Approach
Each day Reggio Children and the Preschools and Infant-toddler Centres – Istituzione of Reggio Emilia Municipality, are continuing to develop ideas and initiatives, for us to stay together, play together, and make school together. https://www.reggiochildren.it/en/athomewiththereggioapproach/
PBS Learning Media – Hundreds of Resources!
WFYI and PBS have curated FREE, standards-aligned videos, interactives, lesson plans, and more for teachers of all subjects.
Study Says Making Art Reduces Stress
Researchers found that 45 minutes of creative activity significantly decreases stress in the body. https://www.huffpost.com/entry/study-says-making-art-reduces-stress_n_576183ece4b09c926cf dccac
Leonardo Da Vinci’s Workshop
Website adventure for student learning about Leonardo Da Vinci. http://web.archive.org/web/20050422045125/http://www.sanford-artedventures.com/play/leonar do/index.html
Color Theory Vs. Dr. Grary and his Dechromatizer
A game about color theory. Interesting and creative fun. http://web.archive.org/web/20050426082216/http://www.sanford-artedventures.com/play/color2/ a1.html
Remote Learning using Artsonia
Use Artsonia to engage in remote-learning with your students. Learn how to use Classroom Mode, communicate with parents and create projects that your students can submit. There are also links to videos, project ideas and lesson plans.
Dozens of online resources are available. Some require ‘signing up’ and registering for a fee; others are available free. The goal in this overview was to select the best, ‘easy to access’ ideas with no restrictions or ‘fees for use’. Hopefully these ideas stimulate further discussion of online instructional art resources and generate more ideas for a future Journal issue.
The Canadian Society for Education through Art (CSEA/SCÉA) would like to invite you to join us in celebrating the 2020 UNESCO International Arts Education Week (May 25-31, 2020). (http://www.unesco.org/new/en/culture/themes/creativity/arts-education/) This event is endorsed by the International Society for Education through Art (InSEA). Artworks submitted to CSEA/SCÉA will also be exhibited at InSEA social media platforms!
Theme: Being Radical!
If we have solutions, our intention is not to dictate them. If we have answers, our intention is not to impose them. We want to be radical in the way we make actions. Art education blurs and vanishes when we forget that its core is the artistic action. In educational contexts, we have too often turned artistic practice into an adjective. At other times we have transformed it into a goal or another complement. Artistic practice is educational per se. The artistic action serves on the same dish the content and the form in which content is shaped; and that’s why its action is doubly effective. https://www.inseabaeza2020.com/let-s-be-radical
Call for artworks:
• Who: Canadian students, and Canadian public and private art teachers who are also submitting student works. [All teachers entering artwork (their own or their students’) must be CSEA/SCÉA members. Join us! https://csea-scea.ca/1394-2/]
• When: Opens now until May 15, 2020
• What: Format: digital images (artworks, student works, posters), videos (music, music videos)
• How: Submit sharp, well-exposed still images or video links with the submission form to firstname.lastname@example.org
• Please submit still images as JPEG files, Video files as weblinks
• Where: Online exhibition date: May 25-31, 2020
• All the participating teachers and artists will receive a PDF participation certificate via email after the event.
For more information and a fillable form, please see:
Please submit one form for each project and submit to email@example.com
Work will be shown digitally during the UNESCO International Arts Education Week (May 25-31, 2020); and at the CSEA/SCÉA national conference in Ottawa from October 15-17, 2020; and for future viewing on CSEA/SCÉA and InSEA websites.
Sandrine Han, Ph.D.
CSEA/SCÉA Director of Special Projects
(National and International)
Chères amies et chers amis,
La Société canadienne d’éducation par l’art (CSEA/SCÉA) vous invite à célébrer la Semaine internationale de l’éducation artistique 2020 de l’UNESCO (25 au 31 mai 2020). (http://www.unesco.org/new/fr/culture/themes/creativity/arts-education/). Cet événement est parrainé par l’InSEA (Société internationale pour l’éducation par l’art). Les œuvres d’art soumises à la CSEA/SCÉA seront aussi diffusées sur les plateformes des médias sociaux de l’InSEA !
Thématique : Être radical !
Il ne s’agit pas d’imposer nos solutions ou nos réponses potentielles. Nous voulons nous montrer radicaux par le biais de nos actions. L’éducation artistique devient floue et s’estompe lorsque nous oublions que l’action artistique est sa véritable essence. Dans un contexte pédagogique, nous avons trop souvent fait de la pratique artistique un adjectif. En d’autres occasions nous en avons fait un objectif ou autre complément. La pratique artistique est éducative en soi. L’action artistique englobe à la fois le contenu et la forme qui moule ledit contenu, ce qui en fait un geste doublement efficace. https://www.inseabaeza2020.com/let-s-be-radical
Sites en ligne de l’exposition :
Demande de soumission d’œuvres d’art :
- Qui: étudiants canadiens et éducateurs artistiques canadiens des secteurs public et privé qui soumettent aussi des travaux d’étudiants. [Tous les enseignants qui soumettent des œuvres d’art (les leurs ou celles d’étudiants) doivent être membres de la CSEA/SCÉA. Vous pouvez devenir membre à l’adresse https://csea-scea.ca/1394-2/]
- Quand : d’aujourd’hui au 15 mai 2020
- Quoi: format : images numériques (œuvres d’art, travaux d’étudiants, affiches), vidéos (musique, vidéoclips).
- Remarque: veuillez soumettre images fixes ou liens vidéo accompagnés du formulaire de soumission à firstname.lastname@example.org.
- Veuillez soumettre les images sous forme de fichiers JPEG et les vidéos sous forme de liens Web.
- Où : date de l’exposition en ligne : du 25 au 31 mai 2020
- Un certificat de participation de format PDF sera remis par courriel à tous les enseignants et les artistes participants au terme de l’événement.
Pour plus de renseignements, veuillez consulter le site :
Travaux et œuvres seront exposés numériquement pendant la Semaine internationale de l’éducation artistique de l’UNESCO (25 au 31 mai 2020) et lors de la Conférence annuelle de la CSEA/SCÉA d’Ottawa, du 15 au 17 octobre 2020, ainsi que par la suite sur les sites Web de la CSEA/SCÉA et de l’InSEA.
Sandrine Han, Ph.D.
Directrice des projets spéciaux de la CSEA/SCÉA
(Niveaux national et international)
It is with great sadness that we announce the passing of Dr Carl Leggo on March 7th, 2019. The CSEA/SCEA sends sincere condolences to his family, friends, students and colleagues. His influence and knowledge will reverberate through our halls infinitely.
Originally from Corner Brook, Newfoundland, Carl was an accomplished poet and scholar. A professor in the Department of Language and Literacy Education at the University of British Columbia, he was renowned for his dedication to living poetically.
His research pursuits included: life writing, a/r/tography, narrative inquiry, poetic inquiry, creative writing, contemplative practices, and arts-based research. He will be sorely missed.
in the beginning is
the spoken word written
the written word spoken
the word born in the world
the world born in the word
the word is worldly
the world is wordy
the word is in the world
the world is in the word
the word is the world
the world is the word
in the end is
(Leggo, 2012, p. 1)
Leggo, C. (2012). Sailing in a concrete boat. SensePublishers, Rotterdam.
Canadian Art Teacher/Enseigner les arts au Canada (CAT)
Call for Papers
About Canadian Art Teacher
The Canadian Art Teacher/Enseigner les arts au Canada (CAT) is peer-reviewed and published semi-annually by the Canadian Society for Education through Art. The goal of the journal is to enable the exchange of exciting teaching ideas, to disseminate novel art education research, and to discuss pertinent issues in the field. Readers and contributors include artists, educators, and researchers interested in teaching and learning in the visual arts.
CAT wants to hear from you!
We invite submissions from art or design educators (as well as those working in related fields such as architecture) in all sectors working with diverse publics: museum and galleries; schools; community contexts; and post-secondary education. Artists whose practices include pedagogical aspects are welcome.
We are seeking contributors that touch on various areas related to art education and may be either theoretical or practical in nature. Submissions may include scholarly research papers; reports; creative content such as photo essays; reviews of books (academic, children’s, or art), exhibitions, or resources; and lesson/project ideas.
Guidelines for Submission
- Manuscripts may be in English, French, or Indigenous languages and be 3000 to 6000 words in length, including references (style should adhere to APA citation guidelines).
- Manuscripts must be original content and not published or submitted elsewhere.
- Visual materials, whether as illustrations or the central focus, are encouraged (particularly for shorter manuscripts). All artwork and images must be of high resolution (minimum 300 dpi) and accompanied by appropriate credits, permissions, and copyright.
- ~200-word abstract/expression of interest (appreciated but not required): February 1, 2019
- Full manuscript: March 15, 2019
Please direct all inquiries and submissions to
Artwork Histories: Transnational Perspectives in Art Education (Working Title)
Dustin Garnet (California State University, Los Angeles)
& Anita Sinner (Concordia University)
Art education holds an important role in promoting historical awareness of the multiple relations that connect pedagogic inquiry with culture, heritage, place and identity, locally and globally. In our ongoing efforts to keep step with the movements of art and society, we believe art education requires more inclusive and holistic versions of history from transnational perspectives that break down barriers and cross borders in the pursuit of more informed and diverse understandings of the field.
Inspired by Munslow (2010), we invite submissions that adapt an approach of ‘artwork histories’ to explore the legacies of art education as an anticipatory mode of historical thinking and practice across the arts and across sites of learning. Acclaimed historian Hayden White (1973) described history as “a narrative discourse the content of which is as much imagined as found” (p. 82). Artwork Histories offers an opportunity for authentic engagement and intellectual risk, which includes the rejection of ‘correct’ interpretations of historical problems. As active agents, art education historians are not passive collectors of the past, but engaged in new ways of doing history predicated on cultivating stories that move beyond representation to attend to aesthetic dimensions that bridge historiography, material culture, oral history, art history, and teacher education. This edited collection will provide an interpretation of ‘historical thinking and historical consciousness’ (Seixas, 2017) through the interrelations of time (past, present, future) and space (geographic location, orientation, connectivity beyond borders) as we move towards what Seixas describes as coherent and interwoven historical approaches in an effort to provoke critical and creative practices in education.
We seek research that conceptualizes the entanglements of historical research in art education in a globalized society (Knudsen & Gram-Skjoldager, 2014; Larson, 2018). We encourage proposals that explore linkages and flows that shift from the nation-state to transnational actors: individuals, communities, institutions, and/or organizations. Five strands weave this collection, with a host of potential subject areas, including but not limited to the following:
- Emergent Historical Approaches (methodological fluidity, epistemological deliberations, conceptualising transdisciplinary, limits of historical inquiry)
- People in Relation to Art Education (issues, events, memory studies and/or first-person accounts of war, trauma, social justice, LGBTQ+, dis/ability as new forms of belonging)
- Studies of Places and Things (object-biographies, architecture, spatial design, universal design, and archives)
- Communities of Art Education (socially-engaged art, artist collaborations, collectives, interrogating national art education narratives)
- Institutions and Organizations (universities, museums, schools, community associations)
We welcome essays that bring forward anticipatory modes of thinking and practice, as well as multiple forms of archival research, and creative renderings of historical research, such as stories, visual essays, poetic expression and more.
Please send a chapter proposal of 500 words, identifying the topic area of your chapter, along with select references and brief bios of authors (50 words) by December 1st, 2018 to email@example.com and firstname.lastname@example.org.
Invitations to submit full chapters will be sent out January 2019.
Knudsen, A. C., & Gram-Skjoldager, K. (2014). Historiography and narration in transnational history. Journal of Global History, 9(1), 143–161.
Larsen, M. A. (2018). The possibilities and potential of transnational history: A response to Kazamias’ call for historical research. European Education, 50(2), 101-115. doi: <ahref=”https://doi.org/10.1080/10564934.2018.1454261″>10.1080/10564934.2018.1454261
Munslow, A. (2010). The future of history. Basingstoke, United Kingdom: Palgrave Macmillan.
Seixas, P. (2017). A model of historical thinking. Educational Philosophy and Theory, 49(6), 593-605.
White, H. (1973). Metahistory: The historical imagination in nineteenth century Europe. Baltimore, MD: John Hopkins University Press.