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iJADE Conference 2011

Date posted: 06/05/2011

The Centrality of Art, Design and the Performing Arts to Education
iJADE Conference 2011
Riverside Campus, University of Chester
6–7 October 2011

(in conjunction with Artist Teacher Scheme conference, 8 October)

Call for papers, deadline: 29 July 2011

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-centred 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 centre, at the ‘core’ of the curriculum?
  • How do art, design and the performing arts educators articulate their case, and to whom, in this changed politicalclimate?
  • 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 by 29 July 2011.