New 2018 Issue: Art Education and the Poetic

Previous issues of CRAE have focused on cross-disciplinary connections between the visual arts and other subject areas of educational curricula and in this call we echo that movement. Boundaries between the visual and literary worlds have become more permeable. In their writing, poets such as Gertrude Stein, influenced by Cubism, adapted techniques including collage, drawn from the visual arts. Imagist poets advocated a move away from traditional narrative approaches in favour of a focus on unmediated engagement with the image itself. For this themed issue of CRAE, we are particularly interested in further exploring the relationship between poetics/language, the visual arts, and teaching and learning.

Wiebe and Snowber, (2012) argue for what poetry brings to the classroom; that the concept of ‘professionalism’ is problematic in that it creates an artificial distinction between the personal and public self and suggests that these cannot coexist in the classroom. They believe that in poetry there is a way to avoid retreating to the safety of our social poses, and instead confront models of personal repudiation with openness.

Extending Wiebe and Snowber’s (2012) notion of how poetry is related to contemporary teaching and learning, we are interested in submissions that explore what the literary arts, in particular poetry, bring to the art education classroom. In turn, we are interested in how the visual arts might inform the literary arts. We wonder about the similarities and differences between the visual artist and the poet’s experience of image as well as the role of poetry in creating opportunities for teachers and students of art education to better know artworks and more fully engage in making art. We ask: What do key concepts associated with poetics have to offer art education theory and practice and how might poetry expand the field of art education to other pedagogies. We are also interested in what new forms of theory, and practice, might develop by incorporating a poetic approach and whether fresh conceptions of the work of art educators may emerge as a result. Finally, we believe that the visual arts can play a role in shaping the direction of the literary arts.

Authors may want to consider the following questions, which we hope will provoke you to contribute to what promises to be a dynamic issue:

  • What is the difference between the visual artist and the poet’s experience of image and what might this tell us about artistic expression and its role in the learning process?
  • In what ways might poetry offer valuable opportunities for teachers and students of art education to know artworks and the making of art in alternate ways?
  • The following notions are key to poetry: the primacy of image over narrative, the focus on experimentation with form and rhythm, the importance of the poetic line as opposed to the sentence, and the idea that the skillful use of concrete embodied language can lead to new ways of seeing and perceiving. What might this approach to language offer for art education theory and practice?
  • What are the ways in which a study of poetry might expand the field of art education to other pedagogies? What novel forms of art education theory and practice might emerge by taking a poetic approach? Does poetic practice suggest new imaginable futures for education and/or for fresh conceptions of the work of the art educators?
  • What role do the visual arts play in shaping the future direction of the literary arts and written expression in general?
Deadline: April 30, 2018


The Canadian Review of Art Education (CRAE) is a refereed journal published by the Canadian Society for Education through Art.  We invite theoretical and research-based submissions that address issues relating to art education.  We welcome submissions from all disciplines and fields of study.  CRAE defines art education broadly given that it takes place in many different contexts informed by a range of perspectives in addition to K-12, higher education and community education.  We encourage submissions from researchers, scholars, policymakers, educators, and students.


Instructions for Authors

All manuscripts should be carefully prepared for double-blind review. That is, no mention of the author's name, institution or other identifying features should be present in the text.

Journal articles should be from 6000 to 8000 words, including an abstract (of no more than 100 words) and references. The format should be: Times New Roman, 12 pt, single spaced, and justified. Authors must use endnotes, not footnotes. Please consult previous articles to follow the same format.

1)    The first page starts with the article title. The first letter of each word is capitalized, with the exception of “to”, “of”, “and,” etc. The title is in Times New Roman, 18 pt, align left, with a right indentation of 3.51 cm. A blank line follows the title.

2)    After the title, the author’s name appears in Times New Roman, 12 pt, bold.

3)    The name of the institution follows on the same line. The line under presents the author’s email in a hyperlink, and is followed by two blank lines. Ex.

John Smith, ABC University

4)    The author then includes the abstract. The word “Abstract” is in bold Times New Roman, and the text immediately follows on the same line. Ex.

Abstract: This paper addresses….

5)    There is a skipped line after the abstract.

6)    The keywords follow with the same formatting as the abstract and are separated by semi-colons. Ex.

Keywords: Arts; Education

7)    Two lines are skipped after the keywords. The body text follows. The body text starts with a Drop Cap (to add this, go into the “Insert” menu, and select “Drop Cap” to the right, 3 lines to drop, Times New Roman

8)    Each paragraph has an indent of 1.27 cm at the first line. There are no spaces between paragraphs, except before subtitles.

9)    Each subtitle is in bold, TNR, 12 pt, no indent and no colon following. Subheadings are in TNR, 12 pt, underlined, no indent and no colon following.

10) Images, photographs, drawings, and diagrams are directly inserted into the text at the right locations in the text. They must be clear, fully labeled, with appropriate credits for copyright clearance.

11) Acknowledgements, if any, are located directly before the References at the end of the paper.

12) All images and tables are embedded and centered at the right places in the text. All images should be accompanied by a caption that says "Figure 1. Description" in italics, 12 pt Times New Roman

13) The article should not present page numbers.

14) Citations are in TMR 12pt, left indent is set at 1.27 cm, and no indent is set on the right.

15) In the reference section, please include hyperlinks to the article’s DOI by highlighting it and using Word's Insert Hyperlink tool and the article’s URL.