Journal of Artistic and Creative Education (JACE)
The Journal of Artistic and Creative Education (JACE) is a twice-annual peer-reviewed journal that explores issues of artistry and creativity in contemporary research and teaching, and the interface between them. The journal seeks to promote praxis, to provide an evidence-based bridge between arts and artistic practice, creative practices in educational contexts, and learning research and theory in all these areas.
ISSN: 1832 - 0465Published in Australia
Publisher: Artistic and Creative Education, Faculty of Education, University of Melbourne, Parkville, Victoria 3010.
JACE is peer reviewed as per section 4.3.4 of the HERDC Specifications.
International Arts Education Community
JACE is hounoured to enjoy the support of many of the leading figures in international arts education. A panel of distinguished consultants participate regularly to our journal through blind reviewing and other advisory roles.
Principles
JACE sees artistic and creative education as lifelong, and occurring in both formal and informal contexts – in schools, colleges and universities, communities and special needs communities. The journal is interdisciplinary, and sees arts, artistry and creativity as occurring across virtually all fields of human endeavour. JACE welcomes contributions from teachers, arts workers, community workers, workers in creative industries and other people engaged in practice or research into education in its broadest sense. The editorial board supports pro-active and collaborative approaches, research-led teaching and arts-based enquiry, and also believes in the power of artistic and arts-rich pedagogy and curriculum, in schools and in all contexts of lifelong learning. Creativity is already becoming recognized as an essential capability for personal, social, community and economic life in the 21st Century, and JACE wishes to publish evidence-based ways of developing and fostering creativity in all educational systems, formal and informal.
Analyses of innovative and unorthodox practice are particularly welcome, providing they are thoroughly contextualised and theorized with their intellectual, aesthetic and/or social rationale — this is not a journal for purely practical or promotional accounts of practice, and tips for teachers or fieldworkers. Articles that review critical literature in the field, or apply and thoroughly research the impact of strategies, in order to accumulate or inform knowledge of ‘what works’ are also encouraged.
Focus
Some areas relevant to JACE include:
- creative and innovative pedagogies and curriculum
- the artistry and aesthetics of teaching
- the role of arts and creativity in motivation and engagement in learning
- embodied, experiential and metaphorical elements of learning and curriculum
- the social and therapeutic application of these pedagogies
- arts and creativity as personal or social change agents
- collaborative and multi-disciplinary approaches to arts, research and teaching
- student-centred creative and reflective learning and curriculum
This is by no means an exclusive list, and the editorial board welcomes powerful accounts and analyses of ‘left field’ praxis.