2025 Volume 26

Articles and Abstracts

Articles

Volume 26 Number 1: Sánchez-Duque, C. & Barros-Rodríguez, F. (2025). Puppetry with objects as an educational strategy on identity and gender equality in primary education.

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Volume 26 Number 2: Weatherly, K. I. C. H. (2025). Singing and Dancing in the Lighthouse: Investigating Collaborative Learning Through a Movement-based Constructivist.

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Volume 26 Number 3: Ekman, C., Almqvist, C. F., & Hållander, M. (2025). Threads of discourse: Exploring pedagogical ideas in unraveling aesthetic and cultural expressions in sloyd.

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Volume 26 Number 4: Nicholas, C. & Mau, H. (2025). Expressions of identity: Engaging theory and public advocacy through media installation and performance.

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Volume 26 Number 5: Fienberg, T., Higgison, D., & Williams-Boney, N. (2025). Yarning on Solid Ground: Connecting Aboriginal high school students to culture through yarning and arts-based learning.

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Volume 26 Number 6: Leonard, A. E., & Daily, S. B. (2025). Dancing codes: Stories of boys exploring computational learning through dance.

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Volume 26 Number 7: Agbeze, R. (2025). Becoming agents of change: Deconstructing dis/ability in an inclusive art classroom.

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Volume 26 Number 8: Ariningsih, K. A., Lasiyo, & Ariani, I. (2025). Ecological wisdom of Wayang Kamasan: A thought for climate change education.

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Volume 26 Number 9: Kazemi, M. (2025). Employing a reverse process in design and performance with emphasis on time from Gilles Deleuze’s perspective (Case study: Incendies, a play by Wajdi Mouawad).

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Volume 26 Number 10: Platz, W. (2025). Practice learning and life drawing puppets: Implications of acedia, mastery and solitude for drawing education.

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Volume 26 Number 11: Naghshbandi, S. (2025). Disrupting art curriculum: A design-based research approach to integrating visual and auditory awareness: A case study in Iran's elementary schools.

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Volume 26 Number 12: Mamvuto, A. (2025). Public art in Zimbabwe: Perspectives for the enhancement of the art and design curriculum.

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Volume 26 Number 13: Cruywagen, S., Sutela, K., Jaako, J., Ylönen, S. C., Stolp, E., Espag, D., Ervasti, M., Salminen, S., Manenye, M. G., Nataka, G. M. (2025). Teaching the arts in higher education: Teaching philosophies from Finland and South Africa. A collaborative autoethnography.

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Volume 26 Number 14: Xu, C. (2025). A collaborative partnership among artists, museum educators, and schoolteachers in art museums.

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Volume 26 Number 15: Genet-Verney, R., Báez-García, C. P., Álvarez-Díaz, K., González-Falcón, I. (2025). Play installations for children: The aesthetic dimension in pedagogical proposals of future educators.

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Volume 26 Number 16: Grimsby, R. (2025). The songbird and the percussionist: Listening to and implementing non-speakers’ musical preferences.

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Volume 26 Number 17: Smolin, L. & Preston, E. A. (2025). Centering art practices: A narrative inquiry into elementary teachers’ STEAM integration.

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Volume 26 Number 18: Olander, K., & Saarikallio, S. (2025). Community, identity and control as keywords in building fortitude, grit, and flourishing through positive organizational behavior: The case of Finnish music classes.

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Volume 26 Number 19: Sesigür, A. & Karaman Güvenç, B. (2025). The aesthetics of steps: Place, art, and education.

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Volume 26 Number 20: Bertling, J. G., Galbraith, A., Monroe, N. A., Massey, M., & Christen, N. (2025). Arts-based data visualization professional development: Art, mathematics, and science teacher outcomes.

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Volume 26 Number 21: Korkut, P., Kömür, Ş., Deren, E., & Akdoğan, F. (2025). A narrative case study of a drama teacher’s reflection-in-action: The impact of group factors on pedagogical decisions.

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Volume 26 Number 22: Hotko, K, Lasczik, A, & Hudson, S. (2025). Creative self-beliefs and the ecologies of a/r/tographic knowing: Generalist primary teachers developing praxical creativity.

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Volume 26 Number 23: Weidner, B. (2025). Self-study of faculty perspectives of music teacher education curricular reform.

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Volume 26 Number 24: Holt, A. (2025). Richard Mayhew: Lessons in interdisciplinarity.

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Volume 26 Number 25: Tucker, O. G., Nicholson, G., & Jordan, R. C. (2025). Navigating competing demands within music teacher education: Biesta’s three domains of educational purpose.

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Volume 26 Number 26: Kenny, A., & Jaber, H. (2025). Hearing and creating soundscapes to explore agency and belonging in intercultural schools.

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Volume 26 Number 27: Abdulmajid, M. (2025). Integrating AI into Art Education: Reimagining Classical Styles with Microsoft Copilot.

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Volume 26 Number 28: Emery, A. & Moran, J. (2025). Mural-making, Multimodality, and a Palimpsest in a Spanish Language Classroom.

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Volume 26 Number 29: Meyer, J., & Liversage, C. (2024). An exploration of interventions that promote the well-being of music teachers: A scoping review.

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Volume 26 Number 30: McElroy, J. (2025). Arts-based research (abr) and pedagogy: How a research framework can support teaching practices of music educators.

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Volume 26 Number 31: Onsès-Segarra, J., & Cañabate, D. (2025). The importance of spaces at the university to promote learning through the body in movement.

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Volume 26 Number 32: Ho, W.-C. (2025). Political ideologies and moral education in contemporary China’s music curriculum.

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Volume 26 Number 33: Newsham, T., Ramirez, A., Fugate-Whitlock, E., & Crosby, K. (2025). Development of best practices for intergenerational arts-based programs addressing ageism, social isolation, and depression.

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Review

Volume 26 Review 1: Sosland, A. D. (2025). Review: Campbell, V., & Hogan, Z. (2022). Connecting through drama: Drama and literacy for learning English as an additional language.

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Volume 26 Review 2: Ong, M. (2025). Music making and civic imagination: A review essay.

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Mission

The International Journal of Education & the Arts currently serves as an open access platform for scholarly dialogue. Our commitment is to the highest forms of scholarship invested in the significances of the arts in education and the education within the arts. Read more about our mission…

Editors

IJEA holds strong commitment to research in interdisciplinary arts education. Our editors are respected scholars from different arts fields working together to achieve our high standard. Read more about editors…