This book explores how we can better understand and support children’s learning identity as artists. It discusses an innovative pedagogical approach that outlines parents’ and educators’ roles in developing and supporting children as artists.

This book provides new frameworks with which to enhance the wellbeing of vulnerable children and young people in classroom settings

This volume explores art as a means of engendering youth civic engagement and draws on research conducted with young people in the US to develop a unique curriculum model for civically engaged art education (CEAE).

This volume problematizes the historic dominance of Western classical music education and posits culturally sustaining pedagogy (CSP) as a framework through which music curricula can better serve increasingly diverse student populations.

Drawing on theoretical and empirical insights from Arts teachers in Canada and Europe, this edited volume explores the question of how learning in the arts can be effectively and fairly assessed in the context of higher education.