Visual Inquiry
Visual Inquiry (Journal)
Learning and Teaching Art
Visual Inquiry is a readable and approachable academic journal dedicated to discussing issues of art education in a challenging and visually engaging way. It is a forum for engaging the rich and multifaceted process of learning and teaching art that takes place in the classroom, studio, and beyond.
The scope of Visual Inquiry is broad and is aimed at facilitating a wide spectrum of perspectives. It is essentially a medium for engaging the rich and multifaceted process of learning and teaching art that takes place in the classroom, studio, and beyond.
However, the seriousness of the journal is not outweighed by making critical topics accessible and readable to a large constituency of readers. It is a forum of reflection on the process of creating and teaching art. It embraces teaching art in a variety of contexts, engages art appreciation experiences, shares scholarship in teaching artistry, and celebrates the rich traditions of art making and teaching.
The majority of art and art education journals focus on scholarship related to art education. This double-blind peer-reviewed journal seeks to expand the readability and scope of teaching and learning art so that it is accessible and useful yet challenging and visually engaging. Highlighting the contributions, thinking processes, and successes of artist-teachers the journal will renew an excitement for teaching and learning in the arts.
All articles submitted should be original work and must not be under consideration by other publications.
Full articles:
- cover page with title, name of author, affiliation
- abstract of 150 words,
- 6-8 keywords
- paginated manuscript 3,000 to 5,000 words long
- author bio (80 words) and contact information
- full references list
Essay:
- between 1,000 and 2,000 words
- may be narrative
- abstract of 150 words
- 6-8 keywords
- may include 2-3 black and white images
- author bio (80 words) and contact information
Photo Essay:
- visual essay
- 3-5 B & W photos with captions
- 150-word abstract
- 6-8 keywords
- author bio (80 words) and contact information
Formatting: For articles please use Intellect House Style, which is based on Harvard referencing system. Should you need additional information please contact the editors for a manual.
Please send manuscripts to editors as Word documents. Images for review and publication should be of high quality (300 dpi). All images included for publication will require signed consent and release.
Editorial Board
John Baldacchino
University of Wisconsin-Madison, USA
Edward Clapp
Harvard University, USA
Clayton Funk
The Ohio State University
Jeffrey Grubbs
University of Arkansas at Little Rock, USA
Ami Kantawala
Teachers College, Columbia University, USA
Aaron Knochel
Pennsylvania State University, USA
Diarmuid McAuliffe
University of the West of Scotland, UK
Dan Serig
Massachusetts College of Art and Design, USA
Dan Siedell
The King's College NY, USA
Jason Swift
University of West Georgia
Advisory Board
Paul Duncum
University of Illinois Urbana-Champaign, USA
James Haywood Rolling Jr.
Syracuse University, NY, USA
Richard Hickman
University of Cambridge, UK
Jessica Hoffmann Davis
Independent Scholar
Judith Simpson
Boston University, USA
Philip Yenawine
Visual Understanding in Education, USA
Richard Yoemans
Independent Scholar
Contents
- Volume (9): Issue (1-2)
- Cover date:
Contents
- Volume (8): Issue (1)
- Cover date: 2019
Contents
- Volume (8): Issue (2)
- Cover date: 2019
Contents
- Volume (8): Issue (3)
- Cover date: 2019
Contents
- Volume (7): Issue (1)
- Cover date: 2018
Contents
- Volume (7): Issue (2)
- Cover date: 2018
Contents
- Volume (7): Issue (3)
- Cover date: 2018
Contents
- Volume (6): Issue (1)
- Cover date: 2017
Contents
- Volume (6): Issue (2)
- Cover date: 2017
Contents
- Volume (6): Issue (3)
- Cover date: 2017
Contents
- Volume (5): Issue (1)
- Cover date: 2016
Contents
- Volume (5): Issue (2)
- Cover date: 2016
Contents
- Volume (5): Issue (3)
- Cover date: 2016
Contents
- Volume (4): Issue (1)
- Cover date: 2015
Contents
- Volume (4): Issue (2)
- Cover date: 2015
Contents
- Volume (4): Issue (3)
- Cover date: 2015
Contents
- Volume (3): Issue (1)
- Cover date: 2014
Contents
- Volume (3): Issue (2)
- Cover date: 2014
Contents
- Volume (3): Issue (3)
- Cover date: 2014
Contents
- Volume (2): Issue (1)
- Cover date: 2013
Contents
- Volume (2): Issue (2)
- Cover date: 2013
Contents
- Volume (2): Issue (3)
- Cover date: 2013
Contents
- Volume (1): Issue (1)
- Cover date: 2011
Contents
- Volume (1): Issue (2)
- Cover date: 2011
Contents
- Volume (1): Issue (3)
- Cover date: 2011
