• Art and Design as Agent for Change

      Adams, Jeff; University of Chester (Wiley, 2018-11-25)
      Editorial for a special conference issue of the journal. The iJADE conference in November 2017 took place in the National College of Art and Design (NCAD) in Dublin. The conference theme chosen was ‘Art and design as agent for change’, since social justice has become a growing focus for many educators and practitioners in the visual arts, and the idea of art and design education having agency in the process of social chance has gained traction. All of the papers in this issue are written by delegates from the conference who, by popular demand, were invited to write up their presentations for publication in the journal.
    • Art and empowerment

      Adams, Jeff; University of Chester (Wiley, 2019-02-13)
      Editorial discussing local art communities in Bethlehem and Liverpool empowering artists and students by supporting them and exhibiting their work.
    • Desperate Journeys

      Adams, Jeff; University of Chester (Wiley, 2019-05-02)
      At a time of endemic xenophobia some artists have attempted to resistance by depicting its damaging consequences, revealing the inequalities that fuel its disfigurement of human relations and discourse, and which have now resulted in mass human displacement. Paul Dash’s recent paintings of refugees attempting dangerous and degrading sea crossings are the main subject of this paper, and these works are discussed in the context of his negative educational experiences as a child, and his salvation through painting in the sanctuary of his school’s art room. This school experience and the trajectory of his artistic career are contextualised by the current marginalisation of the arts in the curriculum and the increasing scarcity of critical and creative approaches to education.
    • Drawing

      Adams, Jeff; University of Chester (Wiley-Blackwell, 2017-10-12)
      This year’s conference took a fresh look at a fundamental element of art education: drawing. Drawing can be thought of in many different ways, not least as a direct and immediate means of rendering thought itself into form; conceived in this way drawing is a fundamental extension of the thinking process itself. The media of drawing are as varied as its modes of expression, and this is another reason for its enduring fascination for us: its potential is infinite, and although each mark and expression is necessarily culturally specific, there is no limit to its iterations, nor any to its potential for cultural appropriation.
    • Editorial: Young children and art education

      Adams, Jeff; Atherton, Frances; University of Chester (Wiley, 2018-02-09)
      This special issue of iJADE is devoted to the art education of young children, and provides a timely platform for the dissemination of new research in this important area. For many young children their artistic experiences can prove to be some of the most profound and insightful of their early education. Although these creative moments are frequently integrated with a multitude of other educational experiences, nonetheless the artistic ones have a singularity, making them unique within the educational experience as a whole. It is the predominance of a visual epistemology that provides this specificity, and it hardly needs stating that knowing by means of the visual is of profound importance in our contemporary societies. The demonstration and the parole of this ‘knowing’ by young children should not be seen as peripheral, or as an adjunct to education. Fundamental to a well-informed art education are the critical expression of meaning and purpose, no matter how tentative these might appear. These practices entail a critical engagement with the languages of visual imagery, to which children readily adapt.
    • The Critically Designed Garden.

      Adams, Jeff; Hyde, Wendy; University of Chester (Wiley, 2018-08-08)
      This article is concerned with design applied to gardens, using examples from the Chelsea Flower Show in London. There is a discussion of those show gardens that represented Syrian refugees’ gardens in Iraq and the Windrush generation immigration to the UK. The garden designs combine the aesthetics of organic materials and spatial architecture with an implicit critique of topical contemporary social issues. The article concludes by commenting on the risks posed by the reduced and impoverished UK arts education policies for producing the next generation of applied design practitioners.