Aimed at museum educators, Multiculturalism in Art Museums Today seeks to marry museum and multicultural education theories. It reveals how the union of these theories yields more equitable educational practices and guides museum educators to address misrepresentation, exclusivity, accessibility, and educational inequality. This contemporary text is directive; it encourages museum educators to consider the critical multicultural education theoretical framework in their day-to-day functions in order to illuminate and combat shortcomings at the crux of museum education.

This volume has been brought together to generate new ideas and provoke discussion about what constitutes arts education in the twenty-first century, both within the institution and beyond. Art, Artists and Pedagogyis intended for educators who teach the arts from early childhood to tertiary level, artists working in the community, or those studying arts in education from undergraduate to Masters or PhD level.

A dynamic new look at the legendary college that was a major incubator of the arts in midcentury America In 1933, John Rice founded Black Mountain College in North Carolina as an experiment in making artistic experience central to learning. Though it operated for only 24 years, this pioneering school played a significant role in fostering avant-garde art, music, dance, and poetry, and an astonishing number of important artists taught or studied there. Among the instructors were Josef and Anni Albers, John Cage, Merce Cunningham, Buckminster Fuller, Karen Karnes, M. C. Richards, and Willem de Kooning, and students included Ruth Asawa, Robert Rauschenberg, and Cy Twombly. Leap Before You Look is a singular exploration of this legendary school and of the work of the artists who spent time there.

The training of teachers in arts universities is changing. It is confronted by the great challenge of essential cultural, technological, social and economic changes. The symposium "Perspectives on Art Education" (Vienna, May 28 - 30, 2015) is dedicated to these changes: What does the training need today in terms of artistic practice, research, and communication skills? What explanations do historical and contemporary approaches offer? What new strategies are needed in teaching and learning? How can the diverse approaches to art education in different cultures, embedded in various national structures and school types complement and empower each other andjointly develop?

Museums are institutions of both education and learning in service of society, that is, they are sites where educational experiences are designed and facilitated, and also places where visitors learn in broad and diverse ways. As such, the role of public education in museums today is highly important, if not at the centre of museum activity. As museums contemplate the growing significance of their educational roles and mandate within a changing society, so too they are increasingly in need of information about the audiences they serve and their own professional practice as they strive to achieve their educational missions in service to the communities in which they are embedded. Accordingly, this edited book focuses on informing, broadening and enhancing the pedagogy of museum education and the practices of museum educators.

The main purpose of this book is to take a closer look at how students and teachers in educational institutions apply the innovative, the playful and the emotional and creative dimensions of learning.

Beyond Pedagogy: Reconsidering the public purpose of museums explores issues standing at the intersection of public pedagogy, memory, and critical theory, focusing on the explicit and implicit educational imperative of art, natural history, and indigenous museums, cultural centers, memorial sites, heritage houses, and other cultural heritage sites that comprise the milieu of educating, learning, and knowing. Taken together, the various essays comprising this book demonstrate that a more nuanced examination of the role of cultural heritage institutions as pedagogical sites requires a critical gaze to understand the function of the authority and ways through which such institutions educate. Beyond Pedagogy also makes a vital point about the complexity of such institutions and the need to comprehend how pedagogy emerges not only as an end result of the museum's educational purpose but also in relation to the historically defined mandates that increasingly come to question the distinction between the knowledge we know and how we come to know it.