How can we use the skills our students have already developed in the art classroom to address digital harm issues? Pre-service art teachers and students who are comfortable with the critiquing process and understand it as a way to systematically explore and discuss the technical, contextual, and interpretive aspects of artwork may be able to apply the same skills to analyze digital harm incidents so they can be better prepared for digital life.
Visual Arts Research provides a forum for historical, critical, cultural, psychological, educational and conceptual research in visual arts and aesthetic education. Unusual in its length and breadth, VAR typically publishes 9-12 scholarly papers per issue and remains committed to its original mission to provide a venue for both longstanding research questions and traditions alongside emerging interests and methodologies.
Founded in 1918, the University of Illinois Press (www.press.uillinois.edu) ranks as one of the country's larger and most distinguished university presses. The Press publishes more than 120 new books and 30 scholarly journals each year in an array of subjects including American history, labor history, sports history, folklore, food, film, American music, American religion, African American studies, women's studies, and Abraham Lincoln. The Press is a founding member of the Association of American University Presses as well as the History Cooperative, an online collection of more than 20 history journals.
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