A student's development in art hardly involves neutralism. Art operates within conventions of knowing and creating things. If we expect our college art graduates to develop new perspectives, to increase knowledge, or extend past and present traditions of knowing and creating in the arts, we must be ready to incorporate into the art curriculum the artistic heritages of the larger global cultures and emerging technologies to enrich our individual college artistic traditions in progress.

Through “College Art Curriculum: Re-Imaging Art for Today’s Global Society,” we can articulate the various art curricular models and pedagogies going in both two-year colleges and four year-colleges/universities around the world. Submissions to the book are therefore requested from our curricular planners, researchers, the faculty and others interested audiences worldwide. The entry may be on curricular theories, histories and philosophies and how they impact art programs. The article may be on the tension between traditional and online colleges, national and school curricular culture, public and private college art curricula, undergraduate and graduate curriculum, general education and major, lecture and studio courses, course and program curricula, or course hours/time and credits.

In terms of school culture, what is the expectation of the larger community? How do law and accreditation standards, limits of resources and demands of school culture impact on the art lesson curriculum, course curriculum, and program curriculum? Can the issue of tenure and promotion be separated from the curriculum? What are the categories that all students must justifiably be exposed to? Whom does the selection, approval, delivery of the art curriculum and who gets access to the curriculum?

There are two forms of articles requested, one 5-10 page of a text and up to 100 page of text. Mail your submissions or email inquiries to Barthosa Nkurumeh at the address below.