Visions of Sustainability for Arts Education

Visions of Sustainability for Arts Education: Value, Challenge and Potential.- Arts Education in a Changing World.- Arts and Culture Without Policy: Spontaneous Initiatives by Non-governmental and Civil Society Groups in Hong Kong.- Improvisation, Community Music, and Cultural Sustainability: An Action Research Study.- The Artist-in-Residence in Teacher Education: What is Sustainable?.-  Tooling Kenya's Jua Kali Sector: Artistic Learning for Enhanced Design Practice and Planning Using Reflective Practice.- How Do We Know What We Have Achieved After the Seoul Agenda?: Constructing Qualitative Indicators for Sustainable Development for Arts Education.- Supporting Arts Engagement in Rural Ontario: Mapping the Organizational Landscape.- Jamming in the Intercultural Space: Collaborative Creative Processes of an Experimental Music Group in Singapore.- Building Partnerships for Cultural Sustainability in Rural Schools: Action Plan for Arts Immersion in China.-  An A/r/tographic Exploration of Greek Migrant Youth Identities: New Media and Cultural Sustainability.- Cultural Sustainability and (Post-)digital Transformation(s) in the Context of Aesthetic, Arts, and Cultural Education.- Ethnocentrism in Rural Dance Studio Classes: Dance Studio Teachers' Responses to Cultural Difference in Aotearoa New Zealand.- Becoming Conscious Through the Arts: A Road to Social Sustainability.- Students with Physical Disabilities in High School Drama Education: Stories of Experience.- Creating a Sonic Experience for Babies.- Community Music Practices in Culturally Diverse Classrooms: Promoting Engagement, Inclusion, and Lifelong Learning.- Community Dance in China: A Carnival of Older Dancers.

Dr. Benjamin Bolden, music educator and composer, is an associate professor and UNESCO Chair of Arts and Learning in the Faculty of Education at Queen's University, Canada. His research interests include arts education, music education, the learning and teaching of composing, creativity, arts-based research, teacher education, teacher knowledge, and teachers' professional learning. His research has been published in many journals including Review of Education, Teaching and Teacher Education, Music Education Research, and Music Educators Journal. As a teacher, Ben has worked with pre-school, elementary, secondary, and university students in Canada, England, and Taiwan. Ben is an associate composer of the Canadian Music Centre and his compositions have been performed by a variety of professional and amateur performing ensembles. 
Dr Neryl Jeanneret, music educator, is an associate professor in the Graduate School of Education, University of Melbourne, Australia. Her research focusses on engagement in classroom and non-school settings, teacher education in the arts, artists working with children and young people, and Creative Education as a general capability. She has held leadership positions in peak music education organisations, including President of the Australian Society for Music Education and Chair of the International Society for Music Education's Policy Commission. She has a background in curriculum policy design for music, having served as an adviser to the NSW Department of Education, the Board of Studies, Teaching and Educational Standards NSW, the DET, Victoria and the Victorian Curriculum and Assessment Authority. Her most recent work in policy development was the Quality Framework for Music Education for Victorian schools.  She is a Fellow of the Australian Society of Music Education and a recipient of the MGSE 2013 Engagement Award.