First: a brand-new journal focusing on entrepreneurship in the arts, co-founded by Linda Essig of the Creative Infrastructure blog and Arizona State University’s p.a.v.e. program, and Gary Beckman, a professor at North Carolina State. I’m honored to serve on the editorial board for this new initiative, along with blogosphere favorites Andrew Taylor, Diane Ragsdale, and others. Here’s the announcement from Linda:

Artivate: A Journal of Entrepreneurship in the Arts (ISSN 2164-7747), the first ever peer-reviewed research journal in the field of arts entrepreneurship, will be published twice yearly beginning July 2012 in an online format.

The mission of Artivate is to disseminate new thinking and perspectives on arts entrepreneurship theory, practice, and pedagogy.  The editors, Linda Essig, director of Arizona State University’s p.a.v.e program in arts entrepreneurship, and Gary Beckman of North Carolina State University’s program in entrepreneurial studies in the arts, are committed to publishing research-based articles and case studies of interest to scholars, artists, and students in the areas of entrepreneurship theory as applied to the arts; arts entrepreneurship education; arts management; arts and creative industries; public policy and the arts; the arts in community and economic development; nonprofit leadership; social entrepreneurship in or using the arts; evaluation and assessment; and public practice in the arts.  Artivate’s diverse international editorial board includes Andrew Taylor (UW-Madison), Margaret Wyszomirski (OSU), Bill Gartner (Clemson), Lynn Book (Wake Forest), Christina Hong (Queensland University of Technology) , Ian David Moss (Fractured Atlas), Diane Ragsdale (Erasmus University), Paul van Zuilenberg (University of the Free State), Gordon Shockley (ASU) and others.

Artivate has a call for submissions with a deadline of February 15. More details available here.

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Second: old friend Edward Clapp, of 20UNDER40 fame, is co-editing a special issue of Harvard Educational Review focusing on arts in education. This is the first time in nearly 20 years that HER has published a special issue on this topic. So, you know, no pressure or anything. Anyway, here’s an excerpt from that announcement:

The Harvard Educational Review (HER) is planning an upcoming Special Issue themed Expanding our Vision for the Arts in Education. This Special Issue intends to push beyond traditional understandings of arts teaching and learning to consider how education in and through the arts best suits the sophisticated demands of today’s students within the complex social and political landscapes that they inhabit.

Expanding our Vision for the Arts in Education will bring together the voices of practitioners, researchers, and youth who engage in innovative arts learning. In so doing, this issue will provide a launch-pad for ideas that will push the boundaries of what arts education looks like (or may look like) in our current educational ecosystem. Specifically, HER invites authors to submit proposals for manuscripts that address the ways in which high quality arts learning experiences of various forms can be successfully implemented to drive the learning and engagement of 21st century young people and adults in schools, through after-school programs, in formal and informal learning environments, and online in the digital world.

HER is in search of submissions that focus on the arts in education through a variety of lenses. Amongst these lenses are:

  • The lens of emerging arts mediums/disciplines—that considers how new and emerging arts mediums/disciplines (e.g.: digital art, media art, Hip Hop, film, video, digital animation, etc.), which may have long histories themselves, are just now beginning to extend the boundaries of the traditional arts education cannon;
  • The lens of traditional arts mediums/disciplines—that considers how traditional arts mediums/disciplines (e.g.: visual art, music, theatre, dance, and creative writing) can be applied in educational settings to directly address the needs of 21st century young people and adults;
  • The lens of web 2.0—that considers the relationship between arts education and open-source technology, gaming, social networking sites, and other aspects of online culture that influence student learning and youth development;
  • The lenses of mind-brain-education and Universal Design for Learning—that consider the arts as a vehicle uniquely capable of facilitating the cognitive and social development of learners whose individual differences are inadequately capitalized upon in traditional curriculum, and whose neurophysiology is evolving alongside the expansion of digital technology;
  • The lens of globalization—that considers how arts education can be employed to create dialogue in our increasingly more diversified, cross-cultural, and politicized world;
  • The lens of community empowerment and cultural organizing—that considers how arts education may be employed in a world challenged by unprecedented population growth, barriers to social mobility, and unequal distributions of power and wealth.

HER is looking for an unusual mix of content for this one: scholarly journal articles (up to 9000 words), an intriguing category of “cross-generational dialogues,” reflective essays from practitioners, and digital media content. Proposals are due February 3.