Art History Pedagogy and Practice (AHPP) is a peer-reviewed, open-access e-journal dedicated to advancing teaching and learning in art history. The journal provides a forum for scholarly discourse that articulates and presents the range of pedagogical methods for learners in formal, informal, and virtual learning environments. AHPP contributes to the radical transformation of education by promoting the research and practice of pedagogy beyond institutional or disciplinary boundaries, and seeks to raise the profile and value of those who identify as educators across fields and disciplines.

With its inaugural issue, AHPP seeks to advocate and support the scholarship of teaching and learning (SoTL) in our field by re-examining the introductory survey course in art history. This theme takes as its point of departure the last substantive pedagogical discussion in the discipline, published in a special issue of Art Journal in October 1995. The goal of the inaugural  AHPP issue is to explore and interrogate the discipline’s signature pedagogies that are, or should be, established in a student’s initial exposure to art history. Contributions can include everything from quantitative studies that examine teaching and learning in art history survey classes to reflective essays on pedagogical concerns specific to the art history classroom and the field at large. 

We invite a broad spectrum of submissions that revisit unresolved questions and address new questions that have arisen in the last two decades and that are relevant to the study, teaching, politics, and practice of art history today. Possible topics for the first issue include but are not limited to: 

• the nature of the art history survey text and the impact of open educational resources and publisher-produced online infrastructure to support use of art history textbooks 
• the value of chronological vs. thematic surveys
• learning goals and outcomes appropriate to the survey course
• approaches to the survey course in differing academic contexts (e.g. the art and design college, the liberal arts college, the research university, K-12 settings)
• contingent labor and the survey course
• flipped, hybrid, and online course models
• the role of technology, social media, and the digital humanities in the survey classroom
• active learning and non-traditional teaching methods
• The history of the survey course

Submission types may include but are not limited to:

• Long-form articles: essays and reports documenting completed or in-progress projects, theoretical or scholarly papers, reflections, or reviews of literature (3,000-10,000 words)
• Short-form essays: reports on works in progress, responses to previously published literature, reflections about in-class experiences, tools and tips about teaching methods that reflect on and assess the effectiveness of a pedagogical approach in a scholarly manner (1,500-3,000 words)
• Multi-modal projects: in-progress or completed projects that fit into the rubric of the scholarship of teaching and learning (SoTL)
• Principles and Practicalities of SoTL-AH:  essays and reports addressing the practical needs, concerns, benefits, and processes of conducting SoTL in art history and related disciplines 

Submissions will be accepted online at journal.arthistorypp.org beginning April 15 until July 15.  See AHPP Submission Guidelinesfor more information.  If you have any questions about your submission, please contact the editorial team of AHPP at [log in to unmask].