Teaching Notes

• NEW- Informing Gatekeepers: Training Our Students to Critically Consider ‘Who Needs To Know What About Them’
  by Mackenzie Miller and Drew X. Coles

• NEW- Arts x Society: Introducing Entrepreneurial Thinking and Cultural Engagement Through an Arts and Community Collab Project by Jennifer A. Reis

• Repairing a Potential Omission in Arts Administration Training Programs: A Pedagogical Blueprint for Preparing Students to be Arts Organization Education Leaders and Managers by Joshua Seider Ritter, MFA

• Business Card Assignment: An Identity Exploration Artifact by Drew X Coles

• Applying Universal Design for Learning (UDL) to Arts Management Curriculum by Maclain Hardin Kurza

• Pitching Your Creative Idea: Advancing Artistic Agency and the Creative Project by Zane Forshee, Christina M. Manceor, and Robin McGinness

• Building Teamwork Skills in the Arts Management Classroom by Hannah Grannemann

• Building Teamwork Video by Hannah Grannemann

• Developing a Framework for Student-led Resource Sharing and Discussion by Kathryn S. Mullen and Michael L. Pritchard

• Community Engagement as Pedagogy by Carolina Blatt-Gross

• Teaching Arts Advocacy to Undergraduate Students Through Experiential Learning by Youngaah Koh

• Teaching Curatorial Decision-Making with the Inner Impresario by Roland J. Kushner

• Introducing Creative Placemaking to Undergraduate Students through a Case Study by Wen Guo 

• Teaching the Promotion of Heritage Sites by Eleonora Redaelli

• Preparing Arts Management Courses to Engage in DEI Practices by Elena SV Flys and Julie Voelker-Morris

• Preparing Future Arts Administrations to Engage in DEI Practices by Elena SV Flys & Julie Voelker-Morris 

Submission Instructions

Deadlines:

· January 31, 2024, for May 2024 edition

· July 30, 2024, for September 2024 edition

· Oct. 31, 2024 for January 2025 edition

Publication dates: Annually in January, May, and September

To submit to Teaching Notes, email your piece to Hannah Grannemann at hagranne@uncg.edu. Please include names, affiliations, and email addresses for all co-authors in the body of the email.

Submission Instructions:

The purpose of AJAM’s Teaching Notes section is for instructors working in arts management programs and cogent fields to share their own specific examples of class assignments, projects and course designs for the inspiration of other instructors. Since an important part of the article is what the instructor learned from teaching, the article must be about an assignment, project, or course that has been taught.

Authors must adhere to the following guidelines. Submissions will be rejected if the style and structure are not followed. We recommend authors read recent Teaching Notes publications as examples. Authors whose papers move forward in the publication process should expect to receive feedback and work with editors prior to publication.

Style:

• Word limit: 3000 plus references. We will reject submitted articles that are over this limit.

• Follow the APA 7 Professional Paper citation format for references, cover page, running head, tables, figures, and other illustrations. See Headings section below.

• Write in a readable, yet formal, style tailored for the audience of arts administration instructors in higher education with a range of familiarity with arts practices and pedagogical literature. Explain or provide citations for terms that may not be known to all readers.

• Write in first person. Multiple authors are welcome.

• Times New Roman, 12-point type, 1.5 spaced

• 1-inch margins

• Please insert all tables, figures, and other illustrations into the single file of your submitted text.

• Please keep in mind that AJAM does not use professional proofreaders; AJAM editors work directly with authors to finalize their pieces for publication. Final pieces are posted online as PDFs.

Headings:

• Heading level 1: all first letters capitalized, bold, flush left

• Heading level 2: only first letter capitalized, italics, indented .5 inches/1.25cm

• Heading level 3: bold, italics, only first letter capitalized

Structure:

• Introduction (About 200 words): Provide a concentrated summary and a road map for readers to your article.

• Course context (About 300 words): Succinctly provide information about the institutional, community, and course context for the reader to understand the specific circumstances of the course, assignment, curriculum, or activity. Relevant information includes: the areas of study and level of students in the course, where the course fits into the program’s curriculum (for example, pre-requisite courses), where the assignment or project fits into the rest of the course. Explain the roles/responsibilities of multiple instructors if necessary.

• Literature review (About 500 words): We advise against incorporating an excessive number of concepts and theories into your work. Instead, concentrate on a select few key concepts and theories, ensuring that you offer concise and lucid explanations for each. Include only literature that directly links to the sections of the article that follow. This section only sets up the intellectual basis for the rest of the article; you will make the connections to these references in the following sections. References should primarily be from academic literature or textbooks. A minimum of 6 references are required. Six to 20 references are recommended.

• Course summary (About 700 words): Describe and explain the goals for the course/project/assignment. Provide a detailed description of the course/project/assignment. that allows fellow instructors to adapt and apply to their own teaching. Selected sample student learning outcomes, assignment instructions, diagrams illustrating processes are welcome, but descriptions from the instructor that directly connect goals to the design of the course/project/assignment are more valuable. Do not discuss results or reflections on teaching in this section; focus on the intentions of the course/project/assignment.

• Results (About 500 words): Discuss the results of the course/project/assignment. Discuss how you evaluated/assessed the student outcomes. Quotes or paraphrased feedback/responses from students, or examples (or descriptions of examples) of their work are welcome. Do not reflect on your teaching in this section; that is for the Discussion section. You may connect the results to ideas from the Literature Review.

• Discussion (About 500 words): This is a section for reflection and self-evaluation. Discuss successes and opportunities of improving and adapting your course/project/assignment for future iterations or advice for other instructors attempting the same or similar activity. You may connect your discussion to ideas from the Literature Review.

• Conclusion (About 300 words): Succinctly summarize the key takeaways for the reader, especially how the design, results, literature, and Discussion/reflection connect. You may discuss broader implications for arts management education or arts management practice in this section.

• References: A minimum of 6 references are required; no more than 20 references is recommended. References are not counted in the 3000 maximum word count.

Questions? Feel free to email editor Hannah Grannemann (hagranne@uncg.edu) with any questions or other inquiries.

To submit to Teaching Notes, email your piece to Hannah Grannemann at hagranne@uncg.edu. Please include names, affiliations, and email addresses for all co-authors in the body of the email.