About This Journal

Mission and Scope

Art History Pedagogy & 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. Art History Pedagogy & Practice embraces multiple research models that examine the effectiveness of instructional strategies and technologies that build the skills, theories, concepts, and values necessary to art historical practice. Art History Pedagogy & Practice also fosters exchange between art history and allied fields including art and museum education, studio art and design, visual and material culture, and the digital humanities by considering the role of technology and the material object to enhance understanding and intellectual development.

Art History Pedagogy & Practice welcomes a variety of submissions, from quantitative studies of teaching and learning in art history and across curricula to reflective essays about classroom experiences and concerns specific to art history’s pedagogies. The journal welcomes single- and multi-authored works as well as fully collaborative digital and multi-modal projects. We encourage submissions from authors at all academic levels, including collaborative projects that include graduate and/or undergraduate students as contributing authors.

Open Access Policy

Art History Pedagogy & Practice does not charge authors fees for publication.

Upon publication all material in Art History Pedagogy & Practice will be open access to make the research freely available to the public. The journal is published as Creative Commons-Attribution-NonCommercial 4.0 International license (CC-BY-NC).


Art History Pedagogy & Practice gratefully acknowledges the sponsorship of the Office of Library Services at CUNY Central and the Graduate Center, CUNY. Start up funding for Art History Pedagogy & Practice was generously provided by two Kress Foundation Digital Resource grants.


Portions of this website are adapted from the Journal of Librarianship and Scholarly Communication, with the permission of the editors.