Abstract

ABSTRACT Within the post-pandemic landscape of education across the United States, educators have found themselves floundering and rallying to navigate teaching and learning, amidst the personal and collective need to cope and survive. In response, with particular attention to visual arts education, our undergraduate and graduate art education programs are providing transformative professional development for our pre-service and in-service Artist Educator students, through contemplative practices that focus on the heart in order to discover and promote holistic leadership in visual arts education. This conceptual essay examines specific tenets for embracing holistic leadership for Post-Pandemic Visual Arts Education, through the deconstruction of a contemplative model containing three essential components that are integrated practices: (1) Know Thyself: Being Authentic, (2) Hone Emotional Intelligence: Cultivating Empathy and Compassion, and (3) Think and Act Creatively: Engaging Reflectively and Reflexively.

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