Teaching Artist Journal (TAJ)

The Teaching Artist Journal (TAJ) is dedicated to understanding and advancing inclusive and innovative teaching artistry by fostering critical dialogue, sharing practical insights, and advocating for equitable access to performing and visual arts education across global communities and disciplines. The mission of the Teaching Artist Journal is as follows: To explore, define, and engage with the unique role and global practice of teaching artistry through real-world case studies that illustrate its impact and application. To advance and document innovative, inclusive, and effective teaching artistry that recognizes the unique contributions of teaching artists in shaping dynamic, participatory learning environments. To serve as a vital international forum, promote interdisciplinary critical-praxis, and connect diverse teaching artists through new and transferable methods, theories, and models grounded in equity, accessibility, and cultural responsiveness. To advocate for the complex and evolving interests of teaching artists and their communities, with a commitment to uplifting underrepresented voices and perspectives. To share field-specific artistic, educative, and psycho-social insights with theorists, practitioners, and learners, fostering reciprocal exchange and deep engagement within broader areas of study. To celebrate the achievements of teaching artists, particularly those who pioneer inclusive, student-centered approaches that empower all learners. To advocate for universal access to arts experiences and emphasize the importance of equitable opportunities for creative expression.

Teaching Artist Journal (TAJ) is :-

• International, Peer-Reviewed, Open Access, Refereed, global communities, shaping dynamic, study, psycho-social , Online or Print , Quarterly Journal

• UGC Approved, ISSN Approved: P-ISSN P-ISSN: 1541-1796, E-ISSN: 1541-180X, Established: 2003, Impact Factor: 0.1
• Provides Crossref DOI

• Not indexed in Scopus, WoS, DOAJ, PubMed, UGC CARE