A History of Community Art Education at Concordia University: Educating the Artist-Teacher Through Practice and Collaboration KATHLEEN VAUGHAN , MICHEL LÉVESQUE, LINDA SZABAD-SMYTH, DUSTIN GARNET, SEBASTIEN FITCH, and ANITA SINNER Concordia University With art education at Concordia University (Montreal, Canada) celebrating 50 years of program delivery, this article offers a self-study history of the university’ s community art education program for undergraduate artist- teachers. Drawing on case study, archival, and oral history methods, this research situates key program events within their university and Montreal contexts and addresses three questions: How did community art education emerge as a teaching direction at Concordia University? What key moments, projects, and themes emerge from a historical review of the past 50 years of curriculum development and teaching activities? What does a review of the history of the teaching of community art education at Concordia University suggest for its future and for the work of other historical researchers? The article identifies practice and collaboration as two enduring themes, and ends with guiding questions to encourage future research. Correspondence regarding this article may be sent to the first author at kathleen. vaughan@concordia.ca. Michel Lévesque is now at the Department of Educational Psychology, University of Alberta. Linda Szabad-Smyth is now retired from Concordia University. Dustin Garnet is now an Assistant Professor of Art Education at California State University, Los Angeles. Copyright 2017 by the National Art Education Association Studies in Art Education: A Journal of Issues and Research 2017, 58(1), 28–38 DOI: 10.1080/00393541.2016.1258530 28 Vaughan et al. / Community Art Education at Concordia University “ We suggest that teasing out the twinned notions of practice and collaboration has revealed a possible identity of the community art education at Concordia. ”