The changing face of students in New Zealand: Are visual arts teachers keeping pace?

2017 ◽  
Vol 13 (1) ◽  
pp. 43-59
Author(s):  
Jill Smith
Keyword(s):  
New Zealand ◽  
Visual Arts ◽  
Arts Teachers

scholarly journals Biculturalism and Multiculturalism: Competing Tensions in Visual Arts Education in Aotearoa-New Zealand

2010 ◽  
Vol 12 (2) ◽  
Author(s):  
Jill Elizabeth Smith
Keyword(s):  
New Zealand ◽  
Multicultural Education ◽  
Cultural Diversity ◽  
Visual Arts ◽  
Art Teachers ◽  
Multicultural Society ◽  
Visual Arts Education ◽  
Aotearoa New Zealand ◽  
Multicultural Art Education ◽  
Postcolonial History

New Zealand has become an increasingly multicultural society since the 1990s. But multicultural education is complicated in this nation by its position on biculturalism, a commitment founded in its postcolonial history. The finding of an investigation in secondary schools, which showed that national and visual arts curricula emphasize biculturalism over multiculturalism, was reflected in art teachers’ pedagogies. In this paper I discuss how multicultural art education could be strengthened within the existing bicultural framework. Bridging the gap between policies and practices would require art teachers to review their practices and implement strategies which take into account the cultural diversity of students to enhance understandings of their own and other multicultural societies.

scholarly journals THE RELEVANCE OF THE VISUAL ARTS CURRICULUM IN THE PREPARATION OF PRE-SERVICE VISUAL ARTS TEACHERS IN UGANDA

2017 ◽  
Vol 75 (4) ◽  
pp. 394-409
Author(s):  
Julius Ssegantebuka
Keyword(s):  
Visual Arts ◽  
Practical Knowledge ◽  
Integrated Approach ◽  
Design Data ◽  
Visual Arts Education ◽  
Short Period ◽  
Arts Curriculum ◽  
Arts Teachers ◽  
Visual Arts Curriculum

The research examined the relevance of the visual arts curriculum content with the view of assessing the extent to which it equips pre-service visual arts teachers with the knowledge and skills required for effective teaching. The study adopted a descriptive case study design. Data were collected from three purposively selected National Teacher Colleges (NTCs), six tutors and 90 final year pre-service visual arts teachers participated in this study. The research findings showed that teacher education institutions are inadequately preparing pre-service visual arts teachers because of the gaps in the Visual Arts Curriculum (VAC) used in NTCs. Some of these gaps are attributed to the structure of the visual arts curriculum tutors use in NTCs. The visual arts curriculum lacks explicit visual arts assessment strategies; it has wide and combined visual arts content to be covered within a short period of two years and the limited knowledge of the available art materials, tools and equipment. The research recommended the restructuring of the VAC to accommodate more practical; and the introduction of specialized knowledge in the visual arts education (VAE) to enable tutors decipher practical knowledge from the theory studied so as to adopt an integrated approach in VAE curriculum. Keywords: case study, pre-service teachers, relevant visual arts curriculum.

scholarly journals Formation continue des enseignantes spécialisées en arts plastiques pour faire de l’école un espace inclusif, ouvert à l’autre et au monde | Professional Development of Art Teachers to Make School a Place that is Inclusive, Open to Others and the World

2017 ◽  
Vol 44 (1) ◽  
pp. 47-63
Author(s):  
Mona Trudel ◽  
Adriana De Oliveira ◽  
Élyse Mathieu ◽  
Réginald Fleury
Keyword(s):  
Contemporary Art ◽  
Visual Arts ◽  
Collaborative Research ◽  
Art Teachers ◽  
Intercultural Education ◽  
Student Culture ◽  
Formation Continue ◽  
Female Teachers ◽  
Education Professional ◽  
Arts Teachers

Abstract: The article deals with a training program involving visual arts teachers and pedagogical advisors from the Montreal School Board (CSDM). The goal of collaborative research was to foster the development of new modes of practice by supporting female teachers in the development of art projects that combine contemporary art, intercultural education and student culture. In this research, we aimed to identify the elements that favor the integration of the intercultural dimension in the visual arts class or that constitute an obstacle. The results of the study highlight the importance of the appreciation of contemporary art as a lever for intercultural dialogue.Keywords: Current art; Artistic education ; Intercultural education; Professional development.Résumé : L’article traite d’un programme de formation impliquant des enseignantes en arts plastiques et des conseillères pédagogiques de la Commission scolaire de Montréal (CSDM). L’objectif de la recherche collaborative était de favoriser l'élaboration de nouveaux modes de pratiques en soutenant des enseignantes dans le développement de projets d'art qui conjuguent art actuel, éducation interculturelle et culture des élèves. Dans cette recherche, nous visions à identifier les éléments qui favorisent l’intégration de la dimension interculturelle en classe d’arts plastiques ou qui en constituent un obstacle. Les résultats de l’étude soulignent l’importance de l’appréciation de l’art actuel comme levier d’un dialogue interculturel.Mots clés : Art actuel ; Éducation artistique ; Éducation interculturelle ; Développement professionnel

scholarly journals Prospective Visual Arts Teachers’ Innovation Skills and Attitudes towards Computer Assisted Instruction

2020 ◽  
Vol 4 (2) ◽  
pp. 98-107
Author(s):  
Sema Kara
Keyword(s):  
Visual Arts ◽  
Teacher Candidates ◽  
Attitude Scale ◽  
Comparative Approach ◽  
Computer Assisted ◽  
School Factors ◽  
Computer Aided ◽  
Arts Teachers ◽  
Students Attitudes ◽  
Teaching Attitudes

The aim of this study is to examine the prospective visual arts teachers' innovation skills and their attitudes towards computer-assisted teaching in terms of demographic and school factors. In this context, using comparative relational research model; the students' attitudes towards innovation skills and computer assisted teaching were examined with a comparative approach. The study group of this research consists of 305 visual arts teacher candidates studying at Dicle University, Anadolu University, Mersin University, Necmettin Erbakan University and Marmara University. Attitude scale and innovation skills scales were used to collect data. According to the analysis of the data, it was seen that visual arts teacher candidates' perceptions of innovation skills and their attitudes towards computer aided teaching are high. In addition, significant differences were found in computer aided teaching attitudes and innovation skills according to faculty type, grade level and gender. Finally, significant relationships were found between innovation skills and entrepreneurship perception.

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