Storytelling within the arts curriculum

2013 ◽  
pp. 119-122
Keyword(s):  
The Arts ◽  
Arts Curriculum

The Role of Music in a Balanced Arts Curriculum

1990 ◽  
Vol 7 (3) ◽  
pp. 231-238
Author(s):  
Keith Stubbs
Keyword(s):  
Arts Education ◽  
National Curriculum ◽  
Curriculum Planning ◽  
Management Structure ◽  
The Arts ◽  
Historical Factors ◽  
Arts Curriculum ◽  
Music And The Arts ◽  
Selection Of

Music has a role to play in Arts Education. This role remains largely underdeveloped. The selection of music and art as foundation subjects in the National Curriculum is divisive and fails to comprehend the fundamental concepts of arts education.This paper recognises the characteristics that are both common and distinctive between music and the arts, and reminds us of the historical factors which often prevent collaborative curriculum planning. It examines both the models and the language of collaboration, and recommends a management structure placed firmly within a single cohesive policy for the arts.

scholarly journals Trust and Witnessing: Lessons for Dance Education / Professional Development in Community

2015 ◽  
Vol 9 (1) ◽  
pp. 249-265
Author(s):  
Miriam Torzillo
Keyword(s):  
Primary Schools ◽  
Dance Education ◽  
Summer Institute ◽  
Embodied Experience ◽  
Community Based ◽  
Dance Company ◽  
The Arts ◽  
Education Professional Development ◽  
Arts Curriculum ◽  
Rare Opportunity

Dance education is rarely taught in Australian primary schools. A National Arts curriculum was published online in 2014, and ready for implementation the following year. Therefore schools and teachers will be looking for models and frameworks that will help them implement the arts, including dance. The author experienced the work of the community-based dance company Dance Exchange during a summer institute in 2013. For a teacher of dance in a relatively isolated regional town, taking part in the summer institute was a rare opportunity to nourish creative inspiration and a reminder of the importance of the collaborative creative process and the embodied experience within Dance Education.

scholarly journals The basic principles of a socially just arts curriculum, and the place of drama

2021 ◽  
Author(s):  
John O’Toole
Keyword(s):  
Historical Analysis ◽  
Educational Goals ◽  
Extensive Discussion ◽  
Basic Principles ◽  
Australian Curriculum ◽  
Curriculum Assessment ◽  
The Arts ◽  
Arts Curriculum ◽  
Extensive Consultation ◽  
Democratic Principles

AbstractThis paper provides a descriptive historical analysis of the planning and writing of the Australian Curriculum: The Arts which occurred from 2009 to 2013. This process involved extensive consultation across a range of stakeholders, including curriculum research, background reading and analysis that preceded the Australian Curriculum, Assessment and Reporting Authority’s writing process. The curriculum itself was underpinned by a range of democratic principles, including the importance of developing a socially just curriculum. This necessitated extensive discussion which interrogated the terms excellence and equity to ensure a high-quality arts education was accessible for all students, regardless of their background. The implementation of these principles is then explored through the perspective of the Drama writing team, including the importance of the subject Drama in developing a sense of inquiry and empathy in students by exploring their own and others’ stories and points of view. The final curriculum document for the Arts, and specifically for Drama exemplifies the importance of these social justice principles in responding to the Melbourne Declaration on Educational Goals for Young Australians (2008) which advocates for equity and excellence in Australian schooling and for all young Australians to become successful learners, confident and creative individuals and active and informed citizens.

The Seisa Model for Teacher License Renewal (TLR) in Japan

2019 ◽  
pp. 1-18 ◽  
Author(s):  
Richard Keith Gordon
Keyword(s):  
High School Students ◽  
The Other ◽  
Symbiotic Relationship ◽  
Classroom Communication ◽  
School Students ◽  
Great Opportunity ◽  
The Arts ◽  
The World ◽  
Arts Curriculum ◽  
License Renewal

This study focuses on developing kyosei in the arts curriculum of Teacher License Renewal (TLR) at Seisa University. The TLR program at Seisa University utilizes a unique practice known as kyosei, the symbiotic relationship between individuals and the world around them. By employing action research methodology, the team of researchers planned the practice, conducted TLR at Seisa for in-service teachers (n=300), checked the practice, and applied it to high school students (n=16). Classroom communication and interdisciplinary form of arts helped to collaborate on different units, ages, and ability of learners; thus, it became a great opportunity for kyosei practice. On the other hand, for students, dealing with others and uncertainty presented challenges. Playing with others, participating the artistic activities and learning from each other turned a great training for kyosei.

Sts, Technology Literacy, and the Arts Curriculum

1982 ◽  
Vol 2 (4) ◽  
pp. 291-307 ◽  
Author(s):  
Steven L. Goldman ◽  
Stephen H. Cutcliffe
Keyword(s):  
Technology Literacy ◽  
The Arts ◽  
Arts Curriculum

The Aberdeen Enlightenment: The Arts Curriculum in the Eighteenth Century

1995 ◽  
Vol 35 (2) ◽  
pp. 197
Author(s):  
Sheldon Rothblatt ◽  
Paul B. Wood
Keyword(s):  
Eighteenth Century ◽  
The Arts ◽  
Arts Curriculum
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