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ERIC Number: EJ1224030
Record Type: Journal
Publication Date: 2019
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1550-5170
Purpose, Value, and Practice in Western Australian Schools: Understanding Misalignment in Arts Learning
Chapman, Sian; Wright, Peter; Pascoe, Robin
Journal of Curriculum and Pedagogy, v16 n2 p120-140 2019
Purpose, value, and practice are three key concepts in understanding curriculum implementation in arts education. When these three concepts work in harmony, the alignment provides a framework for successful arts curriculum implementation. This study highlights how these concepts are often misaligned with competition between the translation of purpose as stated in curriculum documents, mediated through competing values shown by teachers, principals and the community, the realities of teaching, and the everyday life of schools. Key to understanding the impact of a misaligned arts education is the intersection of purpose--the "why" of arts learning; value--the beliefs about "what" is worth knowing in terms of curriculum authorities and teacher's beliefs; and practice--the actuality or "how" of arts learning. A purpose, value, and practice framework is explored using a qualitative methodology drawing on the experiences of 20 primary school teachers across four schools in Western Australia. The ways that each of these three key concepts manifest provides insights into what can improve authentic arts learning for young people in schools. Additionally, the centrality of the teacher to the teaching learning process, and time allocation commitments by teachers and schools are discussed as key considerations of curriculum implementation misalignment.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia