Literaturnachweis - Detailanzeige
| Autor/inn/en | McFerran, Katrina Skewes; Crooke, Alexander H. D.; Steele, Megan; Hattie, John; McPherson, Gary E. |
|---|---|
| Titel | The Importance of Passionate Individuals for Navigating School Arts Provision in 19 Australian Schools |
| Quelle | In: Research Studies in Music Education, 45 (2023) 1, S.157-173 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (McFerran, Katrina Skewes) ORCID (Crooke, Alexander H. D.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1321-103X |
| DOI | 10.1177/1321103X211032517 |
| Schlagwörter | Foreign Countries; Catholic Schools; Elementary Schools; Art Education; Affordances; Barriers; Sustainability; Value Judgment; Educational Policy; Advocacy; Stakeholders; Attitudes; Leadership Responsibility; School Personnel; Australia |
| Abstract | Arts programs are increasingly recognized for their role in promoting student development and cohesive school communities. Yet, most Australian schools are left to navigate a landscape characterized by shifting policy goals and external providers of diverse quality and intent. Drawing on interviews with 27 stakeholders from 19 Catholic primary schools in Melbourne, Australia, we explored key approaches to arts provision in this context, and conditions that hinder and support it. Approaches varied markedly, from school-wide programs embedded across the curriculum, to one-off incursions. Conditions consistently affecting provision ranged from leadership support to a community's view of the arts. Programs regularly relied on individuals passionate about arts to go beyond their paid roles, yet this frequently jeopardized sustainability. Overall, the approaches identified, and conditions affecting their sustainability, reveal a lack of value for school arts at policy and administration levels. This lack of value is not demonstrated in the provision of other traditional school activities like math or literacy, which begs consideration by policymakers and school administrators. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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