Arts Shoved Aside: Changing Art Practices in Primary Schools since the Introduction of National Standards

Autor/in	Irwin, Michael Ray
Titel	Arts Shoved Aside: Changing Art Practices in Primary Schools since the Introduction of National Standards
Quelle	In: International Journal of Art & Design Education, 37 (2018) 1, S.18-28 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/jade.12096
Schlagwörter	National Standards; Art Education; Foreign Countries; Elementary School Teachers; Elementary School Curriculum; National Curriculum; Numeracy; Literacy; Questionnaires; Interviews; Time Management; Visual Arts; Faculty Development; Integrated Activities; New Zealand + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Rechenkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Fragebogen; Interviewing; Interviewtechnik; Zeitmanagement; Optische Gestaltung; Integrierender Unterricht; Neuseeland
Abstract	This article reports on the understandings and practices of primary teachers in implementing the arts curriculum since the 2010 introduction of National Standards in Numeracy and Literacy within the New Zealand Education system. The ever-mounting pressure on schools to perform to these standards has resulted in a reduction of emphasis and time allocation in the classroom to the arts. In numerous schools the arts have been marginalised to little more than that of decoration and marketing status. Data was collected using a questionnaire and individual interviews from 124 primary teachers within nine schools located in three geographic clusters. The large majority of these teachers indicated that art was not a priority, and that less time was spent on creating art works since the introduction of National Standards. The art that was taught tended to be integrated with other teaching areas. Teachers in referring to art were often referring to visual art which was the dominant art discipline. Professional development for staff in the arts was non-existent and was never part of a teacher's professional appraisal. All aspects of the National Arts Curriculum were very rarely taught, with most teachers feeling ill prepared to implement the full arts curriculum. In classrooms where an art discipline was successful taught it was largely due to the passionate interest and prior involvement in the art by the individual teacher. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01