“没有语境的内容就是噪音”:寻找西澳大利亚小学艺术教育的课程和谐。

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH International Journal of Education and the Arts Pub Date : 2018-02-10 DOI:10.18113/P8IJEA1902
S. Chapman, P. Wright, R. Pascoe
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引用次数: 7

摘要

西澳大利亚州小学的艺术教育包括强制性课程规定的学习机会。然而,该课程的基本假设涉及机会、资源和支持,影响了学校实施课程的能力,而书面课程没有充分解决这些问题。根据Ball、Maguire和Braun(2012)的政策制定理论,使用四个情境变量(情境情境、职业文化、物质情境和外部因素)来强调书面出版课程与实施的实践课程之间的差异。根据对四所学校24名参与者的采访,地理位置、艺术专家的使用、适当的学习空间以及与强制性识字和算术测试相关的压力等问题被本研究报告为背景压力。本文详细介绍了这些语境压力的破坏性干扰,我们称之为“噪音”。更好地理解这一背景景观,使学校和教师远离混乱的“噪音”,更接近课程和谐。
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"Content without Context Is Noise": Looking for Curriculum Harmony in Primary Arts Education in Western Australia.
Arts education in Western Australian primary schools consist of learning opportunities outlined by mandated curriculum. However, assumptions underlying this curriculum involving access, resources and support impact schools’ capacity to implement the curriculum without them being adequately addressed by the written curriculum. Drawing on the policy enactment theory of Ball, Maguire, and Braun (2012), four contextual variables (situated contexts, professional cultures, material contexts and external factors) are used to highlight the differences between the written published curriculum and the implemented, practised curriculum. Drawing on interviews with 24 participants across four schools issues of geographic location, use of arts specialists, appropriate learning spaces and the stresses associated with mandated literacy and numeracy testing are reported as contextual pressures by this study. This paper details the disruptive interference of these contextual pressures that we describe as ‘noise’. The provision of a better understanding of this contextual landscape brings schools and teachers away from the ‘noise’ of disruption and closer to curriculum harmony.
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来源期刊
International Journal of Education and the Arts
International Journal of Education and the Arts EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.30
自引率
16.70%
发文量
0
审稿时长
12 weeks
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