scholarly journals Music in the Australian arts curriculum: social justice and student entitlement to learn in the arts

2021 ◽  
Author(s):  
Linda Lorenza ◽  
Margaret Baguley ◽  
Martin Kerby
Keyword(s):  
Social Justice ◽  
The Arts ◽  
Arts Curriculum ◽  
Student Entitlement

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.

scholarly journals JAHANGIRS (1627-1658) LEADERSHIP ENDEAVOURS IN STRENGTHENING THE CONTINUITY OF THE MUGHALS IN INDIA

2021 ◽  
Vol 9 (08) ◽  
pp. 1160-1164
Author(s):  
Mohamad Zulfazdlee Abul Hassan Ashari ◽  
◽  
Nursafira Lubis Safian ◽  
Napisah Karimah Ismail ◽  
Ezad Azraai Jamsari ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Social Justice ◽  
Content Analysis ◽  
Analysis Data ◽  
Historical Study ◽  
Legal Principles ◽  
Cultural Activities ◽  
Secondary Sources ◽  
The Arts ◽  
Research Findings

Jahangir succeeded his father, Akbar after the latter stabilised Mughal rule in India. Although there are arguments that Jahangir did not achieve successes like his father, there were some endeavours by Jahangir which strengthened the continuity of Mughal rule. Hence, the purpose of this article is to examine his efforts to consolidate Mughal rule in India in his time. On the whole, this is a qualitative research using the methods of historical study and content analysis. Data was collected from primary and secondary sources and analysed. Research findings show that Jahangir was more focused on domestic development such as proclaiming Dustur al-Amal for administration. He also succeeded in putting down rebellions and developed culture and arts, including architecture. His own personality as a leader inclined him to be a patron of the arts, intellectual and cultural activities, as well as a believer of legal principles for social justice. Akbars policy of expanding territories was not Jahangirs priority because he gave more attention to managing the crises of rebellion in Mughal territory.

STEM Education, Economic Productivity, and Social Justice

2020 ◽  
Author(s):  
David E. Drew
Keyword(s):  
Social Justice ◽  
Stem Education ◽  
Assembly Line ◽  
The United States ◽  
Young Person ◽  
Special Focus ◽  
Economic Productivity ◽  
The Arts ◽  
The World ◽  
K 12

Just as the factory assembly line replaced the farmer’s plow as the symbol of economic productivity at the beginning of the 19th century, so the computer and its software have replaced the assembly line at the beginning of the 21st century. In the United States, and in countries around the world, STEM (Science, Technology, Engineering and Mathematics) education has moved front and center in national discussions of both productivity and social justice. This article will include (a) a review of how the world of work has changed, with a special focus on the history and impact of digital technology since ca. 1970; (b) lessons from research about K-12 education—elementary, middle school, and secondary education—and about higher education; and (c) research about how to increase access to education, and facilitate achievement, for those who traditionally have been under-represented in STEM education. Rigorous research has demonstrated how psychological and sociological factors (e.g., self-concepts, instructor expectations, and social support) often make the difference between student success and failure. To fully contextualize consideration of STEM education, many advocate broadening STEM to STEAM by including the arts, or the arts and humanities, in building educational programs. In today’s world a young person who wishes to secure a better life for himself or herself would be well advised to study STEM. Furthermore, a nation that wishes to advance economically, while reducing the gap between the have’s and the have-not’s, should strengthen its STEM education infrastructure.

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