Notes on Lifting Art, a Creative School Project Focused on Strengthening the Arts Curriculum in Secondary School

2020 ◽  
pp. 31-41
Author(s):  
Oskar Lindvall
Keyword(s):  
Secondary School ◽  
School Project ◽  
The Arts ◽  
Arts Curriculum

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.

A humorous comparison of two elements: A secondary school project

1974 ◽  
Vol 51 (9) ◽  
pp. 564
Author(s):  
Barry Levine ◽  
Sara C. Myers
Keyword(s):  
Secondary School ◽  
School Project

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.

Green School Leadership

2019 ◽  
pp. 328-341
Author(s):  
Cornelia Ndahambelela Shimwooshili Shaimemanya ◽  
Sadrag Panduleni Shihomeka
Keyword(s):  
Secondary School ◽  
School Leadership ◽  
Leadership Practices ◽  
School Principals ◽  
School Management ◽  
Environmental Knowledge ◽  
Future Generations ◽  
Sustainable Living ◽  
School Project ◽  
Green School

The purpose of the chapter was to examine the leadership practices of school principals whose agenda is to green the schools in an effort to achieve sustainability in Namibia and build environmental knowledge of the Namibian secondary school learners. The study was qualitative and used a purposive sampling of eight teachers and environmental clubs at three selected schools in the Khomas education region. The results revealed that these teachers hold a non-remunerative position of coordinating for the Environmental Club as an extra-mural responsibility and they were doing it because of their natural love for the environment and interest in educating the young and future generations about sustainability/sustainable living. The chapter recommends that the school management should provide maximum support to the practicing and responsible green school project coordinators at various schools to motivate and guide them when necessary.

scholarly journals Theatrical Pedagogy and Language Acquisition: A Methodological Analysis

EL LE ◽  
2021 ◽  
Author(s):  
Diana Peppoloni
Keyword(s):  
Language Acquisition ◽  
Secondary School ◽  
Foreign Language ◽  
Control Group ◽  
Teaching Methodology ◽  
Experimental Protocol ◽  
Teaching Group ◽  
The Arts ◽  
Post Test

The present study, conducted in a secondary school in Perugia (Italy), aimed to verify the benefits of the theatrical teaching methodology on the acquisition of a foreign language, in this case Spanish. The project, funded with the Three-year Plan of the Arts, took place for 20 hours over a school term, involving 23 students in the theatrical teaching group and 30 learners in the control group. The paper describes thoroughly the original experimental protocol in all its different phases, in order to encode it and make it replicable. It also provides the results obtained, measured quantitatively and statistically through the administration of a language pre-test, at the beginning of the project, and a final post-test.

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.

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