Integrated arts curriculum in Hong Kong secondary schools

Integrated arts curriculum in Hong Kong secondary schools

• Wong, Marina Wai Yee Hong Kong Baptist University

Arts Education Policy Review, 113(3), 100-105, 2012

Routledge

2012

• D Curriculum
  • DB Development & Evaluation
• D Curriculum
  • DE Secondary Education Programmes
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GE Social Sciences, Business & Law

Art Education Secondary Schools Curricula Teachers Teaching Methods Integration

• Hong Kong

• 1997.7 onwards

• Secondary Education

This longitudinal study (2001-09) of two Hong Kong secondary schools highlights six issues with an integrated arts curriculum: first, integration of knowledge and skills negatively precedes the integration of learners' construction of meaning; second, integration is perceived as challenging the profession's status; third, teachers are unaccustomed to co-teaching; fourth, teachers have little prior experience conceptualizing cross-discipline teaching and learning; fifth, Hong Kong's current systemwide education reform places arts integration as a relatively low priority; and sixth, because integrated arts curriculum implementation is not mandatory, the vagaries of individual school management create a plethora of integration approaches that confound the task of forging a common definition. Remedial recommendations include cascading "seed projects" to broaden teachers' views of integrated arts and teaching, facilitating supportive school timetabling, and sharing integrated learning outcomes in the individual schools.
[Copyright of Arts Education Policy Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10632913.2012.687339 ]

• English

Journal Articles

• 10632913

• 10.1080/10632913.2012.687339

https://bibliography.lib.eduhk.hk/en/bibs/9ab721f6

2014-01-18