The Curriculum Development Council of the Education Department of Hong Kong takes the role to prepare official curriculum for the schools in Hong Kong. On the part of art education, it seldom mentions the impact of Museum visits on the study of art. Since the official art curriculum is a guide for Art teachers in Hong Kong to prepare their taught curriculum, they often overlook art museum as a supportive resources center for the teaching of art. In 1985 the NAEA published the goals for quality art education, which are among the basic skills addressed in virtually all art museum program planning. Art museums serve as resources for teachers in the schools, the setting of art museum provided a sound physical resource, whereas the docent service, lectures and seminars, and workshops on different themes are very effective human resources in the teaching of art. Referring to local situation, the Hong Kong Museum of Art plays similar role in the field of art education in Hong Kong. The education section of the museum conducts talks, seminars, and workshops on different themes. Docent service is also provided. The museum serves both as sites for field trips and extension services. But it is scarcely considered as a teaching resources / support for the art teachers in Hong Kong. The idea of this paper is to study the use of the Hong Kong Museum of Arts by Kindergarten, Primary and Secondary school art teachers of Hong Kong. First, it provides a background on the art education in Hong Kong. Second, it describes the research findings of the use of the Hong Kong Museum of Arts by the kindergarten, primary and secondary school art teachers of Hong Kong. Third, collected data is interpreted and discussed. Finally, recommendation is made for the improvement of art education in Hong Kong.

In Hong Kong, except for Art and Craft and Physical Education, official proved school textbooks for pupils and teacher's handbooks are widely adopted by all primary school subjects. When Art and craft primary teachers in Hong Kong schedule their lessons, they can only follow the official curriculum prepared by the Curriculum Development Council of the Education Department of Hong Kong. Thus, the official curriculum plays a very important role in guiding the primary Art and Craft teachers in planning their taught curriculum. In this paper, the writer tries to examine the developmental trend of the aims of the planned Hong Kong Primary Schools Art and Craft Curriculum from 50's to 90's.

In recent years there are increasing global interests and concerns in interdisciplinary and integrative learning across various subjects. Locally in Hong Kong, the concept of integrated learning of the arts subjects is at its blooming stage. Since 2001, the Department of Creative Arts in the HKIEd has implemented programme modules and explorative research projects on "Integrative arts learning and teaching" for students in the pre-service and in-service teacher-education programmes. A constructivist approach (Sunal, 2000) is adopted in the design of the modules in which students are exposed to the experiences of integrative learning of visual art, music, dance and drama activities. The module implementation data and project research findings have shown some facts that students successfully constructed meaning through the authentic experiences they involved and were able to integrate ideas and skills being learned. However, we are still facing a lot of constraints that are to be resolved, especially in the curriculum planning and implementation in the local school settings. The presentation will discuss on exemplars of our module implementation and explorative projects in schools; and analyze the strength, weaknesses and constraints of implementing integrated learning of the arts subjects in Hong Kong.

Computer technology has become a vital element which takes part in almost every aspect of our lives. In visual art, it acts as media for studio art production, tools for learning instruction, and tools for classroom management. However, the development of computer assisted learning in Hong Kong is still in an initial stage. As an educator of art, it is part of my responsibilities to study on the potential and effectiveness of computer application in the learning and teaching of art. This case study research of a programme of teacher education aims to find out the competency and attitude of prospective art teachers towards computer assisted learning and teaching. Result can pave way for future development of computer application for art teaching and learning in teacher education and in primary schools in Hong Kong. New Technology and Art Education: Computer technologies have enormous potential and advantages in enhancing and expanding the way of teaching and learning art in schools. Pupils can experiment their ideas on the screen without fearing of making mistakes and can easily try out their ideas and visualize their images in mind (Mathieson, 1993). These playful and relaxed working processes are a vital avenue leading to creativity (Greh, 1990). In teaching, on-line computer images provide enormous images through the net with a relatively lower cost (Heise,1996). Manipulating images on the screen allows more flexibility in teaching art appreciation and criticism than using slides for presentation (Greh, 1990). With the use of computer, pupils can 'save' part of the process and teachers are free to involve in the interim of their work (Greh, 1990). Computer application provides alternative ways for learning. For example the extensive use of World Wide Web makes thousands of works from major museums uploaded to the Net and on CD ROM which provides means to ponder, confer, and analyze everything from the most obscure artists; and allows life-long art-based learning (

The purpose of the study is to identify the rationales and notions for music education in Hong Kong and China. This study investigates the practice of music education in Hong Kong and China under the impacts of Westernisation and colonization particularly since the late 19th century. It also highlights the features of music education, and current issues in education in Hong Kong and China with regard to the two recently issued music curricula. The curricula reveal various resemblances and differences in the design of the music curricula, which bring to light recommendations that could be shared among other countries.

Textbook is a kind of operational curriculum which serves as a reflection and interpretation of the official curriculum. This study attempts to identify and compare the content demonstrated in the selected music textbook series of three publishers for junior secondary schools of Hong Kong. The balance and the emphasis of the three dimensions: "Music Elements and Knowledge", "Teaching Materials" and "Types of Activities" derived from the content of the text series are investigated by a set of quantitative content analysis instrument. The intra and inter relationship of the listed features of each textbook series provides the basis for the conclusion and recommendation of the study.

After the 1997 transfer, it is realized that Chinese language has become a sensitive subject due to its cultural significance and political symbolization. One of the most important responsibilities for the post-1997 Hong Kong government is to make both Chinese language and Information Technology (IT) become new initiatives for vitalizing Hong Kong's education system. It is suggested that the Hong Kong government should continue to strengthen resources and technical support in promoting computer assisted learning in school (Report on Review of 9-year Compulsory Education, 1997, Hong Kong, pp.110, 124). The ratio of students to computers is going to be pushed closer one-to-one for maximum use in primary schools. In Hong Kong too, the Arts curriculum stays relatively flexible that allows primary and secondary school teachers to choose content and structure for professional purposes. A development in information technology provision in education recent years has been the constant challenges for the traditional classroom presentation. However, a problem that is being faced by educators is the application of appropriate strategies to support both with respect to hardware and software related to teaching. In order to further enhancing technology teaching, there is also a need for teachers to make judgement to accommodate new approaches for their individual instructional design. Traditional method processed in static, linear and disparate design model do not adequate for multimedia programs. Yet multimedia teaching with a focus on affective and cognitive approaches has been the subject of very little research. Both researchers and educators have to face a situation of very limited multi-disciplined nature teaching references. The project has been descriptive of the issues that have arisen in the Hong Kong context: 1. How to effectively use multimedia in cultivating interdisciplinary and transdisciplinary curriculum across Art, music and Chinese poetry? 2. How to reshape the

The establishment of the Hong Kong Special Administrative Region has brought about enormous structural, social, economical, political and cultural changes to society. To cope with these multi-faceted changes, there is a need to review the existing systems and policies as to provide information for improvement or reform. Education is undoubtedly within the criteria for revision. Art education, that forms part of the core curriculum of general education, plays a role for developing an all-round being should invite certain amount of attention. This study tended to obtain a thorough picture on the changes of the philosophy and rationale of art education in the recent forty years by a descriptive study on the aims of art education in the official art syllabuses of junior secondary schools.