Early childhood art education in Hong Kong: Is any theory informing practice

Early childhood art education in Hong Kong: Is any theory informing practice

• Wong, Kit Mei Betty The Hong Kong Institute of Education
• Piscitelli, Barbara Ann

Asia-Pacific Journal for Arts Education, 7(1), 1-30, 2009

2009

• G 課程與教學:個別教學範疇
  • GF 人文學科及藝術
• Q 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施

WAP 2.0 XTHML-MP M-Learning

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

This paper examines the field of art education for young children in Hong Kong with a focus on the curriculum policy. A number of researchers have found that effects of cultures on the conceptions and understanding of art education for young children and its values are significant in their process of formation (e.g., Duncum, 2000, 2002; Freedman, 2000; Gardner, 2004; Green, 2000; Piscitelli, 1999; Piscitelli, Renshaw, Dunn & Hawke, 2004; Schirrmacher, 2001; Wright, 1991, 1997, 2003). This paper has applied the framework of the three orientations from Efland (1990), i.e. expressionism, reconstructionism and scientific rationalism in the analysis of Hong Kong curriculum policy documents and found that contradictions in terms of principles and practices are embedded. It is argued that these hidden but value-loaded assumptions about theories and practices in early childhood education and art education should be made explicit both in the formation of the policies and their implementation in schools if success is expected.
[Copyright © 2009 HKIEd APFSLT.]

• 英文

期刊論文

• 16836995

https://bibliography.lib.eduhk.hk/tc/bibs/9e7a8203

2015-11-05