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.

The latest music syllabus for Form I-III was printed in 1983. It has been put into practice for more than fifteen years. Recently, there is an intention of review of the syllabus reflected from a series of activities carried out by the CDI in 1998 including the survey of the implementation of Form I-III music syllabus, the disclose of the report survey for all music teachers, music expertise special meeting in collecting information and feedback of the future trends of music education of Hong Kong. As there are hints of review of the syllabus, this paper aims at reviewing the music contents stated in the syllabus and discussing its implications for teachers, students, schools heads, policy makers and music teacher educators.

Looking at the effects of globalization, hi-tech development, the meeting of cultures, various traditions and practices in art, and reforms in education – this paper sketches out a distinctive role for art education in the Hong Kong context.

When educators and researchers are talking about, studying or applying IT in education in many parts of the world, the Hong Kong Special Administrative Region Government launched a five-year IT education strategy. It aims at applying IT comprehensively across the curriculum that within ten years, all teachers and secondary 5 graduates will be able to work competently with IT tools. The strategy advocated a big step forward from the existing situation as most of the primary schools have not yet involved any elements of IT in their curriculum. This survey aimed to find out the teachers' readiness and attitude towards IT in art education in local primary schools.