The first part of this paper sets out to describe the curriculum change in initial and in-service art education in Hong Kong. The second part of the paper presents findings of case studies of curriculum projects of in-service teachers and their approaches in the planning and implementation of their curriculum. The key findings are that, firstly, different conceptions of art result in different approaches in teaching and, secondly, four themes are identified in their projects - art as expression, art as critical study, art as social comment, and art as cultural heritage. The paper concludes with implications for a more content-based art education to include works of art and cultural heritage from diverse cultures in pre-service and in-service teacher education.
