Teaching the Arts in the Primary School Curriculum: What Strategies Imbue the Integrative Arts Subjects?

Autor/inn/en	Mannathoko, Magdeline C.; Mamvuto, Attwell
Titel	Teaching the Arts in the Primary School Curriculum: What Strategies Imbue the Integrative Arts Subjects?
Quelle	In: Studies in Art Education: A Journal of Issues and Research in Art Education, 59 (2018) 2, S.145-158 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3541
DOI	10.1080/00393541.2018.1440149
Schlagwörter	Case Studies; Elementary School Teachers; Teaching Methods; Art Education; Theater Arts; Teacher Attitudes; Pedagogical Content Knowledge; Elementary School Curriculum; Barriers; Educational Policy; Policy Formation; Cross Cultural Studies; Teacher Education; Foreign Countries; Specialists; Curriculum Implementation; Zimbabwe; Botswana + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Theaterwissenschaft; Lehrerverhalten; Pädagogische Kompetenz; Politics of education; Bildungspolitik; Politische Betätigung; Cultural comparison; Kulturvergleich; Lehrerausbildung; Lehrerbildung; Ausland; Simbabwe
Abstract	This qualitative case study investigated primary school teachers' approaches to the teaching and learning of the arts in eight purposefully sampled infant and junior classes in Botswana and Zimbabwe in 2016. Data were collected over a period of three months. Twenty-four creative and performing arts teachers were observed teaching in the two countries followed by interviews and analysis of curricular documents. The study revealed that most creative and performing arts teachers did not consider the integrated nature of the subjects but taught the disciplines as discrete components. In all of the study sites, teachers displayed limited disciplinary and pedagogical knowledge, skills, and competencies and faced myriad implementation challenges imposed by the already expansive primary school curriculum. This narrative inquiry proffers educational implications for the development and enhancement of arts education policies in the respective countries and ultimately the recognition of the subjects in the primary school curriculum. The implications drawn from the study can be applied to similar art learning contexts beyond the sites the study was situated in as well as teacher education in a broader context. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01