Curriculum, assessment and pedagogy: How these three dimensions are enriching visual arts education for ethnically diverse students in New Zealand secondary schools

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dc.contributor.author Smith, Jill en
dc.date.accessioned 2019-09-30T22:35:51Z en
dc.date.issued 2019 en
dc.identifier.citation Journal of Education and Culture Studies 3(3):311-330 2019 en
dc.identifier.issn 2573-0401 en
dc.identifier.uri http://hdl.handle.net/2292/48170 en
dc.description.abstract This article reports on findings from two complementary research projects conducted in Auckland, New Zealand’s largest city. Both projects were motivated by changing demographic statistics from a largely European-ethnic student population in secondary schools in the past, to an ethnically diverse one in the present. Each project focused upon the nature of New Zealand’s national curriculum and assessment policies for visual arts education, and the pedagogical practices of art teachers. European-ethnic art teachers comprise the majority in secondary schools, thus the research in 2015 centred on how these teachers are working alongside ethnically diverse students. Given that there is a growing population of Asian-ethnic students in secondary schools, the follow-up project in 2018 focused on how art teachers of Asian ethnicity are supporting these students to engage in experiences that express their cultural identities. The findings provide evidence of how art teachers are using the curriculum, assessment policies and culturally responsive pedagogies to enrich the nature of visual arts education for students of all ethnicities in secondary schools in this country. The findings are exemplified through the ‘voices’ of a sample of art teachers, and ‘artworks’ by 15-18 year old students which encapsulate the role of images as a powerful form of data. en
dc.publisher Scholink Inc. en
dc.relation.ispartofseries Journal of Education and Culture Studies en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri https://creativecommons.org/licenses/by/4.0/ en
dc.title Curriculum, assessment and pedagogy: How these three dimensions are enriching visual arts education for ethnically diverse students in New Zealand secondary schools en
dc.type Journal Article en
dc.identifier.doi 10.22158/jecs.v3n3p311 en
pubs.issue 3 en
pubs.begin-page 311 en
pubs.volume 3 en
dc.rights.holder Copyright: The author en
pubs.author-url http://www.scholink.org/ojs/index.php/jecs/article/view/2259 en
pubs.end-page 330 en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.subtype Article en
pubs.elements-id 779786 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
dc.identifier.eissn 2573-041X en
pubs.record-created-at-source-date 2019-08-31 en
pubs.online-publication-date 2019-09-29 en


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