Grammar School Students’ Opinions on the Art Curriculum: An Estonian, Portuguese and Slovenian Comparative Study
Keywords:
art education, the art curriculum, grammar school, motivation, students’ interests
Abstract
The article presents the attitude of grammar school students towards the art curriculum. It first provides an overview of the characteristics of contemporary art education, with an emphasis on the postmodern art curriculum and on linking course content with students’ interests. The study is based on the descriptive and causal non-experimental method,
with a sample comprising 387 Slovenian, Estonian and Portuguese students. It was established that the students place the highest value on developing creativity, and are less interested in art history content and learning about the basics of the formal art language. They are attracted to contemporary topics, such as graffiti, multicultural art, the use of new media, and digital technologies. The results of the study provide opportunities for future comparative analyses and starting points for updating art curricula.
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References
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Steers, J. (2014). Reforming the School Curriculum and Assessment in England to Match the Best in the World – A Cautionary Tale. International Journal of Art & Design Education, 33(1), 6-18.
Stokrocki, M. (2004). Contexts for teaching Art. In E. W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education (pp. 439-466). New York, London: Routledge.
TomÅ¡iÄ ÄŒerkez, B. G. (2013). Visual Art Education: Between Spatial Sustainable Development and the Image of Architecture. CEPS Journal, 3(1), 79-96.
Torres de Eça, T. (2005). Using Portfolios for External Assessment: An Experiment in Portugal. International Journal of Art & Design Education, 24(2), 209-218. Retrieved 16.03.15 from doi:
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ZupanÄiÄ, T., & Köster, A. (2014). A comparison between Estonian and Slovenian secondary art curriculum from the viewpoint of structure and content. In M. Aleksandrovich, R. Seebauer, & H. Zoglowek (Eds.), Diversity in Europe – Insight from Pedagogy and Psychology (pp. 270-277). Berlin – Münster – Wien – Zürich – London: Lit Verlag.
Blocker, G. H. (2004). Varieties of Multicultural Art Education: Some Policy Issues. In E. W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education (pp. 439-466). New York, London: Routledge.
Blohm, M. (1995). Vermittlung zeitgenössischer Kunst in Kunstunterricht - Probleme, Fragen und Denkalternativen. Abteilung V, Beitrag 1. Heidelberg: RAAbits Kunst.
Boughton, D., & Mason, R. (Eds.) (1999). Beyond Multicultural art education: International Perspectives. (European studies in education, vol. 12). Münster, New York, München, Berlin:
Waxmann.
Boughton, D. (1999). Framing Art Curriculum and Assessment Policies in Diverse Cultural Settings. In D. Boughton & R. Mason, (Eds.), Beyond Multicultural art education: International Perspectives. (European studies in education, vol. 12) (pp. 331-348). Münster, New York, München, Berlin: Waxmann.
BraÄun Sova, R., & Kemperl, M. (2012). The Curricular Reform of Art Education in Primary School in Slovenia in Terms of Certain Components of the European Competence of Cultural Awareness and Expression. CEPS Journal, 2(2), 71-90.
Burton, J. M. (2004). The Practice of Teaching in K-12 Schools: Devices and Desires. In E. W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education (pp. 553-575). New York, London: Routledge.
Cole, I. (1996). Young People and Contemporary Art. In L. Dawtrey, T. Jackson, M. Masterton, & P. Meecham (Eds.), Critical Studies and Modern Art (pp. 145-151). New Haven and London: Yale University Press.
Dawe Lane, L. (1996). Using Contemporary Art. In L. Dawtrey, T. Jackson, M. Masterton, & P. Meecham (Eds.), Critical Studies and Modern Art (pp. 137-144). New Haven and London: Yale
University Press.
Dawtrey, L., Jackson, T., Masterton, M., & Meecham, P. (Eds.) (1996). Critical Studies and Modern Art. New Haven and London: Yale University Press.
Duh, M., & Herzog, J. (2011). Ekoart in likovnopedagoška praksa [Eco-art and art education practice]. In M. Duh (Ed.), Raziskovalni vidiki ekologije v kontekstu edukacije [Research in ecology
from an educational viewpoint] (pp. 17-30). Maribor, RakiÄan: PedagoÅ¡ka fakulteta; RIS Dvorec.
Duh, M. (2006). New qualities of using computers in fine arts teaching. Informatologia, 39(4), 286- 289.
Dunn, P. C. (1995). Creating Curriculum in Art. VA: National Art Education Association.
Efland, A. (1992). Curriculum Problems at Century’s End: Art Education and Postmodernism. In L. Piironen (Ed.), Power of Images (pp. 114-120). Helsinki: INSEA Finland, The Association of Art Teachers in Finland.
Hardy, T. (2006a). Introducing: Nailing Jelly: Art Education in a postmodern World. In T. Hardy (Ed.), Art Education in a Postmodern World: Collected Essays (pp. 7-15). Bristol, UK; Portland, OR, USA: Intellect.
Hardy, T. (Ed.) (2006b). Art Education in a Postmodern World: Collected Essays. Bristol, UK; Portland, OR, USA: Intellect.
Hickman, R. (Ed.) (2005). Critical Studies in Art & Design Education. Bristol, UK, Portland, OR, USA: Intellect.
Hope, S. (2004). Art Education in a World of Cross-Purposes. In E. W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education (pp. 93-114). New York, London: Routledge.
Jabareen, Y. (2012). Towards a sustainability education framework: Challenges, concepts and strategies-the contribution from urban planning perspectives. Sustainability, 4(9), 2247-2269.
Retrieved 15.03.15 from doi: 10.3390/su4092247
Jagodzinski, J. (1999). Thinking Through /Difference/ in Art education Contexts: Working the Third Space and Beyond. In D. Boughton & R. Mason (Eds.), Beyond Multicultural art education:
International Perspectives. (European studies in education, vol. 12) (pp. 303-330). Münster; New York; München; Berlin: Waxmann.
Kemperl, M. (2013). Contemporary Art and Citizenship Education: The Possibilities of Cross- Curricular Links on the Level of Content. CEPS Journal, 3(1), 97-117.
Krek, J., & Metljak, M. (Eds.) (2011). Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji. Ljubljana: Zavod za šolstvo.
Parsons, M. (2004). Art and Integrated Curriculum. In E. W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education (pp. 775-794). New York, London: Routledge.
Powell, T. (2013). The important of Assessment: How Portfolios Can Impact Students’ Self-Efficacy and Comprehension in an Online Graphic Design Course. Online Submission. Retrieved 28.02.15 from http://files.eric.ed.gov/fulltext/ED543853.pdf
Short, G. (1995). Understanding domain knowledge for teaching: Higher-order thinking in preservice art teacher specialists. Studies in Art Education, 39(3), 154-169.
Steers, J. (2014). Reforming the School Curriculum and Assessment in England to Match the Best in the World – A Cautionary Tale. International Journal of Art & Design Education, 33(1), 6-18.
Stokrocki, M. (2004). Contexts for teaching Art. In E. W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education (pp. 439-466). New York, London: Routledge.
TomÅ¡iÄ ÄŒerkez, B. G. (2013). Visual Art Education: Between Spatial Sustainable Development and the Image of Architecture. CEPS Journal, 3(1), 79-96.
Torres de Eça, T. (2005). Using Portfolios for External Assessment: An Experiment in Portugal. International Journal of Art & Design Education, 24(2), 209-218. Retrieved 16.03.15 from doi:
10.1111/j.1476-8070.2005.00441.x
ZupanÄiÄ, T., & Köster, A. (2014). A comparison between Estonian and Slovenian secondary art curriculum from the viewpoint of structure and content. In M. Aleksandrovich, R. Seebauer, & H. Zoglowek (Eds.), Diversity in Europe – Insight from Pedagogy and Psychology (pp. 270-277). Berlin – Münster – Wien – Zürich – London: Lit Verlag.
Published
2015-09-30
How to Cite
ZupanÄiÄT., Köster, A., & Torres de Eça, T. (2015). Grammar School Students’ Opinions on the Art Curriculum: An Estonian, Portuguese and Slovenian Comparative Study. Center for Educational Policy Studies Journal, 5(3), 33-50. https://doi.org/10.26529/cepsj.126
Section
FOCUS
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