Purpose, value, and practice in Western Australian schools: Understanding misalignment in arts learning

Abstract

Purpose, value, and practice are three key concepts in understanding curriculum implementation in arts education. When these three concepts work in harmony, the alignment provides a framework for successful arts curriculum implementation. This study highlights how these concepts are often misaligned with competition between the translation of purpose as stated in curriculum documents, mediated through competing values shown by teachers, principals and the community, the realities of teaching, and the everyday life of schools. Key to understanding the impact of a misaligned arts education is the intersection of purpose––the why of arts learning; value––the beliefs about what is worth knowing in terms of curriculum authorities and teacher’s beliefs; and practice––the actuality or how of arts learning. A purpose, value, and practice framework is explored using a qualitative methodology drawing on the experiences of 20 primary school teachers across four schools in Western Australia. The ways that each of these three key concepts manifest provides insights into what can improve authentic arts learning for young people in schools. Additionally, the centrality of the teacher to the teaching learning process, and time allocation commitments by teachers and schools are discussed as key considerations of curriculum implementation misalignment.

Additional information

Notes on contributors

Sian Chapman

Sian Chapman is a Lecturer in the School of Health Sciences at the University of Notre Dame, Australia. Her background is in dance education and she has over twenty-five years' experience as an educator. She is currently completing a PhD at Murdoch University. Her research interests lie in arts and movement, curriculum theory, practice and education policy practices.

Peter Wright

Peter Wright is Associate Professor of Arts Education and Research Methods at Murdoch University in Perth, Western Australia. He works across the Arts with a commitment to personal, social and cultural inquiry, agency, education and expression, health and wellbeing. Central to this work is an interest in socio-aesthetic pedagogy, social justice, and social inclusion, and ways they are mediated in and through the Arts. He is recently published in Arts Education Policy Review and Discourse: Studies in the Cultural Politics of Education.

Robin Pascoe

Robin Pascoe is Senior Lecturer in Arts and Drama Education, School of Education, Murdoch University, Perth Western Australia. He teaches Drama and the Curriculum (Secondary, Teaching the Arts (Early Childhood and Primary) and Engaging Communities through Drama. Robin's research interests include: arts and drama education, teacher education, curriculum and curriculum implementation, assessment in the arts and drama. Robin is also currently President of IDEA, International Drama/Theatre and Education Association. He has been a curriculum writer and worked as policy officer and Superintendent in the Arts, Department of Education Western Australia.